Having our cake and eating it too
I grew up in a small town in Oklahoma at a time when it was not completely unexpected to see horses used to pull wagons and plows. These horses were fitted with a head harness that placed leather shields next to their eyes that prevented the horse from seeing to the side. The horse was blinded to anything but straight ahead, and thus they were not distracted by anything but doing their job; pulling the wagon or plow.
Our educational system is designed to produce graduates who are prepared to do a job. Mental blinders are set in place such that the graduates do not waste time looking to the left or to the right, but look straight ahead at doing their job. This is what industry wants and this is what graduates of schools and colleges are prepared to do. Perhaps this is necessary.
Perhaps, however, we can have our cake and eat it too. If our graduates recognize that they are not prepared, after graduation, to become critical minded independent thinking personalities they can set about immediately upon graduation to preparing them self for that role. After they have gotten their job they can devote a small amount of their time to becoming that critical minded and independent thinking personality.
I suggest that one of the important things that they might usefully do after graduation is fill in that vast area of ignorance left by our vocational institutions of education; they might usefully start reading history and studying Critical Thinking. History will give them a comprehension of how our society arrived at its present position and CT (Critical Thinking) will prepare them for learning how to think and to make good judgments.
Having our cake and eating it too
Having our cake and eating it too
coberst;546046 wrote: Having our cake and eating it too
I grew up in a small town in Oklahoma at a time when it was not completely unexpected to see horses used to pull wagons and plows. These horses were fitted with a head harness that placed leather shields next to their eyes that prevented the horse from seeing to the side. The horse was blinded to anything but straight ahead, and thus they were not distracted by anything but doing their job; pulling the wagon or plow.
Our educational system is designed to produce graduates who are prepared to do a job. Mental blinders are set in place such that the graduates do not waste time looking to the left or to the right, but look straight ahead at doing their job. This is what industry wants and this is what graduates of schools and colleges are prepared to do. Perhaps this is necessary.
Perhaps, however, we can have our cake and eat it too. If our graduates recognize that they are not prepared, after graduation, to become critical minded independent thinking personalities they can set about immediately upon graduation to preparing them self for that role. After they have gotten their job they can devote a small amount of their time to becoming that critical minded and independent thinking personality.
I suggest that one of the important things that they might usefully do after graduation is fill in that vast area of ignorance left by our vocational institutions of education; they might usefully start reading history and studying Critical Thinking. History will give them a comprehension of how our society arrived at its present position and CT (Critical Thinking) will prepare them for learning how to think and to make good judgments.
I disagree 100% with this I'm afraid. I hired 26 Science graduates last year for an industry leading programme, that my company developed. (finally got them to think systemically about the skills shortage)
Now, for the job they will be required to so, the ONLY technical skill required is that they have a degree in Life Sciences (or a nursing degree) So.........if over a thousand graduates applied, and they had only been taught 'how to do the job' - which would probably be how to work in a lab (not a skill i need) how on earth did I manage to whittle them down to 26? I'll tell you!
I measured them on behavioural competencies, the other skills they have developed whilst at school and university. You would be amazed at how highly innovative these candidates were. They had been involved in projects and programmes at University that had helped them to develop key skills, essential to succeed in this industry.
It's not about 'who can do the job now' but about what they can bring to the company as we develop them. I'm looking for those that can create innovative solutions to problems, those that think outside the box. And let me tell you..... these candidates were NOT blinkered.
I started this programme in the UK, and since then it has been rolled out across Eastern and Western Europe and America. I have found the same high calibre of candidates in each culture. But then I know how to find them!
I'm guessing you have made an observation based on something someone else has said, OR your company's resourcing department does not know how to create a balanced recruitment and selection campaign.
I grew up in a small town in Oklahoma at a time when it was not completely unexpected to see horses used to pull wagons and plows. These horses were fitted with a head harness that placed leather shields next to their eyes that prevented the horse from seeing to the side. The horse was blinded to anything but straight ahead, and thus they were not distracted by anything but doing their job; pulling the wagon or plow.
Our educational system is designed to produce graduates who are prepared to do a job. Mental blinders are set in place such that the graduates do not waste time looking to the left or to the right, but look straight ahead at doing their job. This is what industry wants and this is what graduates of schools and colleges are prepared to do. Perhaps this is necessary.
Perhaps, however, we can have our cake and eat it too. If our graduates recognize that they are not prepared, after graduation, to become critical minded independent thinking personalities they can set about immediately upon graduation to preparing them self for that role. After they have gotten their job they can devote a small amount of their time to becoming that critical minded and independent thinking personality.
I suggest that one of the important things that they might usefully do after graduation is fill in that vast area of ignorance left by our vocational institutions of education; they might usefully start reading history and studying Critical Thinking. History will give them a comprehension of how our society arrived at its present position and CT (Critical Thinking) will prepare them for learning how to think and to make good judgments.
I disagree 100% with this I'm afraid. I hired 26 Science graduates last year for an industry leading programme, that my company developed. (finally got them to think systemically about the skills shortage)
Now, for the job they will be required to so, the ONLY technical skill required is that they have a degree in Life Sciences (or a nursing degree) So.........if over a thousand graduates applied, and they had only been taught 'how to do the job' - which would probably be how to work in a lab (not a skill i need) how on earth did I manage to whittle them down to 26? I'll tell you!
I measured them on behavioural competencies, the other skills they have developed whilst at school and university. You would be amazed at how highly innovative these candidates were. They had been involved in projects and programmes at University that had helped them to develop key skills, essential to succeed in this industry.
It's not about 'who can do the job now' but about what they can bring to the company as we develop them. I'm looking for those that can create innovative solutions to problems, those that think outside the box. And let me tell you..... these candidates were NOT blinkered.
I started this programme in the UK, and since then it has been rolled out across Eastern and Western Europe and America. I have found the same high calibre of candidates in each culture. But then I know how to find them!
I'm guessing you have made an observation based on something someone else has said, OR your company's resourcing department does not know how to create a balanced recruitment and selection campaign.
Having our cake and eating it too
Elvira
My evaluation of our (US) educational system is based upon my 18 years of formal education, the years of education of my five children, the years of education of my seven gradchildren, and the give and take of three years of posting on Internet forums. I have no evidence to think that my inductive conjecture is in error. Our educational system is designed to teach each graduate the paradigms, patterns, and methods of that area they plan to work within.
My evaluation of our (US) educational system is based upon my 18 years of formal education, the years of education of my five children, the years of education of my seven gradchildren, and the give and take of three years of posting on Internet forums. I have no evidence to think that my inductive conjecture is in error. Our educational system is designed to teach each graduate the paradigms, patterns, and methods of that area they plan to work within.
Having our cake and eating it too
Diuretic
Yes, I am sure there are still a few liberal arts colleges and some who teach the Great Books. I see no evidence of their graduates on these forums however.
At my school the favorite bumper stick was "Before I came to college I could not spell engineer, now I are one".
Yes, I am sure there are still a few liberal arts colleges and some who teach the Great Books. I see no evidence of their graduates on these forums however.
At my school the favorite bumper stick was "Before I came to college I could not spell engineer, now I are one".
Having our cake and eating it too
coberst;546156 wrote: Elvira
My evaluation of our (US) educational system is based upon my 18 years of formal education, the years of education of my five children, the years of education of my seven gradchildren, and the give and take of three years of posting on Internet forums. I have no evidence to think that my inductive conjecture is in error. Our educational system is designed to teach each graduate the paradigms, patterns, and methods of that area they plan to work within.
Ok, now that I understand what you were basing this on, I can understand why our views differ so wildly.
You are basing your opinion on 13 people's education, combined with 3 years of posting on the internet (from my observation, your posts are rarely interactive, so would hardly broaden your knowledge) spanning how many subjects/ industries?
My opinion is based on conducting litereally thousands of (Global) graduate assessment centres over many years across a variety of industries. Visiting the universities, liaising with the professors.
Furthermore, can I highlight to you that the definition of conjecture is the formation or expression of an opinion or theory without sufficient evidence for proof. So, we agree on something. Your post was conjecture.
Luckily for you, someone has taken the time to give you the benefit of their experience, potentially opening your mind to the possibility that your little slither of experience of education/ society, may differ to that of others.
You're welcome! :wah:
My evaluation of our (US) educational system is based upon my 18 years of formal education, the years of education of my five children, the years of education of my seven gradchildren, and the give and take of three years of posting on Internet forums. I have no evidence to think that my inductive conjecture is in error. Our educational system is designed to teach each graduate the paradigms, patterns, and methods of that area they plan to work within.
Ok, now that I understand what you were basing this on, I can understand why our views differ so wildly.
You are basing your opinion on 13 people's education, combined with 3 years of posting on the internet (from my observation, your posts are rarely interactive, so would hardly broaden your knowledge) spanning how many subjects/ industries?
My opinion is based on conducting litereally thousands of (Global) graduate assessment centres over many years across a variety of industries. Visiting the universities, liaising with the professors.
Furthermore, can I highlight to you that the definition of conjecture is the formation or expression of an opinion or theory without sufficient evidence for proof. So, we agree on something. Your post was conjecture.
Luckily for you, someone has taken the time to give you the benefit of their experience, potentially opening your mind to the possibility that your little slither of experience of education/ society, may differ to that of others.
You're welcome! :wah:
Having our cake and eating it too
coberst;547127 wrote: Diuretic
Yes, I am sure there are still a few liberal arts colleges and some who teach the Great Books. I see no evidence of their graduates on these forums however.
At my school the favorite bumper stick was "Before I came to college I could not spell engineer, now I are one".
Perhaps they're too busy, after their recent promotion? :wah:
Yes, I am sure there are still a few liberal arts colleges and some who teach the Great Books. I see no evidence of their graduates on these forums however.
At my school the favorite bumper stick was "Before I came to college I could not spell engineer, now I are one".
Perhaps they're too busy, after their recent promotion? :wah:
Having our cake and eating it too
Elvira
'Conjecture' like many words has more than one meaning. 'Conjecture' also is defined as--a proposition before it has been proved or disproved. Popper uses the word constantly in his books.
'Conjecture' like many words has more than one meaning. 'Conjecture' also is defined as--a proposition before it has been proved or disproved. Popper uses the word constantly in his books.
Having our cake and eating it too
coberst;547199 wrote: Elvira
'Conjecture' like many words has more than one meaning. 'Conjecture' also is defined as--a proposition before it has been proved or disproved. Popper uses the word constantly in his books.
Karl's vocab is of no relevance to this thread. Thanks for sharing though...
however, I've just realised where you get most of your post matter from! :wah:
'Conjecture' like many words has more than one meaning. 'Conjecture' also is defined as--a proposition before it has been proved or disproved. Popper uses the word constantly in his books.
Karl's vocab is of no relevance to this thread. Thanks for sharing though...
however, I've just realised where you get most of your post matter from! :wah: