What is Education in practice?

 Practical Education

 

What is Practical in education?

 

There are many factors and core things in education like concept, procedures and practice, but in education, practical procedure is the perfect physical appearance by the learners or researchers to gain the perfect outcome. In this scenario, practical education includes (1) skill, (2) discretion, and (3) morality. With regard to skill, we must see that it is thorough, and not superficial. We must not pretend to know things which we afterwards cannot accomplish. Skill must be characterised by thoroughness, and this thoroughness should gradually become a habit. Thoroughness is an essential element in the formation of a man's character, while skill is necessary for talent.

 

Role of skill in education

 

Skill involves practical knowledge about the work and particular fields. According to the instances a technician makes the television for several reasons such as display, resistance, wire conjunction etc. Now we consider that the educational skills are portrayed as teaching theory and skills that learners can explain smoothly. As regards discretion, it consists in the art of turning our skill to account; that is, of using our fellow-men for our own ends. For this several things are necessary. Properly speaking, it is the last quality attained by man, but it ranks second in importance.

 

Dissertation support the skills

 

What is education and pre-planning to acquire the knowledge? It is necessary work  to submit a detailed  discussion concerning a particular subject and topic. In exposing the right concept, the learner must submit the dissertation or short essay and dissertation to disguise his feelings and to be reserved, while at the same time he learns to read the character of others in the sense of subject of the student. This practice mainly approaches the real practice of learners and involvement as a character. It is chiefly with regard to his own character that he must cultivate reserve. Decorum is the art of outward behaviour, and this is an art that we must possess. It is difficult to read the character of others, but we must learn to do this without losing our own reserve. For this last a kind of scattering is necessary; that is to say, we have to omit our faults and keep up that outward appearance. This is not necessarily deceit, and is sometimes admissible, although it does border nearly on insincerity.

 

Dissimulation, however, is but a part expedient. To be prudent it is necessary that we should not lose our temperament; on the next view, we should not be too apathetic. A man should be brave without being violent-two qualities which are quite distinct from the present. A brave man is one who is desirous of exercising his will and passion. This desire is a compulsive control of the passions. Discretion is a matter of temperament.

 

Morality is a matter of ethics and character. Sustine et abstine (endure and abstain), such is the preparation for a wise moderation. The first step towards the formation of a good character is to put our passions on the front side. We must take care that our consciousness and inclinations do not become passions, by learning to go without those things that are denied to us. Sustine uses endurance and accustom you to endure. Courage as will, and a certain bent of mind towards it are necessary for renunciation. We ought to accustom ourselves to opposition, the refusal of our requests, and so on.

 

Presence of Sympathy in Education

 

'Sympathy' is a matter of temperament. Children, however, ought to be prevented from contracting the habit of a sentimental 'maudlin sympathy. 'Sympathy' is really sensitiveness, and belongs only to characters of delicate feeling. It is distinct from compassion, and it is an evil, consisting as it does merely in lamenting over a thing. It is a good thing to give children some pocket-money of their own, that they may help the needy; and in this way we should see if they are really compassionate or not. But if they are only charitable with their parents' money, we have no such test.

 

The saying Festina lente expresses concrete activity, by which we must hasten to learn a great deal - that is, festina. But we must also learn it thoroughly, and this needs time; that is, lente. The question here arises whether it is better to know a great many things in a superficial way or some things thoroughly. It is better to know but small and that little thoroughly, than to know a great deal and that superior; for one becomes aware of the shallowness of superficial knowledge later on. But, the child does not know as yet in what condition he may be with regard to requiring this or that branch of knowledge: it is better, therefore, that he should know something thoroughly of all, and otherwise he will but deceive and dazzle others by his superficially collected knowledge.

 

Initiation of Morality as Character

 

In this view, our ultimate aim is the formation of character. Character consists in the firm purpose to accomplish something, and then also in the actual accomplishment of work. Vir propositi tenax (a man who keeps steadfast to his purpose), said Horace, and this is a good character. For example, if a man makes a promise, he must keep it, however inconvenient it may be to himself; for a man who makes a resolution and fails to keep it will have no more confidence in himself. Suppose, for example, that a man resolves to rise early every morning that he may study, or do something or other, or take a walk- and excuses himself in spring because the mornings are still too cold, and rising early might injure his health, and in summer because it is well to allow himself to sleep, and sleep is pleasant- thus he puts off his resolution from day to day, until he ends in having no confidence in himself.

 

In the exposure for education, those things which are contrary to morality must be excluded from such resolutions. The character of a wicked man is vice; but then, in this case, we do not call it 'character' any longer, but obstinacy; and yet there is still a certain satisfaction to find such a man holding fast to his resolutions and carrying them out, though it would be much better if he showed the same persistency in good things.

 

Those who delay to fulfill their resolutions will do but little in life. We cannot expect much good to come of so-called future conversion. The sudden conversion of a man who has led a vicious life cannot possibly be enduring, in that it would be nothing short of a miracle to expect a man who has lived in such a way suddenly to assume the well-conducted life of a man who has always had good and upright thoughts. For the same reason we can expect no good to come from pilgrimages, mortifications, and fasting; for it is difficult to see how such customs can, all at once, make a virtuous man out of a vicious one. How can it make a man more upright, or improve him in any way, to fast by day and to feast at night; to impose a penance upon his body, that can in no way help towards improving his mind?

 

Importance of Moral Character in Education

 

To form the foundation of moral character in children, we must observe the following:-

 

We must place before them the duties they have to perform, as far as possible, by examples and rules. The duties which a child has to fulfill are only the common duties towards him and towards others. These types of duties must be the natural outcome of the kind of question involved. We have thus to consider more closely to this instances: -

 

(1) The child's duties towards himself- These do not consist in putting on fine clothes, in having sumptuous dinners, and so on, although his food should be good and his clothing neat. They do not consist in seeking to satisfy his cravings and inclinations; for, on the contrary, he ought to be very temperate and abstemious. But they consist in his being conscious that man possesses a certain dignity, which ennobles him above all other creatures, and that it is his duty so to act as not to violate in his own person this dignity of mankind. We are acting contrary to the dignity of man, for instance, when we give way to drink, or commit unnatural sins, or practice all kinds of irregularities, and so on, all of which place man far below the animals. Further, to be cringing in one's behaviour to others; to be always paying compliments, in order by such undignified conduct to ingratiate ourselves, as we assume- all this is against the dignity of man.

 

We can easily find opportunities for making children conscious of the dignity of man, even in their own persons. For instance, in the case of uncleanliness, which is at least unbecoming to mankind? But it is really through lying that a child degrades himself below the dignity of man, since lying presupposes the power of thinking and of communicating one's thoughts to others. Lying makes a man the object of common contempt, and is a means of robbing him of the respect for and trust in himself that every man should have.

 

(2) The child's duties towards others- A child should learn early to reverence and respect the rights of others, and we must be careful to see that this reverence is realised in his actions. For instance, were a child to meet another poorer child and to push him rudely away, or to hit him, and so on, we must not say to the aggressor, 'Don't do that, you will hurt him; you should have pity, he is a poor child,' and so on. But we must treat him in the same haughty manner, because his conduct is against the rights of man. Children have as yet no idea, properly speaking, of generosity. We may, for instance, notice that when a child is told by his parents to share his slice of bread-and-butter with another, without being promised a second slice, the child either refuses to obey, or obeys unwillingly. It is, besides, useless to talk to a child of generosity, as it is not yet in his power to be generous.

 

Conclusion

 

The proposed discussion relates to the practice and procedural skills with character and behavior of learners. Also the sympathy proposes the character of every skilled person who wants the best outcome in the real study field. Practical education can be confined in either technique or theoretical education pattern, but the whole result exists with the behavior and character of the learner in any circumstances.