In the previous posts, we looked at models, memory, and computation as infrastructures of learning (~'education'?). Let us go back to the bases - to the ancestral times, long long ago, when human (and all living things) only lived to stay alive (sleep, look for food and water,..) each day and carry on the next day. They need to remember (or to have 'memory' of) what, where, when and how they can relieve 'biological stresses' (including DNA pressure to reproduce). Here we can see the need for language as a common model for memorizing (recording within the brain) and communicating (transferring) common knowledge. We have discovered drawings in caves, cliff faces, and rocks describing what they have seen. These are attempts to make external records so the knowledge can be passed on 'out of presence' of the messengers. Language in drawings may have given way to 'short hand' (stylized) symbols in later times. Though, voicing is a much quicker way to transfer knowledge, we did not have 'voice recorders' then. Only through 'oral traditions' (memory in languages), we now receive knowledge of the past.
Do we see 'modelling' in our education. The basic 'read' (is to understand external knowledge in some certain models or representation), 'write' (is to transfer internal knowledge to external media) and 'arithmetic' (is to compute, analyze, synthesize, and decide on the knowledge available) are all models in the collection of capabilities of human (and all living things).
Models changed or improved over time. In the twenty-first century, we now record on digital data warehouses ('clouds') for the whole world to see through digital electronic devices. This removes more of the 'presence' issues but add more 'dependency on electricity energy and technologies' issues.
Notes: What do we see, we can draw. What do we hear, we can voice (mimic). What do we feel, we can remember. How do we pass on emotional record? Gestures, dances, paintings, certain (musical) tunes, icons and emojis are used with some successes. But these can transfer 'words or phrases' - part of the whole mix of feelings, Emotional language has a lot of room for research.
* Archeologists of the future will have problems with 'findings' outside biological sensors. Not before the technologies of these recording are understood. Technologies are results of knowledge, thinking or creativity, and availability of materials at the time. Technology is "magic".
We have been talking ปรับเปลี่ยน พัฒนา ปฏิรูป การศึกษาไทย https://www.gotoknow.org/posts/707579 https://www.gotoknow.org/posts/108101 https://www.gotoknow.org/posts/708221 https://www.gotoknow.org/posts/708626 https://www.gotoknow.org/posts/709240 and now let us redraw the picture of the topic.
We have [พระราชบัญญัติการศึกษาแห่งชาติ พ.ศ. 2542 หมวด 1 บททั่วไป ความมุ่งหมายและหลักการมาตรา 6]:
"การจัดการศึกษาต้องเป็นไปเพื่อพัฒนาคนไทยให้เป็นมนุษย์ที่สมบูรณ์ทั้งร่างกาย จิตใจ สติปัญญา ความรู้ และ คุณธรรม มีจริยธรรมและวัฒนธรรมในการดำรงชีวิตสามารถอยู่ร่วมกับผู้ได้อย่างมีความสุข", a goal for Thailand education system to achieve. How do we re-model that statement so that we can understand, apply and improve? The work we have seen done so far seems unlikely to reach the goal. Saying that what is really the goal?
Perhaps we should list the attributes of the goal first, and how we measure the attributes, then set the 'pass mark' for achievement. This allows us to see what operations/actions/projects [set and tune for these set of attributes] are pushing the system towards the goal. [We are just making a model of the system and a model of how to 'read' and 'write' education systems.] Without a good model, we are less likely to communicate the 'what' clearly. And much less like to 'control' the system. [The 'arithmetic' of the system is the basis for 'control'. Incorrect computation leads to incorrect decisions and mostly likely pulling back away from the goal.]
The "อ่าน เขียน คำนวณ" is the infrastructure of latter learning. This is realized and สพฐ. (OBEC) is given the responsibility. The primary education (for 3Rs) puts all Thai children to school for a minimum of 6 years so graduates are equipped with a set of foundational skills for living in (Thai) society and ability to continue higher education and life long learning. This clearly highlight the importance of the Basic Education (raw input processing) and its cascading effects later on.
Our first and foremost milestone towards the goal --the Basic Education-- must be our focus now.
In the next posts, we will look at OBEC and model it with emphases on 3Rs (in my extended definitions: read [book, people, situation, ...], write [book, product, event,...] and calculate/คำนวณ [number, information, people, situation, product, event,...]. The reason for extending the 3Rs is from observation on preschool children. They learn all what, where, when and how from their environment and they learn to improve the use of their sensory organs, muscles,... brain. They learn language and express their demands/controls in language and in gestures, movements, actions,... On the way they also learn to compute and adjust to decisions of others as well as of themselves. All these preschool abilities are learned fast, and naturally. But some abilities are degraded in primary school. (Why?)
[Added some notes on ‘preschool’ frame pattern 6/11/2565]
The idea of preschool education is to prepare learners for school. Children learn language, activity schedule, behaviour and ‘norm’ (or 'value'). In this sense of preparation of body (senses and moves) and mind (memory and thinking) for fitting into a place/work/.. a frame. We see the pattern in different terms: novice, apprentice, probation, intern, beginner, green horn,… the frame is applied to entering work, school, service (public service, military service, monkhood,..). In fact the frame is cascading along phases of life - in Life Long Learning way. Some organizations develop with this pattern. They enter a ‘preparatory’ phase, then ‘business’ phase, then another preparatory for change then business within the change,…
Teachers like other professionals (nurses, public servants, factory workers,…) are prepared and deployed until conditions change, then they have to get prepared… and so cascading along. The pre-school period for teachers is usually a long training - after 'schooling'. What are they prepared for? The same question can asked on public servants, monks, police, and so on.
The next question is on the ‘change’ (leading to another preparatory phase). Change can occur with-in and with-out. We usually expect progression (promotion, higher status, and such) from change. There can be inconsistencies in ‘body and mind’ requirements while in transition. How do we measure fitness for the next phase?
There are more questions. But it is enough now to show that ‘preschool’ pattern is widely used and needs more discussion for LLL cascading for both our children and organizations.
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