Tanzania Towards a New Generation of an Inclusive Society

PART I: EDUCATION SYSTEM

Comford (1945) mentions Plato (429-347 BCE) as the ancient Greek philosopher who pointed out three important things to be put into consideration for any nation to develop. In his book titled “The Republic”, Plato suggested these elements as education system of the Republic, defense system of the Republic and the strong leadership of the Republic. Within the field of education he proposed the type of curriculum suitable to his Republic of Greek, probably to be the correct lines and lights into which all nations to find the basis of their curriculum.

Plato is quoted articulating the following statements about how education is important to human life and that it should be part and parcel of day- to- day life activities and transactions;

“The object of education is to turn the eye which the soul already possesses to the light. The whole function of education is not to put knowledge into the soul, but to bring out the best things that are latent in the soul, and to do so by directing it to the right objects. The problem of education, then, is to give it the right surrounding (Plato’s Republic, Book vii, 518)”.

From these statements, one notes the key astonished words, holding within them unbreakable truth, the academic oriented logics; “turn the eye…to the light, to bring out the best things that are latent to the soul,….directing it to the right objects…” and the word latent, for sake of these statements stands as the coming forth of the novel messages with novel doctrines in them, tasked to educate the human soul.

Education as the body of knowledge which disciplines the reasoning faculty of human brain, which later constructs the new culture of intellect, is hereby of great ideal. This system of education should clearly state the objectives in it, and that it should thoroughly carter for the needs of the contemporary Tanzanian society and set sustainability mechanisms to enable this innovated system of education satisfy the complicated demands of the future generation.

Bloom (1956); Krathwohl, et al (1964); and Harow (1972); suggest the learning processes that attend effectively the human dominant domains of cognitive, affective, and psychomotor aspect consecutively. The cognitive domain deals with logical ideas, majoring in reasoning capacity of an individual. The affective domain, on the other hand, attends the human emotions such as happiness, hatred attitudes and its related elements. And the psychomotor domain deals with the learning aiming at disciplining the muscle abilities; it sets the readiness of muscle activities. Now, by applying this mode of learning makes an individual being educated holistically.




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Reference:

Bloom, B. (1956). Taxonomy of Educational Objectives: Handbook I, Cognitive Domain.

New York. Longman.

Cornford, F. M. (1945). The Republic of Plato. London: Oxford University Press.

Harow, A. (1972). A Taxonomy of the Psychomotor Domain. New York:David Mackay

Company, Inc.

Krathwohl, D. R., Bloom, B. et al (1964). Taxonomy of Educational Objectives: Handbook II, Affective Domain. London. Longman Group Ltd.

"Think Inclusively ~~~ Act Inclusively ~~~ Create an Inclusive Nation"