Reflecting on Western Education Matrix. Social Sciences. Coursework

Complete the attached Matrix after watching the Youtube Videos in the attached document

Reflecting on Western Education
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Education in the Western Tradition
What does it mean to be truly educated? Is an educated person one who knows the answers, or someone who knows how to find the answers? Do you need to know anything in order to find answers? If so, what do you need to know, and who makes the decision about what learners need to know? These are the deepest questions that affect education, an education reform, in the present.
In the age of ever-improving digital search abilities, and the ever-increasing digitization of knowledge and experience, why bother learning anything? We could teach primary and middle schoolers how to read, how to write (type!), and how to boot up and generally maintain computing devices (a laptop, a phone, a tablet, and even (GASP!) a desktop computer). Then they would know everything that they really needed to know—said many-a-teenager in the western world! The counterpoints to this simplistic view of “The Internet will tell me everything” are numerous, but the following pages will provide three perspectives for the sake of our discussion.
Instructions
For each of the videos from below reply on the following matrix below:
• at least one important point, with details for why you chose it,
• an educational technology from your own life that supports or exemplifies what was said in the video.
Matrix
Most Important Point(s) from Video Example/Supporting Educational Technology
Noam Chomsky - On Being Truly Educated
https://youtu.be/eYHQcXVp4F4
In Dr. Chomsky’s video above, he offers that one classic perspective of being truly educated is “The ability to inquire and create constructively and independently, without external controls.”
David Foster Wallace - This is Water
https://youtu.be/eC7xzavzEKY
In this video, David Foster Wallace offers an idea that an education’s purpose is to build within all people the ability to experience freedom through a more selfless interpretation of the world, its people, and its events.
“If you’re automatically sure that you know what reality is, and who and what is really important, if you want to operate on your default setting, then you, like me, probably won’t consider the possibilities that aren’t annoying and miserable. But if you really learned how to think, how to pay attention, then you will know that you have other options. … You get to decide how you are going to see it. This, I submit, is the freedom of real education. Of learning how to be well-adjusted. You get to consciously decide what has meaning, and what doesn’t. That is real freedom.”
How does an education teach learners how to think, how to pay attention, and how to interpret the world in less selfless ways? How can technology support the learning of those skills and ways of thinking?
Wendy Kopp - The Value of Technology in the Classroom
https://youtu.be/_c59IHw5UYo
Wendy Kopp works with educational systems across the world, and she sees both the promise and the pitfalls of technology in education.What are the best opportunities for technology to improve education, according to Kopp?