Answers about Education

Humanities represent a unique category of study, because they are often attached to social values and interests. These connotations make them subject more open to interpretation. For this reason, I believe that they are central to the student’s fluency in society-wide affairs. The students’ domain of interest has the potential to extent to social impact in the humanities, and it should be taught with emphasis on moderated class dialogue.

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History should not be taught as a series of isolated, decontextualised events. This is what Paulo Freire calls “banking”, which allows the students only to memorise and sort information so that it can be reproduced upon demand (Freire 58). There is no emphasis placed on the ability to transfer knowledge from one application to another, which can help the student to “create new knowledge and arrive at further understandings” (40 Wiggins).

In the context of U.S. History, transferability might mean the ability to relate past events to current politics or to American literature. Unfortunately, the teacher can only do so much to cater to her students individually. Students must eventually learn to be self-reliant, treating the teacher as a resource. For this to happen, it is important that a general atmosphere that encourages enthusiasm of the subject matter be maintained, one that is conducive to learning.

Once this is done, the teacher can appropriately work her students’ interests and ideas, and help them develop both in school and independently of it. It is critical that the students see the importance of learning both inside and outside of the classroom. Just as a curriculum that is narrow and decontextualised is impractical, one that exclusively involves the students’ hobbies and pastimes is also limiting. What is learned in school should not be constrained in application; it should be ensured that whatever the student is learning, that he is able to apply it to multiple domains.

Special interest subjects which appeal to more limited student appeal and application are beneficial for at least two reasons. Firstly, they demonstrate the usefulness of more common subjects. Game theory, logic, and programming can all represent commonly used mathematics in practice; poetry, style, and culture-specific literature classes may utilise knowledge and skills taught in general English courses; economics, ecology, psychology, and art history combine disciplines.

Secondly, they can demonstrate new applications of broader students, which students may not be aware of. Sam Bennett (IRL) Decathlon – AG2R – La 36 Mondiale Team 13. Quentin Pacher (FRA) Groupama – FDJ 35 14. Remco Evenepoel (BEL) Soudal – Quick-Step 33 15. Harold Tejada (COL) Astana – Qazaqstan Team ” 16.

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