1 & half min speech on " is ranking needed in education ? " for class 11th
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All life forms somehow possess knowledge and skills for survival and propagation. Such knowledge and skills are transmitted from generation to generation in various ways. On one hand, there is the direct path via inheritance. Properly expressed genes provide the offspring that carries them with built-in knowledge and skills, sometimes referred to as instincts and reflexes. On the other hand, there is the indirect path via education, where education is meant in a broad sense. The offspring learns by observing and imitating mature members of the species. The knowledge and skills transmitted by education are collectively known as the culture of a species.
For most species, inheritance is the dominant mode of transmission. The human species, however, relies very much on education, because for certain types of knowledge and skills, humans inherit only the ability to learn them. For example, the ability to learn language is inherited, but subsequent development of this ability through education is needed to learn any particular language. It is often not clear whether something, such as for example a desire to compete, is inherited or acquired (resulting in the nature-nurture controversies).
To summarize, a child is born without culture, and education can be viewed as the process of transmitting culture. Cultural knowledge and skills concern all aspects of human life. Long ago the list began to include such items as hunting, fighting, caring, healing, worshiping, farming, building, governing, judging, accounting, pleasing, competing, and educating.
The presence of education in human cultures can be inferred from the oldest historical records, dating back to about 3000 BC. These records indicate that education was at that time already formalized to some extent. That is, our early predecessors were aware of the educational process, which itself was a part of their culture, and certain members were specialized in dealing with educational matters. The knowledge and skills of formal teaching are, thus, in turn transmitted culturally. We do not know when education first appeared in this formalized way, but it is generally assumed that it is much older than the first references that have been preserved.
Formal education in more complex societies gave rise to teachers, schools, and out-of-context learning in classes, because this specialization allows a more efficient transmission of culture. Over the centuries entire school systems have been developed with their own educational philosophies. Today, the partition into primary, secondary, and optional tertiary (university or vocational) education is predominant, and the educational duties of schools are clearly prescribed by law. Note, however, that informal education, such as happens within the family, still plays an important role. Oscar Wilde once said: ``Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.''
As the demands on a society change, its culture changes, and consequently also its educational practices must change. Though difficult to understand in detail, this process of change appears to be a never-ending, self-propelling cycle. In order for a system with feedback to be stable, the response to change must be delayed. Education, therefore, always seems too late in its adjustment. Currently, the knowledge and skills to survive in what has become known as the information society are being incorporated.
For most species, inheritance is the dominant mode of transmission. The human species, however, relies very much on education, because for certain types of knowledge and skills, humans inherit only the ability to learn them. For example, the ability to learn language is inherited, but subsequent development of this ability through education is needed to learn any particular language. It is often not clear whether something, such as for example a desire to compete, is inherited or acquired (resulting in the nature-nurture controversies).
To summarize, a child is born without culture, and education can be viewed as the process of transmitting culture. Cultural knowledge and skills concern all aspects of human life. Long ago the list began to include such items as hunting, fighting, caring, healing, worshiping, farming, building, governing, judging, accounting, pleasing, competing, and educating.
The presence of education in human cultures can be inferred from the oldest historical records, dating back to about 3000 BC. These records indicate that education was at that time already formalized to some extent. That is, our early predecessors were aware of the educational process, which itself was a part of their culture, and certain members were specialized in dealing with educational matters. The knowledge and skills of formal teaching are, thus, in turn transmitted culturally. We do not know when education first appeared in this formalized way, but it is generally assumed that it is much older than the first references that have been preserved.
Formal education in more complex societies gave rise to teachers, schools, and out-of-context learning in classes, because this specialization allows a more efficient transmission of culture. Over the centuries entire school systems have been developed with their own educational philosophies. Today, the partition into primary, secondary, and optional tertiary (university or vocational) education is predominant, and the educational duties of schools are clearly prescribed by law. Note, however, that informal education, such as happens within the family, still plays an important role. Oscar Wilde once said: ``Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.''
As the demands on a society change, its culture changes, and consequently also its educational practices must change. Though difficult to understand in detail, this process of change appears to be a never-ending, self-propelling cycle. In order for a system with feedback to be stable, the response to change must be delayed. Education, therefore, always seems too late in its adjustment. Currently, the knowledge and skills to survive in what has become known as the information society are being incorporated.
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