In the age of ‘Globalization, Communication, Functionality and Interfacing’ teaching of any subject remains influenced and monitored by the spirit of the epithets that govern the age. Though partly obvious, it is warranted on our part to be conscious of the spirit of these epithets that remain influencing the pedagogy. To go into practical implications of the issue, the teacher and the taught and the subject that is taught remain connected at global
To elaborate further, none of the tripods of the education, namely, Teacher, Student and Content/Knowledge do not exist in isolation.
Hence the Teacher needs to collaborate with the teaching fraternity of the World, though in a selective way, with a view to getting updated. Perhaps, the same should govern the learning process of the students. They have to realize that learning process is collaborative, first and foremost in the classroom with their own teacher since the teacher is not the ‘Other’ but their mentor, on the other hand.
For scholarship updates visit scholarships portal
Later on, the collaborative spirit should extend to the extent that they are able to observe the learners located elsewhere, and need be learn and improve their learning process.
Similar would be the case with Communication aspect. It is no longer ‘what’ you communicate alone matters. But the ‘how’ of the communication makes a lot of difference. It is not mere communicating information/knowledge that matters in teaching.
In fact, how empathetically the dissemination of knowledge is done is all important. In practice, this could be realized through giving due consideration to the socio-cultural and lingual backdrop of the taught. In the ultimate sense, it is empowering the taught through imparting communicative skills should be a common goal in any subject area.
For scholarship updates visit scholarships portal
The tripod of the Education—the Teacher, the Taught and the Content/ Knowledge/ Information/Skill—also should remain governed by the aspect of Functionality. This must be sensible since the age is particular about conserving the resources—be they human or material.
Also is the implication that since teaching and learning process has become expensive, it must be functional. In other words, it should empower the beneficiaries by being functional. Hence, teacher, particularly, and even to some extent, the taught especially at tertiary and beyond levels, should be aiming at practical benefits of the teaching-learning process.
For scholarship updates visit scholarships portal
