Colleges Traditional Vs. Unconventional

Colleges Traditional Vs. Unconventional

Did you know that the word "college", as​ in​ one definition supplied by Webster's Ninth New Collegiate dictionary, is​ "a group of​ persons considered by law to​ be a​ unit."

That's easy enough to​ take in. I doubt that anyone would find much disagreement with that statement. However, there are differences in​ colleges -- often very pronounced differences -- in​ curriculum, based on traditional approaches to​ learning vs. more unconventional, or​ unstructured styles.

Ever since the times of​ the philosopher and educator, Rousseau, questioned the theory that education is​ not the imparting of​ knowledge but the drawing out of​ what is​ already in​ the student,
there have been both types of​ higher institutions of​ learning.

While a​ number of​ educational theorists have stressed the benefits of​ an​ unstructured or​ "open" educational environment, others assert that a​ highly structured learning experience is​ most likely to​ produce better educational success.

So, the question becomes, can student interest alone supply a​ structure for higher education, or​ must it​ be imposed by an​ educator?

Welcome to​ the debate that continues today, and, if​ current trends are any indication, they will continue. The good thing is​ that this is​ not an​ official "argument" among educators by any means; there are simply differently recognized ways of​ learning while also enjoying the college social environment.

Some research has suggested that students learn more if​ they are actively engaged with the material they are studying. This self-paced kind of​ curriculum conconsists of​ website learning, independent study, and mock "on-the-job" scenarios, which include students actively participating in​ the given material.

By contrast, much can be said of​ the traditional side of​ higher learning, in​ which students, though always encouraged to​ participate in​ classroom discussions or​ events, are largely listening, absorbing, and taking notes on what the instructor is​ teaching.

The styles are so widely varied, even in​ subcategories of​ each module, because educators have learned this for certain: to​ help college students learn, they must be prepared to​ offer courses that are more "personality-driven" than the old one-room-schoolhouse plan. in​ effect, teachers and professors are also engaged in​ learning -- learning more about how to​ best teach and prepare programs of​ study for individual students; a​ relatively fresh approach that considers not only SAT scores and entrance exams, but personality tests administered prior to​ entry.

The world of​ education, even on the higher learning level, is​ indeed changing, and if​ administrators want to​ bump up the dropout rate, they realize they must structure this "group of​ persons considered by law to​ be a​ unit" into a​ plethora of​ opportunities for learning.

And the great thing about this ongoing process is​ that students are far more involved in​ the "style" of​ education they receive; it​ has become a​ world of​ "student centered learning," as​ opposed to​ "teacher-centered."

In either case, you can certainly rest assured there will always be a​ need for teachers -- those who have studied extremely hard to​ then take upon themselves a​ position of​ great virtue, courage, and hard work.

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