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
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.
Don't Miss Part II: The Suitable Subject For "Tanzania Towards a New Generation of an Inclusive Society"
Don't Miss Part II: The Suitable Subject For "Tanzania Towards a New Generation of an Inclusive Society"
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
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"
"Think Inclusively ~~~ Act Inclusively ~~~ Create an Inclusive Nation"
