What do you perceive?
Perceptions on the world are dependent on how we process the information which enters through one’s senses. The analysis of this information is dependent on a predetermined subconscious response. We are not aware of how we are perceiving a scenario because this analysis is ingrained, intrenched and programmed through systematic conditioning to the world around us. Yet, this conflicts with our perspective of ourselves. It conflicts because we believe that all decisions are independent. We are aware that our conscious feels transient, or not real and it doesn’t feel as if “someone else” can influence it, because of this trait. So, if we are unaware about how we perceive the objective is it possible to ‘truly’ perceive the objective?
To truly perceive the objective suggests that every observer will be able to view the subject and remove the same inference. Therefore a person has to be told how to think, leading them to build the same conclusion as someone else. For example, didactic education means that information is pre-digested and regurgitated to students, removing true conscious engagement and only enables thinking by the means of someone else. Yet, this isn’t always the case. Art shows a physical expression of a perspective, but observers take a variety of inferences. These inferences are influenced by historical and societal experiences that influence how they perceive the objective. Therefore, our perspectives on the world are based on the experiences in our life to date. But isn’t this a false dichotomy? The very nature of development results from predetermined thinking, so thought can never be truly authentic.
It’s at this moment of realising this paradox that true conscious thinkers are able to influence how a society cultivates thinking within itself. If how we think is based on prior experiences, then are experiences should be free from the thoughts and influences of others. Therefore, we should be provided with opportunities to build our own understanding of the world, by solving our own problems, investigating our own questions and developing our own method of understanding the information that we are processing. But, there are limits to this. We cannot freely learn to walk, talk and operate in society without guidance. Therefore, during our development a balance must be struck between opportunities for free thought and guidance when learning basic grammar, we must be able to interpret the grammar through which we require to transform the world. So, what is required from education?
Education should be an environment where individuals are encourage to critically evaluate, solve problems and bring meaning to their own questions about the world and the reality which surrounds them. Assessments and exams should be a thing of the past, they are a means to quantify attainment they do not provide an opportunity to develop as an individual. Will we be able to assess students? Not quantitatively. Will we be able to quantify what our students look like? Probably not. We should see education as the qualitative development of individuals who will be able transform the world around. Through the freedom of their own thoughts students will be empowered, independent and leaders of their own world.