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(13599, 1, '2023-04-23 14:35:58', '2023-04-23 14:35:58', '<h3>1. The Environment as Directive.</h3>\r\nWe now pass to one of the special forms which the general function of education assumes: namely, that of direction, control, or guidance. Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys rather the notion of an energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly. Direction expresses the basic function, which tends at one extreme to become a guiding assistance and at another, a regulation or ruling.\r\n\r\nBut in any case, we must carefully avoid a meaning sometimes read into the term \"control.\" It is sometimes assumed, explicitly or unconsciously, that an individual\'s tendencies are naturally purely individualistic or egoistic, and thus antisocial. Control then denotes the process by which he is brought to subordinate his natural impulses to public or common ends. Since, by conception, his own nature is quite alien to this process and opposes it rather than helps it, control has in this view a flavor of coercion or compulsion about it. Systems of government and theories of the state have been built upon this notion, and it has seriously affected educational ideas and practices. But there is no ground for any such view. Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible. And there would not even be any one interested in furnishing the policeman to keep a semblance of harmony unless he thought that thereby he could gain some personal advantage. Control, in truth, means only an emphatic form of direction of powers, and covers the regulation gained by an individual through his own efforts quite as much as that brought about when others take the lead.\r\n\r\nIn general, every stimulus directs activity. It does not simply excite it or stir it up, but directs it toward an object. Put the other way around, a response is not just a re-action, a protest, as it were, against being disturbed; it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it. There is an adaptation of the stimulus and response to each other. A light is the stimulus to the eye to see something, and the business of the eye is to see. If the eyes are open and there is light, seeing occurs; the stimulus is but a condition of the fulfillment of the proper function of the organ, not an outside interruption. To some extent, then, all direction or control is a guiding of activity to its own end; it is an assistance in doing fully what some organ is already tending to do.\r\n\r\nThis general statement needs, however, to be qualified in two respects. In the first place, except in the case of a small number of instincts, the stimuli to which an immature human being is subject are not sufficiently definite to call out, in the beginning, specific responses. There is always a great deal of superfluous energy aroused. This energy may be wasted, going aside from the point; it may also go against the successful performance of an act. It does harm by getting in the way. Compare the behavior of a beginner in riding a bicycle with that of the expert. There is little axis of direction in the energies put forth; they are largely dispersive and centrifugal. Direction involves a focusing and fixating of action in order that it may be truly a response, and this requires an elimination of unnecessary and confusing movements.\r\n\r\nIn the second place, although no activity can be produced in which the person does not cooperate to some extent, yet a response may be of a kind which does not fit into the sequence and continuity of action. A person boxing may dodge a particular blow successfully, but in such a way as to expose himself the next instant to a still harder blow. Adequate control means that the successive acts are brought into a continuous order; each act not only meets its immediate stimulus but helps the acts which follow.\r\n\r\nIn short, direction is both simultaneous and successive. At a given time, it requires that, from all the tendencies that are partially called out, those be selected which center energy upon the point of need. Successively, it requires that each act be balanced with those which precede and come after, so that order of activity is achieved. Focusing and ordering are thus the two aspects of direction, one spatial, the other temporal. The first insures hitting the mark; the second keeps the balance required for further action. Obviously, it is not possible to separate them in practice as we have distinguished them in idea. Activity must be centered at a given time in such a way as to prepare for what comes next. The problem of the immediate response is complicated by one\'s having to be on the lookout for future occurrences.\r\n\r\nTwo conclusions emerge from these general statements. On the one hand, purely external direction is impossible. The environment can at most only supply stimuli to call out responses. These responses proceed from tendencies already possessed by the individual. Even when a person is frightened by threats into doing something, the threats work only because the person has an instinct of fear. If he has not, or if, though having it, it is under his own control, the threat has no more influence upon him than light has in causing a person to see who has no eyes.\r\n\r\nWhile the customs and rules of adults furnish stimuli which direct as well as evoke the activities of the young, the young, after all, participate in the direction which their actions finally take. In the strict sense, nothing can be forced upon them or into them. To overlook this fact means to distort and pervert human nature. To take into account the contribution made by the existing instincts and habits of those directed is to direct them economically and wisely. Speaking accurately, all direction is but re-direction; it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one\'s attempts at direction will almost surely go amiss.\r\n\r\nOn the other hand, the control afforded by the customs and regulations of others may be short-sighted. It may accomplish its immediate effect, but at the expense of throwing the subsequent action of the person out of balance. A threat may, for example, prevent a person from doing something to which he is naturally inclined by arousing fear of disagreeable consequences if he persists. But he may be left in the position which exposes him later on to influences which will lead him to do even worse things. His instincts of cunning and slyness may be aroused, so that things henceforth appeal to him on the side of evasion and trickery more than would otherwise have been the case. Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.\r\n\r\n2. Modes of Social Direction. Adults are naturally most conscious of directing the conduct of others when they are immediately aiming so to do. As a rule, they have such an aim consciously when they find themselves resisted; when others are doing things they do not wish them to do. But the more permanent and influential modes of control are those which operate from moment to moment continuously without such deliberate intention on our part.\r\n\r\n1. When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled. In such cases, our control becomes most direct, and at this point we are most likely to make the mistakes just spoken of. We are even likely to take the influence of superior force for control, forgetting that while we may lead a horse to water we cannot make him drink; and that while we can shut a man up in a penitentiary we cannot make him penitent. In all such cases of immediate action upon others, we need to discriminate between physical results and moral results. A person may be in such a condition that forcible feeding or enforced confinement is necessary for his own good. A child may have to be snatched with roughness away from a fire so that he shall not be burnt. But no improvement of disposition, no educative effect, need follow.\r\n\r\nA harsh and commanding tone may be effectual in keeping a child away from the fire, and the same desirable physical effect will follow as if he had been snatched away. But there may be no more obedience of a moral sort in one case than in the other. A man can be prevented from breaking into other persons\' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary. When we confuse a physical with an educative result, we always lose the chance of enlisting the person\'s own participating disposition in getting the result desired, and thereby of developing within him an intrinsic and persisting direction in the right way.\r\n\r\nIn general, the occasion for the more conscious acts of control should be limited to acts which are so instinctive or impulsive that the one performing them has no means of foreseeing their outcome. If a person cannot foresee the consequences of his act, and is not capable of understanding what he is told about its outcome by those with more experience, it is impossible for him to guide his act intelligently. In such a state, every act is alike to him. Whatever moves him does move him, and that is all there is to it.\r\n\r\nIn some cases, it is well to permit him to experiment, and to discover the consequences for himself in order that he may act intelligently next time under similar circumstances. But some courses of action are too discommoding and obnoxious to others to allow of this course being pursued. Direct disapproval is now resorted to. Shaming, ridicule, disfavor, rebuke, and punishment are used. Or contrary tendencies in the child are appealed to to divert him from his troublesome line of behavior. His sensitiveness to approbation, his hope of winning favor by an agreeable act, are made use of to induce action in another direction.\r\n\r\n2. These methods of control are so obvious (because so intentionally employed) that it would hardly be worth while to mention them if it were not that notice may now be taken, by way of contrast, of the other more important and permanent mode of control. This other method resides in the ways in which persons, with whom the immature being is associated, use things; the instrumentalities with which they accomplish their own ends. The very existence of the social medium in which an individual lives, moves, and has his being is the standing effective agency of directing his activity.\r\n\r\nThis fact makes it necessary for us to examine in greater detail what is meant by the social environment. We are given to separating from each other the physical and social environments in which we live. The separation is responsible on one hand for an exaggeration of the moral importance of the more direct or personal modes of control of which we have been speaking; and on the other hand for an exaggeration, in current psychology and philosophy, of the intellectual possibilities of contact with a purely physical environment. There is not, in fact, any such thing as the direct influence of one human being on another apart from use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another.\r\n\r\nComparatively speaking, such modes of influence may be regarded as personal. The physical medium is reduced to a mere means of personal contact. In contrast with such direct modes of mutual influence, stand associations in common pursuits involving the use of things as means and as measures of results. Even if the mother never told her daughter to help her, or never rebuked her for not helping, the child would be subjected to direction in her activities by the mere fact that she was engaged, along with the parent, in the household life. Imitation, emulation, the need of working together, enforce control.\r\n\r\nIf the mother hands the child something needed, the latter must reach the thing in order to get it. Where there is giving there must be taking. The way the child handles the thing after it is got, the use to which it is put, is surely influenced by the fact that the child has watched the mother. When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.\r\n\r\nIn saying this, we are only repeating what was said previously about participating in a joint activity as the chief way of forming disposition. We have explicitly added, however, the recognition of the part played in the joint activity by the use of things. The philosophy of learning has been unduly dominated by a false psychology. It is frequently <a href=\"/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\" title=\"Learning Outcome Benchmarks For Primary Education in Lagos State\">stated that a person learns</a> by merely having the qualities of things impressed upon his mind through the gateway of the senses. Having received a store of sensory impressions, association or some power of mental synthesis is supposed to combine them into ideas—into things with a meaning. An object, stone, orange, tree, chair, is supposed to convey different impressions of color, shape, size, hardness, smell, taste, etc., which aggregated together constitute the characteristic meaning of each thing. But as matter of fact, it is the characteristic use to which the thing is put, because of its specific qualities, which supplies the meaning with which it is identified. A chair is a thing which is put to one use; a table, a thing which is employed for another purpose; an orange is a thing which costs so much, which is grown in warm climes, which is eaten, and when eaten has an agreeable odor and refreshing taste, etc.\r\n\r\nThe difference between an adjustment to a physical stimulus and a mental act is that the latter involves response to a thing in its meaning; the former does not. A noise may make me jump without my mind being implicated. When I hear a noise and run and get water and put out a blaze, I respond intelligently; the sound meant fire, and fire meant need of being extinguished. I bump into a stone, and kick it to one side purely physically. I put it to one side for fear some one will stumble upon it, intelligently; I respond to a meaning which the thing has. I am startled by a thunderclap whether I recognize it or not—more likely, if I do not recognize it. But if I say, either out loud or to myself, that is thunder, I respond to the disturbance as a meaning. My behavior has a mental quality. When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.\r\n\r\nIn both kinds of responsive adjustment, our activities are directed or controlled. But in the merely blind response, direction is also blind. There may be training, but there is no education. Repeated responses to recurrent stimuli may fix a habit of acting in a certain way. All of us have many habits of whose import we are quite unaware, since they were formed without our knowing what we were about. Consequently they possess us, rather than we them. They move us; they control us. Unless we become aware of what they accomplish, and pass judgment upon the worth of the result, we do not control them. A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view—as having a certain meaning.\r\n\r\nAnd not till he knew what he was about and performed the act for the sake of its meaning could he be said to be \"brought up\" or educated to act in a certain way. To have an idea of a thing is thus not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it. To have the same ideas about things which others have, to be like-minded with them, and thus to be really members of a social group, is therefore to attach the same meanings to things and to acts which others attach. Otherwise, there is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa. That is, the activity of each is placed in the same inclusive situation. To pull at a rope at which others happen to be pulling is not a shared or conjoint activity, unless the pulling is done with knowledge that others are pulling and for the sake of either helping or hindering what they are doing.\r\n\r\nA pin may pass in the course of its manufacture through the hands of many persons. But each may do his part without knowledge of what others do or without any reference to what they do; each may operate simply for the sake of a separate result—his own pay. There is, in this case, no common consequence to which the several acts are referred, and hence no genuine intercourse or association, in spite of juxtaposition, and in spite of the fact that their respective doings contribute to a single outcome. But if each views the consequences of his own acts as having a bearing upon what others are doing and takes into account the consequences of their behavior upon himself, then there is a common mind; a common intent in behavior. There is an understanding set up between the different contributors; and this common understanding controls the action of each.\r\n\r\nSuppose that conditions were so arranged that one person automatically caught a ball and then threw it to another person who caught and automatically returned it; and that each so acted without knowing where the ball came from or went to. Clearly, such action would be without point or meaning. It might be physically controlled, but it would not be socially directed. But suppose that each becomes aware of what the other is doing, and becomes interested in the other\'s action and thereby interested in what he is doing himself as connected with the action of the other. The behavior of each would then be intelligent; and socially intelligent and guided. Take one more example of a less imaginary kind. An infant is hungry, and cries while food is prepared in his presence. If he does not connect his own state with what others are doing, nor what they are doing with his own satisfaction, he simply reacts with increasing impatience to his own increasing discomfort. He is physically controlled by his own organic state.\r\n\r\nBut when he makes a back and forth reference, his whole attitude changes. He takes an interest, as we say; he takes note and watches what others are doing. He no longer reacts just to his own hunger, but behaves in the light of what others are doing for its prospective satisfaction. In that way, he also no longer just gives way to hunger without knowing it, but he notes, or recognizes, or identifies his own state. It becomes an object for him. His attitude toward it becomes in some degree intelligent. And in such noting of the meaning of the actions of others and of his own state, he is socially directed.\r\n\r\nIt will be recalled that our main proposition had two sides. One of them has now been dealt with: namely, that physical things do not influence mind (or form ideas and beliefs) except as they are implicated in action for prospective consequences. The other point is persons modify one another\'s dispositions only through the special use they make of physical conditions. Consider first the case of so-called expressive movements to which others are sensitive; blushing, smiling, frowning, clinching of fists, natural gestures of all kinds. In themselves, these are not expressive. They are organic parts of a person\'s attitude.\r\n\r\nOne does not blush to show modesty or embarrassment to others, but because the capillary circulation alters in response to stimuli. But others use the blush, or a slightly perceptible tightening of the muscles of a person with whom they are associated, as a sign of the state in which that person finds himself, and as an indication of what course to pursue. The frown signifies an imminent rebuke for which one must prepare, or an uncertainty and hesitation which one must, if possible, remove by saying or doing something to restore confidence. A man at some distance is waving his arms wildly. One has only to preserve an attitude of detached indifference, and the motions of the other person will be on the level of any remote physical change which we happen to note. If we have no concern or interest, the waving of the arms is as meaningless to us as the gyrations of the arms of a windmill. But if interest is aroused, we begin to participate.\r\n\r\nWe refer his action to something we are doing ourselves or that we should do. We have to judge the meaning of his act in order to decide what to do. Is he beckoning for help? Is he warning us of an explosion to be set off, against which we should guard ourselves? In one case, his action means to run toward him; in the other case, to run away. In any case, it is the change he effects in the physical environment which is a sign to us of how we should conduct ourselves. Our action is socially controlled because we endeavor to refer what we are to do to the same situation in which he is acting.\r\n\r\nLanguage is, as we have already seen (ante, p. 15) a case of this joint reference of our own action and that of another to a common situation. Hence its unrivaled significance as a means of social direction. But language would not be this efficacious instrument were it not that it takes place upon a background of coarser and more tangible use of physical means to accomplish results. A child sees persons with whom he lives using chairs, hats, tables, spades, saws, plows, horses, money in certain ways. If he has any share at all in what they are doing, he is led thereby to use things in the same way, or to use other things in a way which will fit in.\r\n\r\nIf a chair is drawn up to a table, it is a sign that he is to sit in it; if a person extends his right hand, he is to extend his; and so on in a never ending stream of detail. The prevailing habits of using the products of human art and the raw materials of nature constitute by all odds the deepest and most pervasive mode of social control. When children go to school, they already have \"minds\"—they have knowledge and dispositions of judgment which may be appealed to through the use of language. But these \"minds\" are the organized habits of intelligent response which they have previously required by putting things to use in connection with the way other persons use things. The control is inescapable; it saturates disposition. The net outcome of the discussion is that the fundamental means of control is not personal but intellectual.\r\n\r\nIt is not \"moral\" in the sense that a person is moved by direct personal appeal from others, important as is this method at critical junctures. It consists in the habits of understanding, which are set up in using objects in correspondence with others, whether by way of cooperation and assistance or rivalry and competition. Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a socialized mind is the power to understand them in terms of the use to which they are turned in joint or shared situations. And mind in this sense is the method of social control.\r\n\r\n3. Imitation and Social Psychology. We have already noted the defects of a psychology of learning which places the individual mind naked, as it were, in contact with physical objects, and which believes that knowledge, ideas, and beliefs accrue from their interaction. Only comparatively recently has the predominating influence of association with fellow beings in the formation of mental and moral disposition been perceived. Even now it is usually treated as a kind of adjunct to an alleged method of learning by direct contact with things, and as merely supplementing knowledge of the physical world with knowledge of persons. The purport of our discussion is that such a view makes an absurd and impossible separation between persons and things. Interaction with things may form habits of external adjustment.\r\n\r\nBut it leads to activity having a meaning and conscious intent only when things are used to produce a result. And the only way one person can modify the mind of another is by using physical conditions, crude or artificial, so as to evoke some answering activity from him. Such are our two main conclusions. It is desirable to amplify and enforce them by placing them in contrast with the theory which uses a psychology of supposed direct relationships of human beings to one another as an adjunct to the psychology of the supposed direct relation of an individual to physical objects. In substance, this so-called social psychology has been built upon the notion of imitation. Consequently, we shall discuss the nature and role of imitation in the formation of mental disposition.\r\n\r\nAccording to this theory, social control of individuals rests upon the instinctive tendency of individuals to imitate or copy the actions of others. The latter serve as models. The imitative instinct is so strong that the young devote themselves to conforming to the patterns set by others and reproducing them in their own scheme of behavior. According to our theory, what is here called imitation is a misleading name for partaking with others in a use of things which leads to consequences of common interest. The basic error in the current notion of imitation is that it puts the cart before the horse. It takes an effect for the cause of the effect.\r\n\r\nThere can be no doubt that individuals in forming a social group are like-minded; they understand one another. They tend to act with the same controlling ideas, beliefs, and intentions, given similar circumstances. Looked at from without, they might be said to be engaged in \"imitating\" one another. In the sense that they are doing much the same sort of thing in much the same sort of way, this would be true enough. But \"imitation\" throws no light upon why they so act; it repeats the fact as an explanation of itself. It is an explanation of the same order as the famous saying that opium puts men to sleep because of its dormitive power.\r\n\r\nObjective likeness of acts and the mental satisfaction found in being in conformity with others are baptized by the name imitation. This social fact is then taken for a psychological force, which produced the likeness. A considerable portion of what is called imitation is simply the fact that persons being alike in structure respond in the same way to like stimuli. Quite independently of imitation, men on being insulted get angry and attack the insulter. This statement may be met by citing the undoubted fact that response to an insult takes place in different ways in groups having different customs. In one group, it may be met by recourse to fisticuffs, in another by a challenge to a duel, in a third by an exhibition of contemptuous disregard.\r\n\r\nThis happens, so it is said, because the model set for imitation is different. But there is no need to appeal to imitation. The mere fact that customs are different means that the actual stimuli to behavior are different. Conscious instruction plays a part; prior approvals and disapprovals have a large influence. Still more effective is the fact that unless an individual acts in the way current in his group, he is literally out of it. He can associate with others on intimate and equal terms only by behaving in the way in which they behave. The pressure that comes from the fact that one is let into the group action by acting in one way and shut out by acting in another way is unremitting. What is called the effect of imitation is mainly the product of conscious instruction and of the selective influence exercised by the unconscious confirmations and ratifications of those with whom one associates.\r\n\r\nSuppose that some one rolls a ball to a child; he catches it and rolls it back, and the game goes on. Here the stimulus is not just the sight of the ball, or the sight of the other rolling it. It is the situation—the game which is playing. The response is not merely rolling the ball back; it is rolling it back so that the other one may catch and return it,—that the game may continue. The \"pattern\" or model is not the action of the other person. The whole situation requires that each should adapt his action in view of what the other person has done and is to do. Imitation may come in but its role is subordinate. The child has an interest on his own account; he wants to keep it going. He may then note how the other person catches and holds the ball in order to improve his own acts. He imitates the means of doing, not the end or thing to be done. And he imitates the means because he wishes, on his own behalf, as part of his own initiative, to take an effective part in the game.\r\n\r\nOne has only to consider how completely the child is dependent from his earliest days for successful execution of his purposes upon fitting his acts into those of others to see what a premium is put upon behaving as others behave, and of developing an understanding of them in order that he may so behave. The pressure for likemindedness in action from this source is so great that it is quite superfluous to appeal to imitation. As matter of fact, imitation of ends, as distinct from imitation of means which help to reach ends, is a superficial and transitory affair which leaves little effect upon disposition.\r\n\r\nIdiots are especially apt at this kind of imitation; it affects outward acts but not the meaning of their performance. When we find children engaging in this sort of mimicry, instead of encouraging them (as we would do if it were an important means of social control) we are more likely to rebuke them as apes, monkeys, parrots, or copy cats. Imitation of means of accomplishment is, on the other hand, an intelligent act. It involves close observation, and judicious selection of what will enable one to do better something which he already is trying to do. Used for a purpose, the imitative instinct may, like any other instinct, become a factor in the development of effective action.\r\n\r\nThis excursus should, accordingly, have the effect of reinforcing the conclusion that genuine social control means the formation of a certain mental disposition; a way of understanding objects, events, and acts which enables one to participate effectively in associated activities. Only the friction engendered by meeting resistance from others leads to the view that it takes place by forcing a line of action contrary to natural inclinations. Only failure to take account of the situations in which persons are mutually concerned (or interested in acting responsively to one another) leads to treating imitation as the chief agent in promoting social control.\r\n\r\n4. Some Applications to Education. Why does a savage group perpetuate savagery, and a civilized group civilization? Doubtless the first answer to occur to mind is because savages are savages; being of low-grade intelligence and perhaps defective moral sense. But careful study has made it doubtful whether their native capacities are appreciably inferior to those of civilized man. It has made it certain that native differences are not sufficient to account for the difference in culture. In a sense the mind of savage peoples is an effect, rather than a cause, of their backward institutions. Their social activities are such as to restrict their objects of attention and interest, and hence to limit the stimuli to mental development. Even as regards the objects that come within the scope of attention, primitive social customs tend to arrest observation and imagination upon qualities which do not fructify in the mind.\r\n\r\nLack of control of natural forces means that a scant number of natural objects enter into associated behavior. Only a small number of natural resources are utilized and they are not worked for what they are worth. The advance of civilization means that a larger number of natural forces and objects have been transformed into instrumentalities of action, into means for securing ends. We start not so much with superior capacities as with superior stimuli for evocation and direction of our capacities. The savage deals largely with crude stimuli; we have weighted stimuli. Prior human efforts have made over natural conditions. As they originally existed they were indifferent to human endeavors.\r\n\r\nEvery domesticated plant and animal, every tool, every utensil, every appliance, every manufactured article, every esthetic decoration, every work of art means a transformation of conditions once hostile or indifferent to characteristic human activities into friendly and favoring conditions. Because the activities of children today are controlled by these selected and charged stimuli, children are able to traverse in a short lifetime what the race has needed slow, tortured ages to attain. The dice have been loaded by all the successes which have preceded.\r\n\r\nStimuli conducive to economical and effective response, such as our system of roads and means of transportation, our ready command of heat, light, and electricity, our ready-made machines and apparatus for every purpose, do not, by themselves or in their aggregate, constitute a civilization. But the uses to which they are put are civilization, and without the things the uses would be impossible. Time otherwise necessarily devoted to wresting a livelihood from a grudging environment and securing a precarious protection against its inclemencies is freed. A body of knowledge is transmitted, the legitimacy of which is guaranteed by the fact that the physical equipment in which it is incarnated leads to results that square with the other facts of nature. Thus these appliances of art supply a protection, perhaps our chief protection, against a recrudescence of these superstitious beliefs, those fanciful myths and infertile imaginings about nature in which so much of the best intellectual power of the past has been spent. If we add one other factor, namely, that such appliances be not only used, but used in the interests of a truly shared or associated life, then the appliances become the positive resources of civilization.\r\n\r\nIf Greece, with a scant tithe of our material resources, achieved a worthy and noble intellectual and artistic career, it is because Greece operated for social ends such resources as it had. But whatever the situation, whether one of barbarism or civilization, whether one of stinted control of physical forces, or of partial enslavement to a mechanism not yet made tributary to a shared experience, things as they enter into action furnish the educative conditions of daily life and direct the formation of mental and moral disposition.\r\n\r\nIntentional education signifies, as we have already seen, a specially selected environment, the selection being made on the basis of materials and method specifically promoting growth in the desired direction. Since language represents the physical conditions that have been subjected to the maximum transformation in the interests of social life—physical things which have lost their original quality in becoming social tools—it is appropriate that language should play a large part compared with other appliances. By it we are led to share vicariously in past human experience, thus widening and enriching the experience of the present. We are enabled, symbolically and imaginatively, to anticipate situations. In countless ways, language condenses meanings that record social outcomes and presage social outlooks. So significant is it of a liberal share in what is worth while in life that unlettered and uneducated have become almost synonymous.\r\n\r\nThe emphasis in school upon this particular tool has, however, its dangers—dangers which are not theoretical but exhibited in practice. Why is it, in spite of the fact that teaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an affair of \"telling\" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.\r\n\r\nBut its enactment into practice requires that the school environment be equipped with agencies for doing, with tools and physical materials, to an extent rarely attained. It requires that methods of instruction and administration be modified to allow and to secure direct and continuous occupations with things. Not that the use of language as an educational resource should lessen; but that its use should be more vital and fruitful by having its normal connection with shared activities. \"These things ought ye to have done, and not to have left the others undone.\" And for the school \"these things\" mean equipment with the instrumentalities of cooperative or joint activity.\r\n\r\nFor when the schools depart from the educational conditions effective in the out-of-school environment, they necessarily substitute a bookish, a pseudo-intellectual spirit for a social spirit. Children doubtless go to school to learn, but it has yet to be proved that learning occurs most adequately when it is made a separate conscious business. When treating it as a business of this sort tends to preclude the social sense which comes from sharing in an activity of common concern and value, the effort at isolated intellectual learning contradicts its own aim.\r\n\r\nWe may secure motor activity and sensory excitation by keeping an individual by himself, but we cannot thereby get him to understand the meaning which things have in the life of which he is a part. We may secure technical specialized ability in algebra, Latin, or botany, but not the kind of intelligence which directs ability to useful ends. Only by engaging in a joint activity, where one person\'s use of material and tools is consciously referred to the use other persons are making of their capacities and appliances, is a social direction of disposition attained.\r\n<h2>Summary - Education as Direction</h2>\r\nThe natural or native impulses of the young do not agree with the life-customs of the group into which they are born. Consequently they have to be directed or guided. This control is not the same thing as physical compulsion; it consists in centering the impulses acting at any one time upon some specific end and in introducing an order of continuity into the sequence of acts. The action of others is always influenced by deciding what stimuli shall call out their actions. But in some cases as in commands, prohibitions, approvals, and disapprovals, the stimuli proceed from persons with a direct view to influencing action. Since in such cases we are most conscious of controlling the action of others, we are likely to exaggerate the importance of this sort of control at the expense of a more permanent and effective method.\r\n\r\nThe basic control resides in the nature of the situations in which the young take part. In social situations the young have to refer their way of acting to what others are doing and make it fit in. This directs their action to a common result, and gives an understanding common to the participants. For all mean the same thing, even when performing different acts. This common understanding of the means and ends of action is the essence of social control. It is indirect, or emotional and intellectual, not direct or personal. Moreover it is intrinsic to the disposition of the person, not external and coercive. To achieve this internal control through identity of interest and understanding is the business of education. While books and conversation can do much, these agencies are usually relied upon too exclusively. Schools require for their full efficiency more opportunity for conjoint activities in which those instructed take part, so that they may acquire a social sense of their own powers and of the materials and appliances used.', 'Education as Direction', '', 'inherit', 'closed', 'closed', '', '13148-revision-v1', '', '', '2023-04-23 14:35:58', '2023-04-23 14:35:58', '', 13148, 'https://teachers.com.ng/?p=13599', 0, 'revision', '', 0);
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(13600, 1, '2023-04-23 14:35:59', '2023-04-23 14:35:59', 'In the general activity and uprising of ideal interests which every one with an eye for fact can discern all about us in American life, there is perhaps no more promising feature than the fermentation which for a dozen years or more has been going on among the teachers. In whatever sphere of education their functions may lie, there is to be seen among them a really inspiring amount of searching of the heart about the highest concerns of their profession. The renovation of nations begins always at the top, among the reflective members of the State, and spreads slowly outward and downward. The teachers of this country, one may say, have its future in their hands. The earnestness which they at present show in striving to enlighten and strengthen themselves is an index of the nation\'s probabilities of advance in all ideal directions.\r\n\r\nThe outward organization of <a href=\"/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\" title=\"Learning Outcome Benchmarks For Primary Education in Lagos State\">education which we have in our United States</a> is perhaps, on the whole, the best organization that exists in any country. The State school systems give a diversity and flexibility, an opportunity for experiment and keenness of competition, nowhere else to be found on such an important scale. The independence of so many of the colleges and universities; the give and take of students and instructors between them all; their emulation, and their happy organic relations to the lower schools; the traditions of instruction in them, evolved from the older American recitation-method (and so avoiding on the one hand the pure lecture-system prevalent in Germany and Scotland, which considers too little the individual student, and yet not involving the sacrifice of the instructor to the individual student, which the English tutorial system would seem too often to entail),—all these things (to say nothing of that coeducation of the sexes in whose benefits so many of us heartily believe), all these things, I say, are most happy features of our scholastic life, and from them the most sanguine auguries may be drawn.\r\n\r\nHaving so favorable an organization, all we need is to impregnate it with geniuses, to get superior men and women working more and more abundantly in it and for it and at it, and in a generation or two America may well lead the education of the world. I must say that I look forward with no little confidence to the day when that shall be an accomplished fact.\r\n\r\nNo one has profited more by the fermentation of which I speak, in pedagogical circles, than we psychologists. The desire of the schoolteachers for a completer professional training, and their aspiration toward the \'professional\' spirit in their work, have led them more and more to turn to us for light on fundamental principles. And in these few hours which we are to spend together you look to me, I am sure, for information concerning the mind\'s operations, which may enable you to labor more easily and effectively in the several schoolrooms over which you preside.\r\n\r\nFar be it from me to disclaim for psychology all title to such hopes. Psychology ought certainly to give the teacher radical help. And yet I confess that, acquainted as I am with the height of some of your expectations, I feel a little anxious lest, at the end of these simple talks of mine, not a few of you may experience some disappointment at the net results. In other words, I am not sure that you may not be indulging fancies that are just a shade exaggerated. That would not be altogether astonishing, for we have been having something like a \'boom\' in psychology in this country. Laboratories and professorships have been founded, and reviews established. The air has been full of rumors. The editors of educational journals and the arrangers of conventions have had to show themselves enterprising and on a level with the novelties of the day.\r\n\r\nSome of the professors have not been unwilling to co-operate, and I am not sure even that the publishers have been entirely inert. \'The new psychology\' has thus become a term to conjure up portentous ideas withal; and you teachers, docile and receptive and aspiring as many of you are, have been plunged in an atmosphere of vague talk about our science, which to a great extent has been more mystifying than enlightening. Altogether it does seem as if there were a certain fatality of mystification laid upon the teachers of our day. The matter of their profession, compact enough in itself, has to be frothed up for them in journals and institutes, till its outlines often threaten to be lost in a kind of vast uncertainty. Where the disciples are not independent and critical-minded enough (and I think that, if you teachers in the earlier grades have any defect—the slightest touch of a defect in the world—it is that you are a mite too docile), we are pretty sure to miss accuracy and balance and measure in those who get a license to lay down the law to them from above.\r\n\r\nAs regards this subject of psychology, now, I wish at the very threshold to do what I can to dispel the mystification. So I say at once that in my humble opinion there <i>is</i> no \'new psychology\' worthy of the name. There is nothing but the old psychology which began in Locke\'s time, plus a little physiology of the brain and senses and theory of evolution, and a few refinements of introspective detail, for the most part without adaptation to the teacher\'s use. It is only the fundamental conceptions of psychology which are of real value to the teacher; and they, apart from the aforesaid theory of evolution, are very far from being new.—I trust that you will see better what I mean by this at the end of all these talks.\r\n\r\nI say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind\'s laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.\r\n\r\nThe science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) never made a man behave rightly. The most such sciences can do is to help us to catch ourselves up and check ourselves, if we start to reason or to behave wrongly; and to criticise ourselves more articulately after we have made mistakes. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius. One genius will do his work well and succeed in one way, while another succeeds as well quite differently; yet neither will transgress the lines.\r\n\r\nThe art of teaching grew up in the schoolroom, out of inventiveness and sympathetic concrete observation. Even where (as in the case of Herbart) the advancer of the art was also a psychologist, the pedagogics and the psychology ran side by side, and the former was not derived in any sense from the latter. The two were congruent, but neither was subordinate. And so everywhere the teaching must <i>agree</i> with the psychology, but need not necessarily be the only kind of teaching that would so agree; for many diverse methods of teaching may equally well agree with psychological laws.\r\n\r\nTo know psychology, therefore, is absolutely no guarantee that we shall be good teachers. To advance to that result, we must have an additional endowment altogether, a happy tact and ingenuity to tell us what definite things to say and do when the pupil is before us. That ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher\'s art, are things to which psychology cannot help us in the least.\r\n\r\nThe science of psychology, and whatever science of general pedagogics may be based on it, are in fact much like the science of war. Nothing is simpler or more definite than the principles of either. In war, all you have to do is to work your enemy into a position from which the natural obstacles prevent him from escaping if he tries to; then to fall on him in numbers superior to his own, at a moment when you have led him to think you far away; and so, with a minimum of exposure of your own troops, to hack his force to pieces, and take the remainder prisoners. Just so, in teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.\r\n\r\nThe principles being so plain, there would be nothing but victories for the masters of the science, either on the battlefield or in the schoolroom, if they did not both have to make their application to an incalculable quantity in the shape of the mind of their opponent. The mind of your own enemy, the pupil, is working away from you as keenly and eagerly as is the mind of the commander on the other side from the scientific general. Just what the respective enemies want and think, and what they know and do not know, are as hard things for the teacher as for the general to find out. Divination and perception, not psychological pedagogics or theoretic strategy, are the only helpers here.\r\n\r\nBut, if the use of psychological principles thus be negative rather than positive, it does not follow that it may not be a great use, all the same. It certainly narrows the path for experiments and trials. We know in advance, if we are psychologists, that certain methods will be wrong, so our psychology saves us from mistakes. It makes us, moreover, more clear as to what we are about. We gain confidence in respect to any method which we are using as soon as we believe that it has theory as well as practice at its back. Most of all, it fructifies our independence, and it reanimates our interest, to see our subject at two different angles,—to get a stereoscopic view, so to speak, of the youthful organism who is our enemy, and, while handling him with all our concrete tact and divination, to be able, at the same time, to represent to ourselves the curious inner elements of his mental machine. Such a complete knowledge as this of the pupil, at once intuitive and analytic, is surely the knowledge at which every teacher ought to aim.\r\n\r\nFortunately for you teachers, the elements of the mental machine can be clearly apprehended, and their workings easily grasped. And, as the most general elements and workings are just those parts of psychology which the teacher finds most directly useful, it follows that the amount of this science which is necessary to all teachers need not be very great. Those who find themselves loving the subject may go as far as they please, and become possibly none the worse teachers for the fact, even though in some of them one might apprehend a little loss of balance from the tendency observable in all of us to overemphasize certain special parts of a subject when we are studying it intensely and abstractly. But for the great majority of you a general view is enough, provided it be a true one; and such a general view, one may say, might almost be written on the palm of one\'s hand.\r\n\r\nLeast of all need you, merely <i>as teachers</i>, deem it part of your duty to become contributors to psychological science or to make psychological observations in a methodical or responsible manner. I fear that some of the enthusiasts for child-study have thrown a certain burden on you in this way. By all means let child-study go on,—it is refreshing all our sense of the child\'s life. There are teachers who take a spontaneous delight in filling syllabuses, inscribing observations, compiling statistics, and computing the per cent. Child-study will certainly enrich their lives. And, if its results, as treated statistically, would seem on the whole to have but trifling value, yet the anecdotes and observations of which it in part consist do certainly acquaint us more intimately with our pupils.\r\n\r\nThe American educational organization,—What teachers may expect from psychology,—Teaching methods must agree with psychology, but cannot be immediately deduced therefrom,—The science of teaching and the science of war,—The educational uses of psychology defined,—The teacher\'s duty toward child-study. Our eyes and ears grow quickened to discern in the child before us processes similar to those we have read of as noted in the children,—processes of which we might otherwise have remained inobservant. But, for Heaven\'s sake, let the rank and file of teachers be passive readers if they so prefer, and feel free not to contribute to the accumulation. Let not the prosecution of it be preached as an imperative duty or imposed by regulation on those to whom it proves an exterminating bore, or who in any way whatever miss in themselves the appropriate vocation for it. I cannot too strongly agree with my colleague, Professor Münsterberg, when he says that the teacher\'s attitude toward the child, being concrete and ethical, is positively opposed to the psychological observer\'s, which is abstract and analytic. Although some of us may conjoin the attitudes successfully, in most of us they must conflict.\r\n\r\nThe worst thing that can happen to a good teacher is to get a bad conscience about her profession because she feels herself hopeless as a psychologist. Our teachers are overworked already. Every one who adds a jot or tittle of unnecessary weight to their burden is a foe of education. A bad conscience increases the weight of every other burden; yet I know that child-study, and other pieces of psychology as well, have been productive of bad conscience in many a really innocent pedagogic breast. I should indeed be glad if this passing word from me might tend to dispel such a bad conscience, if any of you have it; for it is certainly one of those fruits of more or less systematic mystification of which I have already complained. The best teacher may be the poorest contributor of child-study material, and the best contributor may be the poorest teacher. No fact is more palpable than this.\r\n\r\nSo much for what seems the most reasonable general attitude of the teacher toward the subject which is to occupy our attention.', 'PSYCHOLOGY AND THE TEACHING ART', '', 'inherit', 'closed', 'closed', '', '13152-revision-v1', '', '', '2023-04-23 14:35:59', '2023-04-23 14:35:59', '', 13152, 'https://teachers.com.ng/?p=13600', 0, 'revision', '', 0),
(13601, 16, '2023-04-23 17:06:22', '2023-04-23 17:06:22', '<span style=\"color: #000000;font-family: \'Times New Roman\';font-size: medium;text-align: justify;text-indent: 16px;background-color: #faebd0\">For the most part, save incidentally, we have hitherto been concerned with education as it may exist in any social group. We have now to make explicit the differences in the spirit, material, and method of education as it operates in different types of community life. To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group. Particularly is it true that a society which not only changes but which has the ideal of such change as will improve it, will have different standards and methods of education from one which aims simply at the perpetuation of its own customs? To make the general ideas set forth applicable to our own educational practice, it is, therefore, necessary to come to closer quarters with the nature of present social life.</span>', 'The Democratic Conception in Education', '', 'publish', 'closed', 'closed', '', 'the-democratic-conception-in-education', '', '', '2023-04-23 17:06:22', '2023-04-23 17:06:22', '', 13250, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/the-democratic-conception-in-education/', 0, 'topic', '', 0),
(13602, 16, '2023-04-23 17:06:22', '2023-04-23 17:06:22', '<span style=\"color: #000000;font-family: \'Times New Roman\';font-size: medium;text-align: justify;text-indent: 16px;background-color: #faebd0\">For the most part, save incidentally, we have hitherto been concerned with education as it may exist in any social group. We have now to make explicit the differences in the spirit, material, and method of education as it operates in different types of community life. To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group. Particularly is it true that a society which not only changes but which has the ideal of such change as will improve it, will have different standards and methods of education from one which aims simply at the perpetuation of its own customs? To make the general ideas set forth applicable to our own educational practice, it is, therefore, necessary to come to closer quarters with the nature of present social life.</span>', 'The Democratic Conception in Education', '', 'inherit', 'closed', 'closed', '', '13601-revision-v1', '', '', '2023-04-23 17:06:22', '2023-04-23 17:06:22', '', 13601, 'https://teachers.com.ng/?p=13602', 0, 'revision', '', 0),
(13603, 16, '2023-04-23 17:10:27', '2023-04-23 17:10:27', '1. The Implications of Human Association. Society is one word, but many things. Men associate together in all kinds of ways and for all kinds of purposes. One man is concerned with a multitude of diverse groups, in which his associates may be quite different. It often seems as if they had nothing in common except that they are modes of associated life. Within every larger social organization, there are numerous minor groups: not only political subdivisions but industrial, scientific, and religious, associations. There are political parties with differing aims, social sets, cliques, gangs, corporations, partnerships, groups bound closely together by ties of blood, and so on in endless variety. In many modern states and in some ancient, there is a great diversity of populations, of varying languages, religions, moral codes, and traditions. From this standpoint, many a minor political unit, one of our large cities, for example, is a congeries of loosely associated societies, rather than an inclusive and permeating community of action and thought. (See ante, p. 20.)\n\nThe terms society, community, are thus ambiguous. They have both a eulogistic or normative sense and a descriptive sense; a meaning de jure and a meaning de facto. In social philosophy, the former connotation is almost always uppermost. Society is conceived as one by its very nature. The qualities which accompany this unity, the praiseworthy community of purpose and welfare, loyalty to public ends, and mutuality of sympathy, are emphasized. But when we look at the facts that the term denotes instead of confining our attention to its intrinsic connotation, we find not unity, but a plurality of societies, good and bad. Men banded together in a criminal conspiracy, business aggregations that prey upon the public while serving it, and political machines held together by the interest of plunder, are included. If it is said that such organizations are not societies because they do not meet the ideal requirements of the notion of society, the answer, in part, is that the conception of society is then made so \"ideal\" as to be of no use, having no reference to facts; and in part, that each of these organizations, no matter how opposed to the interests of other groups, has something of the praiseworthy qualities of \"Society\" which hold it together. There is honour among thieves, and a band of robbers has a common interest with respect to its members. Gangs are marked by fraternal feelings, and narrow cliques by intense loyalty to their own codes. Family life may be marked by exclusiveness, suspicion, and jealousy as to those without, and yet be a model of amity and mutual aid within. Any education given by a group tends to socialize its members, but the quality and value of the socialization depend upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life. In seeking this measure, we have to avoid two extremes. We cannot set up, out of our heads, something we regard as an ideal society. We must base our conception upon societies which actually exist, in order to have any assurance that our ideal is a practicable one. But, as we have just seen, the ideal cannot simply repeat the traits which are actually found. The problem is to extract the desirable traits of forms of community life which actually exist and employ them to criticize undesirable features and suggest an improvement. Now in any social group, even in a gang of thieves, we find some interest held in common, and we find a certain amount of interaction and cooperative intercourse with other groups. From these two traits, we derive our standard. How numerous and varied are the interests which are consciously shared? How full and free is the interplay with other forms of association? If we apply these considerations to, say, a criminal band, we find that the ties which consciously hold the members together are few in number, reducible almost to a common interest in plunder; and that they are of such a nature as to isolate the group from other groups with respect to give and take of the values of life. Hence, the education such a society gives is partial and distorted. If we take, on the other hand, the kind of family life which illustrates the standard, we find that there are material, intellectual, and aesthetic interests in which all participate and that the progress of one member has worth the experience of other members—it is readily communicable—and that the family is not an isolated whole, but enters intimately into relationships with business groups, with schools, with all the agencies of culture, as well as with other similar groups, and that it plays a due part in the political organization and in return receives support from it. In short, there are many interests consciously communicated and shared; and there are varied and free points of contact with other modes of association.', 'The Implications of Human Association', '', 'publish', 'closed', 'closed', '', 'the-implications-of-human-association', '', '', '2023-04-23 17:56:00', '2023-04-23 17:56:00', '', 13601, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/the-democratic-conception-in-education/reply/13603/', 1, 'reply', '', 0),
(13604, 16, '2023-04-23 17:10:27', '2023-04-23 17:10:27', '1. The Implications of Human Association. Society is one word, but many things. Men associate together in all kinds of ways and for all kinds of purposes. One man is concerned with a multitude of diverse groups, in which his associates may be quite different. It often seems as if they had nothing in common except that they are modes of associated life. Within every larger social organization, there are numerous minor groups: not only political subdivisions but industrial, scientific, and religious, associations. There are political parties with differing aims, social sets, cliques, gangs, corporations, partnerships, groups bound closely together by ties of blood, and so on in endless variety. In many modern states and in some ancient, there is a great diversity of populations, of varying languages, religions, moral codes, and traditions. From this standpoint, many a minor political unit, one of our large cities, for example, is a congeries of loosely associated societies, rather than an inclusive and permeating community of action and thought. (See ante, p. 20.)\n\nThe terms society, community, are thus ambiguous. They have both a eulogistic or normative sense and a descriptive sense; a meaning de jure and a meaning de facto. In social philosophy, the former connotation is almost always uppermost. Society is conceived as one by its very nature. The qualities which accompany this unity, the praiseworthy community of purpose and welfare, loyalty to public ends, and mutuality of sympathy, are emphasized. But when we look at the facts that the term denotes instead of confining our attention to its intrinsic connotation, we find not unity, but a plurality of societies, good and bad. Men banded together in a criminal conspiracy, business aggregations that prey upon the public while serving it, and political machines held together by the interest of plunder, are included. If it is said that such organizations are not societies because they do not meet the ideal requirements of the notion of society, the answer, in part, is that the conception of society is then made so \"ideal\" as to be of no use, having no reference to facts; and in part, that each of these organizations, no matter how opposed to the interests of other groups, has something of the praiseworthy qualities of \"Society\" which hold it together. There is honour among thieves, and a band of robbers has a common interest with respect to its members. Gangs are marked by fraternal feelings, and narrow cliques by intense loyalty to their own codes. Family life may be marked by exclusiveness, suspicion, and jealousy as to those without, and yet be a model of amity and mutual aid within. Any education given by a group tends to socialize its members, but the quality and value of the socialization depend upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life. In seeking this measure, we have to avoid two extremes. We cannot set up, out of our heads, something we regard as an ideal society. We must base our conception upon societies which actually exist, in order to have any assurance that our ideal is a practicable one. But, as we have just seen, the ideal cannot simply repeat the traits which are actually found. The problem is to extract the desirable traits of forms of community life which actually exist and employ them to criticize undesirable features and suggest an improvement. Now in any social group, even in a gang of thieves, we find some interest held in common, and we find a certain amount of interaction and cooperative intercourse with other groups. From these two traits, we derive our standard. How numerous and varied are the interests which are consciously shared? How full and free is the interplay with other forms of association? If we apply these considerations to, say, a criminal band, we find that the ties which consciously hold the members together are few in number, reducible almost to a common interest in plunder; and that they are of such a nature as to isolate the group from other groups with respect to give and take of the values of life. Hence, the education such a society gives is partial and distorted. If we take, on the other hand, the kind of family life which illustrates the standard, we find that there are material, intellectual, and aesthetic interests in which all participate and that the progress of one member has worth the experience of other members—it is readily communicable—and that the family is not an isolated whole, but enters intimately into relationships with business groups, with schools, with all the agencies of culture, as well as with other similar groups, and that it plays a due part in the political organization and in return receives support from it. In short, there are many interests consciously communicated and shared; and there are varied and free points of contact with other modes of association.', 'The Implications of Human Association', '', 'inherit', 'closed', 'closed', '', '13603-revision-v1', '', '', '2023-04-23 17:10:27', '2023-04-23 17:10:27', '', 13603, 'https://teachers.com.ng/?p=13604', 0, 'revision', '', 0),
(13605, 16, '2023-04-23 17:19:07', '2023-04-23 17:19:07', 'I. Let us apply the first element in this criterion to a despotically governed state. It is not true there is no common interest in such an organization between governed and governors. The authorities in command must make some appeal to the native activities of the subjects and must call some of their powers into play. Talleyrand said that a government could do everything with bayonets except sit on them. This cynical declaration is at least a recognition that the bond of union is not merely one of coercive force. It may be said, however, that the activities appealed to are themselves unworthy and degrading—that such a government calls into functioning activity simply the capacity for fear. In a way, this statement is true. But it overlooks the fact that fear need not be an undesirable factor in experience. Caution, circumspection, prudence, and desire to foresee future events so as to avert what is harmful, these desirable traits are as much a product of calling the impulse of fear into play as is cowardice and abject submission. The real difficulty is that the appeal to fear is isolated. In evoking dread and hope of specific tangible reward—say comfort and ease—many other capacities are left untouched. Or rather, they are affected, but in such a way as to pervert them. Instead of operating on their own account, they are reduced to mere servants of attaining pleasure and avoiding pain.\n\nThis is equivalent to saying that there is no extensive number of common interests; there is no free play back and forth among the members of the social group. Stimulation and response are exceedingly one-sided. In order to have a large number of values in common, all the members of the group must have an equable opportunity to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educate others into slaves. And the experience of each party loses meaning when the free interchange of varying modes of life-experience is arrested. A separation into a privileged and a subject class prevents social endosmosis. The evils thereby affecting the superior class are less material and less perceptible, but equally real. Their culture tends to be sterile, to be turned back to feed on itself; their art becomes a showy display and artificial; their wealth luxurious; their knowledge overspecialized; their manners fastidious rather than humane.\n\nLack of the free and equitable intercourse which springs from a variety of shared interests makes intellectual stimulation unbalanced. Diversity of stimulation means novelty, and novelty means a challenge to thought. The more activity is restricted to a few definite lines—as it is when there are rigid class lines preventing adequate interplay of experiences—the more action tends to become routine on the part of the class at a disadvantage, and capricious, aimless, and explosive on the part of the class having the materially fortunate position. Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in. Much is said about the scientific management of work. It is a narrow view which restricts the science which secures the efficiency of operation to movements of the muscles. The chief opportunity for science is the discovery of the relations of a man to his work—including his relations to others who take part—which will enlist his intelligent interest in what he is doing. Efficiency in production often demands the division of labour. But it is reduced to a mechanical routine unless workers see the technical, intellectual, and social relationships involved in what they do, and engage in their work because of the motivation furnished by such perceptions. The tendency to reduce such things as the efficiency of activity and scientific management to purely technical externals is evidence of the one-sided stimulation of thought given to those in control of industry—those who supply its aims. Because of their lack of all-round and well-balanced social interest, there is not a sufficient stimulus for attention to the human factors and relationships in the industry. Intelligence is narrowed to the factors concerned with the technical production and marketing of goods. No doubt, a very acute and intense intelligence in these narrow lines can be developed, but the failure to take into account the significant social factors means nonetheless an absence of mind and a corresponding distortion of emotional life. II. This illustration (whose point is to be extended to all associations lacking reciprocity of interest) brings us to our second point. The isolation and exclusiveness of a gang or clique bring its antisocial spirit into relief. But this same spirit is found wherever one group has interests \"of its own\" which shut it out from full interaction with other groups, so that its prevailing purpose is the protection of what it has got, instead of reorganization and progress through wider relationships. It marks nations in their isolation from one another; families which seclude their domestic concerns as if they had no connection with a larger life; schools when separated from the interest of home and community; the divisions of rich and poor; learned and unlearned. The essential point is that isolation makes for rigidity and formal institutionalizing of life, for static and selfish ideals within the group. That savage tribes regard aliens and enemies as synonymous is not accidental. It springs from the fact that they have identified their experience with rigid adherence to their past customs. On such a basis it is wholly logical to fear intercourse with others, for such contact might dissolve custom. It would certainly occasion reconstruction. It is commonplace that an alert and expanding mental life depends upon an enlarging range of contact with the physical environment. But the principle applies even more significantly to the field where we are apt to ignore it—the sphere of social contacts. Every expansive era in the history of mankind has coincided with the operation of factors which have tended to eliminate the distance between peoples and classes previously hemmed off from one another. Even the alleged benefits of war, so far as more than alleged, spring from the fact that conflict of peoples at least enforces intercourse between them and thus accidentally enables them to learn from one another, and thereby to expand their horizons. Travel, economic and commercial tendencies, have at present gone far to break down external barriers; to bring people and classes into closer and more perceptible connection with one another. It remains for the most part to secure the intellectual and emotional significance of this physical annihilation of space.', 'Applying the First Element in this Criterion to a Despotically Governed State', '', 'publish', 'closed', 'closed', '', 'applying-the-first-element-in-this-criterion-to-a-despotically-governed-state', '', '', '2023-04-23 17:55:58', '2023-04-23 17:55:58', '', 13601, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/the-democratic-conception-in-education/reply/13605/', 2, 'reply', '', 0),
(13606, 16, '2023-04-23 17:19:08', '2023-04-23 17:19:08', 'I. Let us apply the first element in this criterion to a despotically governed state. It is not true there is no common interest in such an organization between governed and governors. The authorities in command must make some appeal to the native activities of the subjects and must call some of their powers into play. Talleyrand said that a government could do everything with bayonets except sit on them. This cynical declaration is at least a recognition that the bond of union is not merely one of coercive force. It may be said, however, that the activities appealed to are themselves unworthy and degrading—that such a government calls into functioning activity simply the capacity for fear. In a way, this statement is true. But it overlooks the fact that fear need not be an undesirable factor in experience. Caution, circumspection, prudence, and desire to foresee future events so as to avert what is harmful, these desirable traits are as much a product of calling the impulse of fear into play as is cowardice and abject submission. The real difficulty is that the appeal to fear is isolated. In evoking dread and hope of specific tangible reward—say comfort and ease—many other capacities are left untouched. Or rather, they are affected, but in such a way as to pervert them. Instead of operating on their own account, they are reduced to mere servants of attaining pleasure and avoiding pain.\n\nThis is equivalent to saying that there is no extensive number of common interests; there is no free play back and forth among the members of the social group. Stimulation and response are exceedingly one-sided. In order to have a large number of values in common, all the members of the group must have an equable opportunity to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educate others into slaves. And the experience of each party loses meaning when the free interchange of varying modes of life-experience is arrested. A separation into a privileged and a subject class prevents social endosmosis. The evils thereby affecting the superior class are less material and less perceptible, but equally real. Their culture tends to be sterile, to be turned back to feed on itself; their art becomes a showy display and artificial; their wealth luxurious; their knowledge overspecialized; their manners fastidious rather than humane.\n\nLack of the free and equitable intercourse which springs from a variety of shared interests makes intellectual stimulation unbalanced. Diversity of stimulation means novelty, and novelty means a challenge to thought. The more activity is restricted to a few definite lines—as it is when there are rigid class lines preventing adequate interplay of experiences—the more action tends to become routine on the part of the class at a disadvantage, and capricious, aimless, and explosive on the part of the class having the materially fortunate position. Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in. Much is said about the scientific management of work. It is a narrow view which restricts the science which secures the efficiency of operation to movements of the muscles. The chief opportunity for science is the discovery of the relations of a man to his work—including his relations to others who take part—which will enlist his intelligent interest in what he is doing. Efficiency in production often demands the division of labour. But it is reduced to a mechanical routine unless workers see the technical, intellectual, and social relationships involved in what they do, and engage in their work because of the motivation furnished by such perceptions. The tendency to reduce such things as the efficiency of activity and scientific management to purely technical externals is evidence of the one-sided stimulation of thought given to those in control of industry—those who supply its aims. Because of their lack of all-round and well-balanced social interest, there is not a sufficient stimulus for attention to the human factors and relationships in the industry. Intelligence is narrowed to the factors concerned with the technical production and marketing of goods. No doubt, a very acute and intense intelligence in these narrow lines can be developed, but the failure to take into account the significant social factors means nonetheless an absence of mind and a corresponding distortion of emotional life. II. This illustration (whose point is to be extended to all associations lacking reciprocity of interest) brings us to our second point. The isolation and exclusiveness of a gang or clique bring its antisocial spirit into relief. But this same spirit is found wherever one group has interests \"of its own\" which shut it out from full interaction with other groups, so that its prevailing purpose is the protection of what it has got, instead of reorganization and progress through wider relationships. It marks nations in their isolation from one another; families which seclude their domestic concerns as if they had no connection with a larger life; schools when separated from the interest of home and community; the divisions of rich and poor; learned and unlearned. The essential point is that isolation makes for rigidity and formal institutionalizing of life, for static and selfish ideals within the group. That savage tribes regard aliens and enemies as synonymous is not accidental. It springs from the fact that they have identified their experience with rigid adherence to their past customs. On such a basis it is wholly logical to fear intercourse with others, for such contact might dissolve custom. It would certainly occasion reconstruction. It is commonplace that an alert and expanding mental life depends upon an enlarging range of contact with the physical environment. But the principle applies even more significantly to the field where we are apt to ignore it—the sphere of social contacts. Every expansive era in the history of mankind has coincided with the operation of factors which have tended to eliminate the distance between peoples and classes previously hemmed off from one another. Even the alleged benefits of war, so far as more than alleged, spring from the fact that conflict of peoples at least enforces intercourse between them and thus accidentally enables them to learn from one another, and thereby to expand their horizons. Travel, economic and commercial tendencies, have at present gone far to break down external barriers; to bring people and classes into closer and more perceptible connection with one another. It remains for the most part to secure the intellectual and emotional significance of this physical annihilation of space.', 'Applying the First Element in this Criterion to a Despotically Governed State', '', 'inherit', 'closed', 'closed', '', '13605-revision-v1', '', '', '2023-04-23 17:19:08', '2023-04-23 17:19:08', '', 13605, 'https://teachers.com.ng/?p=13606', 0, 'revision', '', 0),
(13607, 16, '2023-04-23 17:22:43', '2023-04-23 17:22:43', '2. The Democratic Ideal. The two elements in our criterion both point to democracy. The first signifies not only more numerous and more varied points of shared common interest but greater reliance upon the recognition of mutual interests as a factor in social control. The second means not only freer interaction between social groups (once isolated so far as intention could keep up a separation) but change in social habit—its continuous readjustment through meeting the new situations produced by varied intercourse. And these two traits are precisely what characterize the democratically constituted society.\n\nUpon the educational side, we note first that the realization of a form of social life in which interests are mutually interpenetrating, and where progress, or readjustment, is an important consideration, make a democratic community more interested than other communities have cause to be in deliberate and systematic education. The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education. But there is a deeper explanation. A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience. The extension in space of the number of individuals who participate in interest so that each has to refer his own action to that of others, and to consider the action of others to give point and direction to his own, is equivalent to the breaking down of those barriers of class, race, and national territory which kept men from perceiving the full import of their activity. These more numerous and more varied points of contact denote a greater diversity of stimuli to which an individual has to respond; they consequently put a premium on variation in his action. They secure a liberation of powers which remain suppressed as long as the invitations to action are partial, as they must be in a group which in its exclusiveness shuts out many interests.\n\nThe widening of the area of shared concerns, and the liberation of a greater diversity of personal capacities which characterize a democracy, are not of course the product of deliberation and conscious effort. On the contrary, they were caused by the development of modes of manufacture and commerce, travel, migration, and intercommunication which flowed from the command of science over natural energy. But after greater individualization on one hand, and a broader community of interest on the other have come into existence, it is a matter of deliberate effort to sustain and extend them. Obviously, a society to which stratification into separate classes would be fatal must see to it that intellectual opportunities are accessible to all on equable and easy terms. A society marked off into classes needs he especially attentive only to the education of its ruling elements. A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability. Otherwise, they will be overwhelmed by the changes in which they are caught and whose significance or connections they do not perceive. The result will be confusion in which a few will appropriate to themselves the results of the blind and externally directed activities of others.', 'The Democratic Ideal.', '', 'publish', 'closed', 'closed', '', 'the-democratic-ideal', '', '', '2023-04-23 17:55:57', '2023-04-23 17:55:57', '', 13601, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/the-democratic-conception-in-education/reply/13607/', 3, 'reply', '', 0);


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(13623, 1, '2023-04-23 17:56:08', '2023-04-23 17:56:08', 'The concrete character of the mind consists, then, wholly of the various arrangements formed by the various presentations in their different qualities. The \"furniture\" of the mind is the mind. Mind is wholly a matter of \"contents.\" The educational implications of this doctrine are threefold.\n\n(1) This or that kind of mind is formed by the use of objects which evoke this or that kind of reaction and which produce this or that arrangement among the reactions called out. The formation of the mind is wholly a matter of the presentation of the proper educational materials.\n\n(2) Since the earlier presentations constitute the \"apperceiving organs\" which control the assimilation of new presentations, their character is all important. The effect of new presentations is to reinforce groupings previously formed. The business of the educator is, first, to select the proper material in order to fix the nature of the original reactions, and, secondly, to arrange the sequence of subsequent presentations on the basis of the store of ideas secured by prior transactions. The control is from behind, from the past, instead of, as in the unfolding conception, in the ultimate goal.\n\n(3) Certain formal steps of all methods in teaching may be laid down. Presentation of new subject matter is obviously the central thing, but since knowing consists in the way in which this interacts with the contents already submerged below consciousness, the first thing is the step of \"preparation,\"—that is, calling into special activity and getting above the floor of consciousness those older presentations which are to assimilate the new one. Then after the presentation, follow the processes of interaction of new and old; then comes the application of the newly formed content to the performance of some task. Everything must go through this course; consequently, there is a perfectly uniform method in instruction in all subjects for all pupils of all ages.', '', '', 'inherit', 'closed', 'closed', '', '13438-revision-v1', '', '', '2023-04-23 17:56:08', '2023-04-23 17:56:08', '', 13438, 'https://teachers.com.ng/?p=13623', 0, 'revision', '', 0),
(13624, 1, '2023-04-23 17:56:09', '2023-04-23 17:56:09', 'The conception that the result of the educative process is capacity for further education stands in contrast with some other ideas which have profoundly influenced practice. The first contrasting conception considered is that of preparing or getting ready for some future duty or privilege. Specific evil effects were pointed out which result from the fact that this aim diverts attention of both teacher and taught from the only point to which it may be fruitfully directed—namely, taking advantage of the needs and possibilities of the immediate present. Consequently it defeats its own professed purpose. The notion that education is an unfolding from within appears to have more likeness to the conception of growth which has been set forth. But as worked out in the theories of Froebel and Hegel, it involves ignoring the interaction of present organic tendencies with the present environment, just as much as the notion of preparation. Some implicit whole is regarded as given ready-made and the significance of growth is merely transitory; it is not an end in itself, but simply a means of making explicit what is already implicit. Since that which is not explicit cannot be made definite use of, something has to be found to represent it.\n\n According to Froebel, the mystic symbolic value of certain objects and acts (largely mathematical) stand for the Absolute Whole which is in process of unfolding. According to Hegel, existing institutions are its effective actual representatives. Emphasis upon symbols and institutions tends to divert perception from the direct growth of experience in richness of meaning. \n\nAnother influential but defective theory is that which conceives that mind has, at birth, certain mental faculties or powers, such as perceiving, remembering, willing, judging, generalizing, attending, etc., and that education is the training of these faculties through repeated exercise. This theory treats subject matter as comparatively external and indifferent, its value residing simply in the fact that it may occasion exercise of the general powers. Criticism was directed upon this separation of the alleged powers from one another and from the material upon which they act. The outcome of the theory in practice was shown to be an undue emphasis upon the training of narrow specialized modes of skill at the expense of initiative, inventiveness, and readaptability—qualities which depend upon the broad and consecutive interaction of specific activities with one another. \n\n1 As matter of fact, the interconnection is so great, there are so many paths of construction, that every stimulus brings about some change in all of the organs of response. We are accustomed however to ignore most of these modifications of the total organic activity, concentrating upon that one which is most specifically adapted to the most urgent stimulus of the moment. \n\n2 This statement should be compared with what was said earlier about the sequential ordering of responses . It is merely a more explicit statement of the way in which that consecutive arrangement occurs.', '', '', 'inherit', 'closed', 'closed', '', '13436-revision-v1', '', '', '2023-04-23 17:56:09', '2023-04-23 17:56:09', '', 13436, 'https://teachers.com.ng/?p=13624', 0, 'revision', '', 0),
(13625, 1, '2023-04-23 17:56:10', '2023-04-23 17:56:10', '4. Some Applications to Education. Why does a savage group perpetuate savagery and a civilized group civilization? Doubtless, the first answer to occur to mind is that savages are savages; being of low-grade intelligence and perhaps defective moral sense. But the careful study has made it doubtful whether their native capacities are appreciably inferior to those of civilized man. It has made it certain that native differences are not sufficient to account for the difference in culture. In a sense, the mind of savage peoples is an effect, rather than a cause, of their backward institutions. Their social activities are such as to restrict their objects of attention and interest, and hence to limit the stimuli to mental development. Even as regards the objects that come within the scope of attention, primitive social customs tend to arrest observation and imagination upon qualities which do not fructify in the mind. Lack of control of natural forces means that a scant number of natural objects enter into associated behaviour. Only a small number of natural resources are utilized and they are not worked for what they are worth. The advance of civilization means that a larger number of natural forces and objects have been transformed into instrumentalities of action, into means for securing ends. We start not so much with superior capacities as with superior stimuli for the evocation and direction of our capacities. The savage deals largely with crude stimuli; we have weighted stimuli. Prior human efforts have been made over natural conditions. As they originally existed they were indifferent to human endeavours. Every domesticated plant and animal, every tool, every utensil, every appliance, every manufactured article, every esthetic decoration, and every work of art means a transformation of conditions once hostile or indifferent to characteristic human activities into friendly and favouring conditions. Because the activities of children today are controlled by these selected and charged stimuli, children are able to traverse in a short lifetime what the race has needed slow, tortured ages to attain. The dice have been loaded by all the successes which have preceded them.\n\nStimuli conducive to economical and effective response, such as our system of roads and means of transportation, our ready command of heat, light, and electricity, and our ready-made machines and apparatus for every purpose, do not, by themselves or in their aggregate, constitute a civilization. But the uses to which they are put are civilization, and without the things, the uses would be impossible. Time otherwise necessarily devoted to wresting a livelihood from a grudging environment and securing precarious protection against its inclemencies is freed. A body of knowledge is transmitted, the legitimacy of which is guaranteed by the fact that the physical equipment in which it is incarnated leads to results that square with the other facts of nature. Thus these appliances of art supply protection, perhaps our chief protection, against a recrudescence of these superstitious beliefs, those fanciful myths and infertile imaginings about nature in which so much of the best intellectual power of the past has been spent. If we add one other factor, namely, that such appliances be not only used but used in the interests of a truly shared or associated life, then the appliances become the positive resources of civilization. If Greece, with a scant tithe of our material resources, achieved a worthy and noble intellectual and artistic career, it is because Greece operated for social ends such resources as it had. But whatever the situation, whether one of barbarism or civilization, whether one of stinted control of physical forces or of partial enslavement to a mechanism not yet made tributary to a shared experience, things as they enter into action furnish the educative conditions of daily life and direct the formation of mental and moral disposition.\n\nIntentional education signifies, as we have already seen, a specially selected environment, the selection being made on the basis of materials and methods specifically promoting growth in the desired direction. Since language represents the physical conditions that have been subjected to the maximum transformation in the interests of social life—physical things which have lost their original quality in becoming social tools—it is appropriate that language should play a large part compared with other appliances. By it we are led to share vicariously in past human experiences, thus widening and enriching the experience of the present. We are enabled, symbolically and imaginatively, to anticipate situations. In countless ways, language condenses meanings that record social outcomes and presage social outlooks. So significant is it of a liberal share in what is worthwhile in life that unlettered and uneducated have become almost synonymous.\n\nThe emphasis in school on this particular tool has, however, its dangers—dangers which are not theoretical but exhibited in practice. Why is it, in spite of the fact that teaching by pouring in, and learning by passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an affair of \"telling\" and being told, but an active and constructive process is a principle almost as generally violated in practice as conceded in theory. Is not this a deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about. But its enactment into practice requires that the school environment be equipped with agencies for doing, with tools and physical materials, to an extent rarely attained. It requires that methods of instruction and administration be modified to allow and to secure direct and continuous occupations with things. Not that the use of language as an educational resource should lessen; but that its use should be more vital and fruitful by having its normal connection with shared activities. \"These things ought ye to have done, and not to have left the others undone.\" And for the school \"these things\" mean equipment with the instrumentalities of cooperative or joint activity.\n\nFor when the schools depart from the educational conditions effective in the out-of-school environment, they necessarily substitute a bookish, pseudo-intellectual spirit for a social spirit. Children doubtless go to school to learn, but it has yet to be proved that learning occurs most adequately when it is made a separate conscious business. When treating it as a business of this sort tends to preclude the social sense which comes from sharing in an activity of common concern and value, the effort at isolated intellectual learning contradicts its own aim. We may secure motor activity and sensory excitation by keeping an individual by himself, but we cannot thereby get him to understand the meaning that things have in the life of which he is a part. We may secure technical specialized ability in algebra, Latin, or botany, but not the kind of intelligence which directs ability to useful ends. Only by engaging in a joint activity, where one person\'s use of material and tools is consciously referred to as the use other persons are making of their capacities and appliances, is a social direction of disposition attained.', '', '', 'inherit', 'closed', 'closed', '', '13369-revision-v1', '', '', '2023-04-23 17:56:10', '2023-04-23 17:56:10', '', 13369, 'https://teachers.com.ng/?p=13625', 0, 'revision', '', 0),
(13626, 1, '2023-04-23 17:56:11', '2023-04-23 17:56:11', '3. Imitation and Social Psychology. We have already noted the defects of a psychology of learning which places the individual mind naked, as it were, in contact with physical objects, and which believes that knowledge, ideas, and beliefs accrue from their interaction. Only comparatively recently has the predominating influence of association with fellow beings in the formation of mental and moral disposition been perceived. Even now it is usually treated as a kind of adjunct to an alleged method of learning by direct contact with things, and as merely supplementing knowledge of the physical world with knowledge of persons. The purport of our discussion is that such a view makes an absurd and impossible separation between persons and things. Interaction with things may form habits of external adjustment. But it leads to activity having a meaning and conscious intent only when things are used to produce a result. And the only way one person can modify the mind of another is by using physical conditions, crude or artificial, so as to evoke some answering activity from him. Such are our two main conclusions. It is desirable to amplify and enforce them by placing them in contrast with the theory which uses a psychology of supposed direct relationships of human beings to one another as an adjunct to the psychology of the supposed direct relation of an individual to physical objects. In substance, this so-called social psychology has been built upon the notion of imitation. Consequently, we shall discuss the nature and role of imitation in the formation of mental disposition.\n\nAccording to this theory, social control of individuals rests upon the instinctive tendency of individuals to imitate or copy the actions of others. The latter serve as models. The imitative instinct is so strong that the young devote themselves to conforming to the patterns set by others and reproducing them in their own scheme of behaviour. According to our theory, what is here called imitation is a misleading name for partaking with others in the use of things which lead to consequences of common interest. The basic error in the current notion of imitation is that it puts the cart before the horse. It takes an effect for the cause of the effect. There can be no doubt that individuals forming a social group are like-minded; they understand one another. They tend to act with the same controlling ideas, beliefs, and intentions, given similar circumstances. Looked at from without, they might be said to be engaged in \"imitating\" one another. In the sense that they are doing much the same sort of thing in much the same sort of way, this would be true enough. But \"imitation\" throws no light upon why they so act; it repeats the fact as an explanation of itself. It is an explanation of the same order as the famous saying that opium puts men to sleep because of its dormitive power.\n\nAn objective likeness of acts and the mental satisfaction found in being in conformity with others are baptized by the name imitation. This social fact is then taken as a psychological force, which produced the likeness. A considerable portion of what is called imitation is simply the fact that persons being alike in structure respond in the same way to like stimuli. Quite independently of imitation, men on being insulted get angry and attack the insulter. This statement may be met by citing the undoubted fact that response to an insult takes place in different ways in groups having different customs. In one group, it may be met by recourse to fisticuffs, in another by a challenge to a duel, and in a third by an exhibition of contemptuous disregard. This happens, so it is said that the model set for imitation is different. But there is no need to appeal to imitation. The mere fact that customs are different means that the actual stimuli to behaviour are different. Conscious instruction plays a part; prior approvals and disapprovals have a large influence. Still more effective is the fact that unless an individual acts in the way current in his group, he is literally out of it. He can associate with others on intimate and equal terms only by behaving in the way in which they behave. The pressure that comes from the fact that one is let into the group action by acting in one way and shut out by acting in another way is unremitting. What is called the effect of imitation is mainly the product of conscious instruction and of the selective influence exercised by the unconscious confirmations and ratifications of those with whom one associate.\n\nSuppose that someone rolls a ball to a child; he catches it and rolls it back, and the game goes on. Here the stimulus is not just the sight of the ball or the sight of the other rolling it. It is the situation—the game which is playing. The response is not merely rolling the ball back; it is rolling it back so that the other one may catch and return it,—that the game may continue. The \"pattern\" or model is not the action of the other person. The whole situation requires that each should adapt his action in view of what the other person has done and is to do. Imitation may come in but its role is subordinate. The child has an interest in his own account; he wants to keep it going. He may then note how the other person catches and holds the ball in order to improve his own acts. He imitates the means of doing, not the end or thing to be done. And he imitates the means because he wishes, on his own behalf, as part of his own initiative, to take an effective part in the game. One has only to consider how completely the child is dependent from his earliest days for the successful execution of his purposes upon fitting his acts into those of others to see what a premium is put upon behaving as others behave, and of developing an understanding of them in order that he may so behave. The pressure for likemindedness in action from this source is so great that it is quite superfluous to appeal to imitation. As matter of fact, imitation of ends, as distinct from imitation of means which help to reach ends, is a superficial and transitory affair which leaves little effect upon disposition. Idiots are especially apt at this kind of imitation; it affects outward acts but not the meaning of their performance. When we find children engaging in this sort of mimicry, instead of encouraging them (as we would do if it were an important means of social control) we are more likely to rebuke them as apes, monkeys, parrots, or copycats. Imitation of means of accomplishment is, on the other hand, an intelligent act. It involves close observation and judicious selection of what will enable one to do better something which he already is trying to do. Used for a purpose, the imitative instinct may, like any other instinct, become a factor in the development of effective action.\n\nThis excursus should, accordingly, have the effect of reinforcing the conclusion that genuine social control means the formation of a certain mental disposition; a way of understanding objects, events, and acts which enables one to participate effectively in associated activities. Only the friction engendered by meeting resistance from others leads to the view that it takes place by forcing a line of action contrary to natural inclinations. Only failure to take account of the situations in which persons are mutually concerned (or interested in acting responsively to one another) leads to treating imitation as the chief agent in promoting social control.', '', '', 'inherit', 'closed', 'closed', '', '13368-revision-v1', '', '', '2023-04-23 17:56:11', '2023-04-23 17:56:11', '', 13368, 'https://teachers.com.ng/?p=13626', 0, 'revision', '', 0),
(13627, 16, '2023-04-24 08:26:44', '2023-04-24 08:26:44', '<span style=\"color: #000000;font-family: \'Times New Roman\';font-size: medium;text-align: justify;text-indent: 16px;background-color: #faebd0\">The account of education given in our earlier chapters virtually anticipated the results reached in a discussion of the purport of education in a democratic community. For it is assumed that the aim of education is to enable individuals to continue their education—or that the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society. In our search for aims in education, we are not concerned with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids it. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without. And the latter state of affairs must obtain when social relationships are not equitably balanced. For in that case, some portions of the whole social group will find their aims determined by an external dictation; their aims will not arise from the free growth of their own experience, and their nominal aims will be means to more ulterior ends of others rather than truly their own.</span>', 'Aims in Education', '', 'publish', 'closed', 'closed', '', 'aims-in-education', '', '', '2023-04-24 08:26:45', '2023-04-24 08:26:45', '', 13250, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/aims-in-education/', 0, 'topic', '', 0),
(13628, 16, '2023-04-24 08:26:45', '2023-04-24 08:26:45', '<span style=\"color: #000000;font-family: \'Times New Roman\';font-size: medium;text-align: justify;text-indent: 16px;background-color: #faebd0\">The account of education given in our earlier chapters virtually anticipated the results reached in a discussion of the purport of education in a democratic community. For it is assumed that the aim of education is to enable individuals to continue their education—or that the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society. In our search for aims in education, we are not concerned with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids it. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without. And the latter state of affairs must obtain when social relationships are not equitably balanced. For in that case, some portions of the whole social group will find their aims determined by an external dictation; their aims will not arise from the free growth of their own experience, and their nominal aims will be means to more ulterior ends of others rather than truly their own.</span>', 'Aims in Education', '', 'inherit', 'closed', 'closed', '', '13627-revision-v1', '', '', '2023-04-24 08:26:45', '2023-04-24 08:26:45', '', 13627, 'https://teachers.com.ng/?p=13628', 0, 'revision', '', 0),
(13629, 16, '2023-04-24 08:32:58', '2023-04-24 08:32:58', 'Our first question is to define the nature of an aim so far as it falls within an activity, instead of being furnished from without. We approach the definition by the contrast of mere results with ends. Any exhibition of energy has results. The wind blows about the sands of the desert; the position of the grains is changed. Here is a result, an effect, but not an end. For there is nothing in the outcome which completes or fulfils what went before it. There is mere spatial redistribution. One state of affairs is just as good as any other. Consequently, there is no basis upon which to select an earlier state of affairs as a beginning, a later as an end, and to consider what intervenes as a process of transformation and realization.\n\nConsider for example the activities of bees in contrast with the changes in the sands when the wind blows them about. The results of the bees\' actions may be called ends not because they are designed or consciously intended, but because they are true terminations or completions of what has preceded. When the bees gather pollen and make wax and build cells, each step prepares the way for the next. When cells are built, the queen lays eggs in them; when eggs are laid, they are sealed and bees brood them and keep them at a temperature required to hatch them. When they are hatched, bees feed the young till they can take care of themselves. Now we are so familiar with such facts, that we are apt to dismiss them on the ground that life and instinct are a kind of miraculous thing anyway. Thus we fail to note what the essential characteristic of the event is; namely, the significance of the temporal place and order of each element; the way each prior event leads into its successor while the successor takes up what is furnished and utilizes it for some other stage, until we arrive at the end, which, as it were, summarizes and finishes off the process. Since aims relate always to results, the first thing to look to when it is a question of aims is whether the work assigned possesses intrinsic continuity. Or is it a mere serial aggregate of acts, first doing one thing and then another? To talk about an educational aim when approximately every act of a pupil is dictated by the teacher when the only order in the sequence of his acts is that which comes from the assignment of lessons and the giving of directions by another is to talk nonsense. It is equally fatal to an aim to permit capricious or discontinuous action in the name of spontaneous self-expression. An aim implies an orderly and ordered activity, one in which the order consists in the progressive completion of a process. Given an activity having a time span and cumulative growth within the temporal succession, an aim means foresight in advance of the end or possible termination. If bees anticipated the consequences of their activity, if they perceived their end in imaginative foresight, they would have the primary element in an aim. Hence it is nonsense to talk about the aim of education—or any other undertaking—where conditions do not permit foresight of results, and do not stimulate a person to look ahead to see what the outcome of a given activity is to be. In the next place, the aim as a foreseen end gives direction to the activity; it is not an idle view of a mere spectator but influences the steps taken to reach the end. Foresight functions in three ways. In the first place, it involves careful observation of the given conditions to see what are the means available for reaching the end and to discover the hindrances in the way. In the second place, it suggests the proper order or sequence in the use of means. It facilitates an economical selection and arrangement. In third place, it makes the choice of alternatives possible. If we can predict the outcome of acting this way or that, we can compare the value of the two courses of action and pass judgment upon their relative desirability. If we know that stagnant water breeds mosquitoes and that they are likely to carry disease, we can, disliking that anticipated result, take steps to avert it. Since we do not anticipate results as mere intellectual onlookers, but as persons concerned in the outcome, we are partakers in the process which produces the result. We intervene to bring about this result or that.\n\nOf course, these three points are closely connected with one another. We can definitely foresee results only as we make careful scrutiny of present conditions, and the importance of the outcome supplies the motive for observations. The more adequate our observations, the more varied is the scene of conditions and obstructions that presents themselves, and the more numerous are the alternatives between which choice may be made. In turn, the more numerous the recognized possibilities of the situation, or alternatives of action, the more meaning the chosen activity possesses, and the more flexibly controllable is it. Where only a single outcome has been thought of, the mind has nothing else to think of; the meaning attached to the act is limited. One only steams ahead toward the mark. Sometimes such a narrow course may be effective. But if unexpected difficulties offer themselves, one has not had as many resources at command as if he had chosen the same line of action after a broader survey of the possibilities of the field. He cannot make needed readjustments readily.\n\nThe net conclusion is that acting with an aim is all one with acting intelligently. To foresee a terminus of an act is to have a basis upon which to observe, select, and order objects and our own capacities. To do these things means to have a mind—for the mind is precisely intentional purposeful activity controlled by the perception of facts and their relationships to one another. To have a mind to do a thing is to foresee a future possibility; it is to have a plan for its accomplishment; it is to note the means which make the plan capable of execution and the obstructions in the way,—or, if it is really a mind to do the thing and not a vague aspiration—it is to have a plan which takes account of resources and difficulties. Mind is the capacity to refer present conditions to future results, and future consequences to present conditions. And these traits are just what is meant by having an aim or a purpose. A man is stupid or blind or unintelligent—lacking in mind—just in the degree to which in any activity he does not know what he is about, namely, the probable consequences of his acts. A man is imperfectly intelligent when he contents himself with looser guesses about the outcome than is needful, just taking a chance with his luck, or when he forms plans apart from the study of the actual conditions, including his own capacities. Such relative absence of the mind means to make our feelings the measure of what is to happen. To be intelligent we must \"stop, look, listen\" in making the plan of activity.\n\nTo identify acting with an aim and intelligent activity is enough to show its value—its function in experience. We are only too given to making an entity out of the abstract noun \"consciousness.\" We forget that it comes from the adjective \"conscious.\" To be conscious is to be aware of what we are about; conscious signifies the deliberate, observant, planning traits of activity. Consciousness is nothing which we have which gazes idly on the scene around one or which has impressions made upon it by physical things; it is a name for the purposeful quality of an activity, for the fact that it is directed by an aim. Put the other way about, to have an aim is to act with meaning, not like an automatic machine; it is to mean to do something and to perceive the meaning of things in the light of that intent.', 'The Nature and Definition of an Aim', '', 'publish', 'closed', 'closed', '', 'the-nature-and-definition-of-an-aim', '', '', '2023-04-24 08:32:58', '2023-04-24 08:32:58', '', 13627, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/aims-in-education/reply/13629/', 1, 'reply', '', 0),
(13630, 16, '2023-04-24 08:32:58', '2023-04-24 08:32:58', 'Our first question is to define the nature of an aim so far as it falls within an activity, instead of being furnished from without. We approach the definition by the contrast of mere results with ends. Any exhibition of energy has results. The wind blows about the sands of the desert; the position of the grains is changed. Here is a result, an effect, but not an end. For there is nothing in the outcome which completes or fulfils what went before it. There is mere spatial redistribution. One state of affairs is just as good as any other. Consequently, there is no basis upon which to select an earlier state of affairs as a beginning, a later as an end, and to consider what intervenes as a process of transformation and realization.\n\nConsider for example the activities of bees in contrast with the changes in the sands when the wind blows them about. The results of the bees\' actions may be called ends not because they are designed or consciously intended, but because they are true terminations or completions of what has preceded. When the bees gather pollen and make wax and build cells, each step prepares the way for the next. When cells are built, the queen lays eggs in them; when eggs are laid, they are sealed and bees brood them and keep them at a temperature required to hatch them. When they are hatched, bees feed the young till they can take care of themselves. Now we are so familiar with such facts, that we are apt to dismiss them on the ground that life and instinct are a kind of miraculous thing anyway. Thus we fail to note what the essential characteristic of the event is; namely, the significance of the temporal place and order of each element; the way each prior event leads into its successor while the successor takes up what is furnished and utilizes it for some other stage, until we arrive at the end, which, as it were, summarizes and finishes off the process. Since aims relate always to results, the first thing to look to when it is a question of aims is whether the work assigned possesses intrinsic continuity. Or is it a mere serial aggregate of acts, first doing one thing and then another? To talk about an educational aim when approximately every act of a pupil is dictated by the teacher when the only order in the sequence of his acts is that which comes from the assignment of lessons and the giving of directions by another is to talk nonsense. It is equally fatal to an aim to permit capricious or discontinuous action in the name of spontaneous self-expression. An aim implies an orderly and ordered activity, one in which the order consists in the progressive completion of a process. Given an activity having a time span and cumulative growth within the temporal succession, an aim means foresight in advance of the end or possible termination. If bees anticipated the consequences of their activity, if they perceived their end in imaginative foresight, they would have the primary element in an aim. Hence it is nonsense to talk about the aim of education—or any other undertaking—where conditions do not permit foresight of results, and do not stimulate a person to look ahead to see what the outcome of a given activity is to be. In the next place, the aim as a foreseen end gives direction to the activity; it is not an idle view of a mere spectator but influences the steps taken to reach the end. Foresight functions in three ways. In the first place, it involves careful observation of the given conditions to see what are the means available for reaching the end and to discover the hindrances in the way. In the second place, it suggests the proper order or sequence in the use of means. It facilitates an economical selection and arrangement. In third place, it makes the choice of alternatives possible. If we can predict the outcome of acting this way or that, we can compare the value of the two courses of action and pass judgment upon their relative desirability. If we know that stagnant water breeds mosquitoes and that they are likely to carry disease, we can, disliking that anticipated result, take steps to avert it. Since we do not anticipate results as mere intellectual onlookers, but as persons concerned in the outcome, we are partakers in the process which produces the result. We intervene to bring about this result or that.\n\nOf course, these three points are closely connected with one another. We can definitely foresee results only as we make careful scrutiny of present conditions, and the importance of the outcome supplies the motive for observations. The more adequate our observations, the more varied is the scene of conditions and obstructions that presents themselves, and the more numerous are the alternatives between which choice may be made. In turn, the more numerous the recognized possibilities of the situation, or alternatives of action, the more meaning the chosen activity possesses, and the more flexibly controllable is it. Where only a single outcome has been thought of, the mind has nothing else to think of; the meaning attached to the act is limited. One only steams ahead toward the mark. Sometimes such a narrow course may be effective. But if unexpected difficulties offer themselves, one has not had as many resources at command as if he had chosen the same line of action after a broader survey of the possibilities of the field. He cannot make needed readjustments readily.\n\nThe net conclusion is that acting with an aim is all one with acting intelligently. To foresee a terminus of an act is to have a basis upon which to observe, select, and order objects and our own capacities. To do these things means to have a mind—for the mind is precisely intentional purposeful activity controlled by the perception of facts and their relationships to one another. To have a mind to do a thing is to foresee a future possibility; it is to have a plan for its accomplishment; it is to note the means which make the plan capable of execution and the obstructions in the way,—or, if it is really a mind to do the thing and not a vague aspiration—it is to have a plan which takes account of resources and difficulties. Mind is the capacity to refer present conditions to future results, and future consequences to present conditions. And these traits are just what is meant by having an aim or a purpose. A man is stupid or blind or unintelligent—lacking in mind—just in the degree to which in any activity he does not know what he is about, namely, the probable consequences of his acts. A man is imperfectly intelligent when he contents himself with looser guesses about the outcome than is needful, just taking a chance with his luck, or when he forms plans apart from the study of the actual conditions, including his own capacities. Such relative absence of the mind means to make our feelings the measure of what is to happen. To be intelligent we must \"stop, look, listen\" in making the plan of activity.\n\nTo identify acting with an aim and intelligent activity is enough to show its value—its function in experience. We are only too given to making an entity out of the abstract noun \"consciousness.\" We forget that it comes from the adjective \"conscious.\" To be conscious is to be aware of what we are about; conscious signifies the deliberate, observant, planning traits of activity. Consciousness is nothing which we have which gazes idly on the scene around one or which has impressions made upon it by physical things; it is a name for the purposeful quality of an activity, for the fact that it is directed by an aim. Put the other way about, to have an aim is to act with meaning, not like an automatic machine; it is to mean to do something and to perceive the meaning of things in the light of that intent.', 'The Nature and Definition of an Aim', '', 'inherit', 'closed', 'closed', '', '13629-revision-v1', '', '', '2023-04-24 08:32:58', '2023-04-24 08:32:58', '', 13629, 'https://teachers.com.ng/?p=13630', 0, 'revision', '', 0),
(13631, 16, '2023-04-24 08:36:02', '2023-04-24 08:36:02', 'The Criteria of Good Aims. We may apply the results of our discussion to a consideration of the criteria involved in the correct establishing of aims. (1) The aim set up must be an outgrowth of existing conditions. It must be based upon a consideration of what is already going on; upon the resources and difficulties of the situation. Theories about the proper end of our activities—educational and moral theories—often violate this principle. They assume ends lying outside our activities; ends foreign to the concrete makeup of the situation; ends which issue from some outside source. Then the problem is to bring our activities to bear upon the realization of these externally supplied ends. They are something for which we ought to act. In any case such \"aims\" limit intelligence; they are not the expression of mind in foresight, observation, and choice of the better among alternative possibilities. They limit intelligence because, given ready-made, they must be imposed by some authority external to intelligence, leaving to the latter nothing but a mechanical choice of means.\n\n(2) We have spoken as if aims could be completely formed prior to the attempt to realize them. This impression must now be qualified. The aim as it first emerges is a mere tentative sketch. The act of striving to realize it tests its worth. If it suffices to direct activity successfully, nothing more is required, since its whole function is to set a mark in advance; and at times a mere hint may suffice. But usually—at least in complicated situations—acting upon it brings to light conditions which had been overlooked. This calls for revision of the original aim; it has to be added to and subtracted from. An aim must, then, be flexible; it must be capable of alteration to meet circumstances. An end established externally to the process of action is always rigid. Being inserted or imposed from without, it is not supposed to have a working relationship to the concrete conditions of the situation. What happens in the course of action neither confirms, refutes, nor alters it. Such an end can only be insisted upon. The failure that results from its lack of adaptation is attributed simply to the perverseness of conditions, not to the fact that the end is not reasonable under the circumstances. \n\nThe value of a legitimate aim, on the contrary, lies in the fact that we can use it to change conditions. It is a method for dealing with conditions so as to effect desired alterations in them. A farmer who should passively accept things just as he finds them would make as great a mistake as he who framed his plans in complete disregard of what soil, climate, etc., permit. One of the evils of an abstract or remote external aim in education is that its very inapplicability in practice is likely to react into a haphazard snatching at immediate conditions. A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.\n\n(3) The aim must always represent a freeing of activities. The term end in view is suggestive, for it puts before the mind the termination or conclusion of some process. The only way in which we can define an activity is by putting before ourselves the objects in which it terminates—as one\'s aim in shooting is the target. But we must remember that the object is only a mark or sign by which the mind specifies the activity one desires to carry out. Strictly speaking, not the target but hitting the target is the end in view; one takes aim by means of the target, but also by the sight of the gun. The different objects which are thought of are means of directing the activity. Thus one aims at, say, a rabbit; what he wants is to shoot straight: a certain kind of activity. Or, if it is the rabbit he wants, it is not rabbit apart from his activity, but as a factor in activity; he wants to eat the rabbit, or to show it as evidence of his marksmanship—he wants to do something with it. The doing with the thing, not the thing in isolation, is his end. The object is but a phase of the active end,—continuing the activity successfully. This is what is meant by the phrase, used above, \"freeing activity.\"\n\nIn contrast with fulfilling some process in order that activity may go on, stands the static character of an end which is imposed without the activity. It is always conceived of as fixed; it is something to be attained and possessed. When one has such a notion, activity is a mere unavoidable means to something else; it is not significant or important on its own account. As compared with the end it is but a necessary evil; something which must be gone through before one can reach the object which is alone worthwhile. In other words, the external idea of the aim leads to a separation of means from the end, while an end which grows up within an activity as a plan for its direction is always both ends and means, the distinction being only one of convenience. Every means is a temporary end until we have attained it. Every end becomes a means of carrying activity further as soon as it is achieved. We call it to end when it marks off the future direction of the activity in which we are engaged; means when it marks off the present direction. Every divorce of end from means diminishes by that much the significance of the activity and tends to reduce it to a drudgery from which one would escape if he could. A farmer has to use plants and animals to carry on his farming activities. It certainly makes a great difference to his life whether he is fond of them, or whether he regards them merely as means which he has to employ to get something else in which alone he is interested. In the former case, his entire course of activity is significant; each phase of it has its own value. He has the experience of realizing his end at every stage; the postponed aim, or end in view, is merely a sight ahead by which to keep his activity going fully and freely. For if he does not look ahead, he is more likely to find himself blocked. The aim is as definitely a means of action as is any other portion of an activity.', 'The Criteria of Good Aims', '', 'publish', 'closed', 'closed', '', 'the-criteria-of-good-aims', '', '', '2023-04-24 08:42:09', '2023-04-24 08:42:09', '', 13627, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/aims-in-education/reply/13631/', 2, 'reply', '', 0);
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(13632, 16, '2023-04-24 08:36:03', '2023-04-24 08:36:03', 'The Criteria of Good Aims. We may apply the results of our discussion to a consideration of the criteria involved in the correct establishing of aims. (1) The aim set up must be an outgrowth of existing conditions. It must be based upon a consideration of what is already going on; upon the resources and difficulties of the situation. Theories about the proper end of our activities—educational and moral theories—often violate this principle. They assume ends lying outside our activities; ends foreign to the concrete makeup of the situation; ends which issue from some outside source. Then the problem is to bring our activities to bear upon the realization of these externally supplied ends. They are something for which we ought to act. In any case such \"aims\" limit intelligence; they are not the expression of mind in foresight, observation, and choice of the better among alternative possibilities. They limit intelligence because, given ready-made, they must be imposed by some authority external to intelligence, leaving to the latter nothing but a mechanical choice of means.\n\n(2) We have spoken as if aims could be completely formed prior to the attempt to realize them. This impression must now be qualified. The aim as it first emerges is a mere tentative sketch. The act of striving to realize it tests its worth. If it suffices to direct activity successfully, nothing more is required, since its whole function is to set a mark in advance; and at times a mere hint may suffice. But usually—at least in complicated situations—acting upon it brings to light conditions which had been overlooked. This calls for revision of the original aim; it has to be added to and subtracted from. An aim must, then, be flexible; it must be capable of alteration to meet circumstances. An end established externally to the process of action is always rigid. Being inserted or imposed from without, it is not supposed to have a working relationship to the concrete conditions of the situation. What happens in the course of action neither confirms, refutes, nor alters it. Such an end can only be insisted upon. The failure that results from its lack of adaptation is attributed simply to the perverseness of conditions, not to the fact that the end is not reasonable under the circumstances. \n\nThe value of a legitimate aim, on the contrary, lies in the fact that we can use it to change conditions. It is a method for dealing with conditions so as to effect desired alterations in them. A farmer who should passively accept things just as he finds them would make as great a mistake as he who framed his plans in complete disregard of what soil, climate, etc., permit. One of the evils of an abstract or remote external aim in education is that its very inapplicability in practice is likely to react into a haphazard snatching at immediate conditions. A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.', 'The Criteria of Good Aims', '', 'inherit', 'closed', 'closed', '', '13631-revision-v1', '', '', '2023-04-24 08:36:03', '2023-04-24 08:36:03', '', 13631, 'https://teachers.com.ng/?p=13632', 0, 'revision', '', 0),
(13633, 16, '2023-04-24 08:48:09', '2023-04-24 08:48:09', ' Applications in Education. There is nothing peculiar about educational aims. They are just like aims in any directed occupation. The educator, like the farmer, has certain things to do, certain resources with which to do, and certain obstacles with which to contend. The conditions with which the farmer deals, whether as obstacles or resources, have their own structure and operation independently of any purpose of his. Seeds sprout, rain falls, the sun shines, insects devour, blight comes, and the seasons change. His aim is simply to utilize these various conditions; to make his activities and their energies work together, instead of against one another. It would be absurd if the farmer set up a purpose of farming, without any reference to these conditions of soil, climate, characteristics of plant growth, etc. His purpose is simply a foresight of the consequences of his energies connected with those of the things about him, a foresight used to direct his movements from day to day. The foresight of possible consequences leads to the more careful and extensive observation of the nature and performances of the things he had to do with, and to lay out a plan—that is, of a certain order in the acts to be performed.\n\nIt is the same with the educator, whether parent or teacher. It is as absurd for the latter to set up his \"own\" aims as the proper objects of the growth of the children as it would be for the farmer to set up an ideal of farming irrespective of conditions. Aims mean acceptance of responsibility for the observations, anticipations, and arrangements required in carrying on a function—whether farming or educating. Any aim is of value so far as it assists observation, choice, and planning in carrying on activity from moment to moment and hour to hour; if it gets in the way of the individual\'s own common sense (as it will surely do if imposed from without or accepted on authority) it does harm.\n\nAnd it is well to remind ourselves that education as such has no aims. Only persons, parents, teachers, etc., have aims, not an abstract ideas like education. And consequently, their purposes are indefinitely varied, differing with different children, changing as children grow and with the growth of experience on the part of the one who teaches. Even the most valid aims which can be put in words will, as words, do more harm than good unless one recognizes that they are not aims, but rather suggestions to educators as to how to observe, how to look ahead, and how to choose in liberating and directing the energies of the concrete situations in which they find themselves. As a recent writer has said: \"To lead this boy to read Scott\'s novels instead of old Sleuth\'s stories; to teach this girl to sew; to root out the habit of bullying from John\'s make-up; to prepare this class to study medicine,—these are samples of the millions of aims we have actually before us in the concrete work of education.\" Bearing these qualifications in mind, we shall proceed to state some of the characteristics found in all good educational aims. (1) An educational aim must be founded upon the intrinsic activities and needs (including original instincts and acquired habits) of the given individual to be educated. \n\nThe tendency of such an aim as preparation is, as we have seen, to omit existing powers, and find the aim in some remote accomplishment or responsibility. In general, there is a disposition to take considerations which are dear to the hearts of adults and set them up as ends irrespective of the capacities of those educated. There is also an inclination to propound aims which are so uniform as to neglect the specific powers and requirements of an individual, forgetting that all learning is something which happens to an individual at a given time and place. The larger range of perception of the adult is of great value in observing the abilities and weaknesses of the young, in deciding what they may amount to. Thus the artistic capacities of the adult exhibit what certain tendencies of the child are capable of; if we did not have adult achievements we should be without assurance as to the significance of the drawing, reproducing, modelling, and colouring activities of childhood. So if it were not for adult language, we should not be able to see the import of the babbling impulses of infancy. But it is one thing to use adult accomplishments as a context in which to place and survey the doings of childhood and youth; it is quite another to set them up as a fixed aim without regard to the concrete activities of those educated.\n\n(2) An aim must be capable of translation into a method of cooperating with the activities of those undergoing the instruction. It must suggest the kind of environment needed to liberate and organize their capacities. Unless it lends itself to the construction of specific procedures, and unless these procedures test, correct, and amplify the aim, the latter is worthless. Instead of helping with the specific task of teaching, it prevents the use of ordinary judgment in observing and sizing up the situation. It operates to exclude recognition of everything except what squares up with the fixed end in view. Every rigid aim just because it is rigidly given seems to render it unnecessary to give careful attention to concrete conditions. Since it must apply anyhow, what is the use of noting details which do not count?\n\nThe vice of externally imposed ends has deep roots. Teachers receive them from superior authorities; these authorities accept them from what is current in the community. The teachers impose them upon children. As a first consequence, the intelligence of the teacher is not free; it is confined to receiving the aims laid down from above. Too rarely is the individual teacher so free from the dictation of an authoritative supervisor, a textbook on methods, a prescribed course of study, etc., that he can let his mind come to close quarters with the pupil\'s mind and the subject matter. This distrust of the teacher\'s experience is then reflected in a lack of confidence in the responses of pupils. The latter receive their aims through a double or treble external imposition and are constantly confused by the conflict between the aims which are natural to their own experience at the time and those in which they are taught to acquiesce. Until the democratic criterion of the intrinsic significance of every growing experience is recognized, we shall be intellectually confused by the demand for adaptation to external aims.\n\n(3) Educators have to be on their guard against ends that are alleged to be general and ultimate. Every activity, however specific, is, of course, general in its ramified connections, for it leads out indefinitely into other things. So far as a general idea makes us more alive to these connections, it cannot be too general. But \"general\" also means \"abstract,\" or detached from all specific contexts. And such abstractness means remoteness, and throws us back, once more, upon teaching and learning as mere means of getting ready for an end disconnected from the means. That education is literally and all the time its own reward means that no alleged study or discipline is educative unless it is worthwhile in its own immediate having. \n\nA truly general aim broadens the outlook; it stimulates one to take more consequences (connections) into account. This means a wider and more flexible observation of means. The more interacting forces, for example, the farmer takes into account, the more varied will be his immediate resources. He will see a greater number of possible starting places and a greater number of ways of getting at what he wants to do. The fuller one\'s conception of possible future achievements, the less his present activity is tied down to a small number of alternatives. If one knew enough, one could start almost anywhere and sustain his activities continuously and fruitfully.\n\nUnderstanding then the term general or comprehensive aim simply in the sense of a broad survey of the field of present activities, we shall take up some of the larger ends which have currency in the educational theories of the day, and consider what light they throw upon the immediate concrete and diversified aims which are always the educator\'s real concern. We promise (as indeed immediately follows from what has been said) that there is no need of making a choice among them or regarding them as competitors. When we come to act in a tangible way we have to select or choose a particular act at a particular time, but any number of comprehensive ends may exist without competition since they mean simply different ways of looking at the same scene. One cannot climb a number of different mountains simultaneously, but the views had when different mountains are ascended supplement one another: they do not set up incompatible, competing worlds. Or, putting the matter in a slightly different way, one statement of an end may suggest certain questions and observations, and another statement another set of questions, calling for other observations. Then the more general ends we have, the better. One statement will emphasize what another slurs over. What a plurality of hypotheses does for the scientific investigator, a plurality of stated aims may do for the instructor.', 'Applications in Education', '', 'publish', 'closed', 'closed', '', 'applications-in-education', '', '', '2023-04-24 08:48:10', '2023-04-24 08:48:10', '', 13627, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/aims-in-education/reply/13633/', 3, 'reply', '', 0),
(13634, 16, '2023-04-24 08:48:10', '2023-04-24 08:48:10', ' Applications in Education. There is nothing peculiar about educational aims. They are just like aims in any directed occupation. The educator, like the farmer, has certain things to do, certain resources with which to do, and certain obstacles with which to contend. The conditions with which the farmer deals, whether as obstacles or resources, have their own structure and operation independently of any purpose of his. Seeds sprout, rain falls, the sun shines, insects devour, blight comes, and the seasons change. His aim is simply to utilize these various conditions; to make his activities and their energies work together, instead of against one another. It would be absurd if the farmer set up a purpose of farming, without any reference to these conditions of soil, climate, characteristics of plant growth, etc. His purpose is simply a foresight of the consequences of his energies connected with those of the things about him, a foresight used to direct his movements from day to day. The foresight of possible consequences leads to the more careful and extensive observation of the nature and performances of the things he had to do with, and to lay out a plan—that is, of a certain order in the acts to be performed.\n\nIt is the same with the educator, whether parent or teacher. It is as absurd for the latter to set up his \"own\" aims as the proper objects of the growth of the children as it would be for the farmer to set up an ideal of farming irrespective of conditions. Aims mean acceptance of responsibility for the observations, anticipations, and arrangements required in carrying on a function—whether farming or educating. Any aim is of value so far as it assists observation, choice, and planning in carrying on activity from moment to moment and hour to hour; if it gets in the way of the individual\'s own common sense (as it will surely do if imposed from without or accepted on authority) it does harm.\n\nAnd it is well to remind ourselves that education as such has no aims. Only persons, parents, teachers, etc., have aims, not an abstract ideas like education. And consequently, their purposes are indefinitely varied, differing with different children, changing as children grow and with the growth of experience on the part of the one who teaches. Even the most valid aims which can be put in words will, as words, do more harm than good unless one recognizes that they are not aims, but rather suggestions to educators as to how to observe, how to look ahead, and how to choose in liberating and directing the energies of the concrete situations in which they find themselves. As a recent writer has said: \"To lead this boy to read Scott\'s novels instead of old Sleuth\'s stories; to teach this girl to sew; to root out the habit of bullying from John\'s make-up; to prepare this class to study medicine,—these are samples of the millions of aims we have actually before us in the concrete work of education.\" Bearing these qualifications in mind, we shall proceed to state some of the characteristics found in all good educational aims. (1) An educational aim must be founded upon the intrinsic activities and needs (including original instincts and acquired habits) of the given individual to be educated. \n\nThe tendency of such an aim as preparation is, as we have seen, to omit existing powers, and find the aim in some remote accomplishment or responsibility. In general, there is a disposition to take considerations which are dear to the hearts of adults and set them up as ends irrespective of the capacities of those educated. There is also an inclination to propound aims which are so uniform as to neglect the specific powers and requirements of an individual, forgetting that all learning is something which happens to an individual at a given time and place. The larger range of perception of the adult is of great value in observing the abilities and weaknesses of the young, in deciding what they may amount to. Thus the artistic capacities of the adult exhibit what certain tendencies of the child are capable of; if we did not have adult achievements we should be without assurance as to the significance of the drawing, reproducing, modelling, and colouring activities of childhood. So if it were not for adult language, we should not be able to see the import of the babbling impulses of infancy. But it is one thing to use adult accomplishments as a context in which to place and survey the doings of childhood and youth; it is quite another to set them up as a fixed aim without regard to the concrete activities of those educated.\n\n(2) An aim must be capable of translation into a method of cooperating with the activities of those undergoing the instruction. It must suggest the kind of environment needed to liberate and organize their capacities. Unless it lends itself to the construction of specific procedures, and unless these procedures test, correct, and amplify the aim, the latter is worthless. Instead of helping with the specific task of teaching, it prevents the use of ordinary judgment in observing and sizing up the situation. It operates to exclude recognition of everything except what squares up with the fixed end in view. Every rigid aim just because it is rigidly given seems to render it unnecessary to give careful attention to concrete conditions. Since it must apply anyhow, what is the use of noting details which do not count?\n\nThe vice of externally imposed ends has deep roots. Teachers receive them from superior authorities; these authorities accept them from what is current in the community. The teachers impose them upon children. As a first consequence, the intelligence of the teacher is not free; it is confined to receiving the aims laid down from above. Too rarely is the individual teacher so free from the dictation of an authoritative supervisor, a textbook on methods, a prescribed course of study, etc., that he can let his mind come to close quarters with the pupil\'s mind and the subject matter. This distrust of the teacher\'s experience is then reflected in a lack of confidence in the responses of pupils. The latter receive their aims through a double or treble external imposition and are constantly confused by the conflict between the aims which are natural to their own experience at the time and those in which they are taught to acquiesce. Until the democratic criterion of the intrinsic significance of every growing experience is recognized, we shall be intellectually confused by the demand for adaptation to external aims.\n\n(3) Educators have to be on their guard against ends that are alleged to be general and ultimate. Every activity, however specific, is, of course, general in its ramified connections, for it leads out indefinitely into other things. So far as a general idea makes us more alive to these connections, it cannot be too general. But \"general\" also means \"abstract,\" or detached from all specific contexts. And such abstractness means remoteness, and throws us back, once more, upon teaching and learning as mere means of getting ready for an end disconnected from the means. That education is literally and all the time its own reward means that no alleged study or discipline is educative unless it is worthwhile in its own immediate having. \n\nA truly general aim broadens the outlook; it stimulates one to take more consequences (connections) into account. This means a wider and more flexible observation of means. The more interacting forces, for example, the farmer takes into account, the more varied will be his immediate resources. He will see a greater number of possible starting places and a greater number of ways of getting at what he wants to do. The fuller one\'s conception of possible future achievements, the less his present activity is tied down to a small number of alternatives. If one knew enough, one could start almost anywhere and sustain his activities continuously and fruitfully.\n\nUnderstanding then the term general or comprehensive aim simply in the sense of a broad survey of the field of present activities, we shall take up some of the larger ends which have currency in the educational theories of the day, and consider what light they throw upon the immediate concrete and diversified aims which are always the educator\'s real concern. We promise (as indeed immediately follows from what has been said) that there is no need of making a choice among them or regarding them as competitors. When we come to act in a tangible way we have to select or choose a particular act at a particular time, but any number of comprehensive ends may exist without competition since they mean simply different ways of looking at the same scene. One cannot climb a number of different mountains simultaneously, but the views had when different mountains are ascended supplement one another: they do not set up incompatible, competing worlds. Or, putting the matter in a slightly different way, one statement of an end may suggest certain questions and observations, and another statement another set of questions, calling for other observations. Then the more general ends we have, the better. One statement will emphasize what another slurs over. What a plurality of hypotheses does for the scientific investigator, a plurality of stated aims may do for the instructor.', 'Applications in Education', '', 'inherit', 'closed', 'closed', '', '13633-revision-v1', '', '', '2023-04-24 08:48:10', '2023-04-24 08:48:10', '', 13633, 'https://teachers.com.ng/?p=13634', 0, 'revision', '', 0),
(13635, 16, '2023-04-24 08:53:19', '2023-04-24 08:53:19', 'An aim denotes the result of any natural process brought to consciousness and made a factor in determining present observation and choice of ways of acting. It signifies that an activity has become intelligent. Specifically, it means foresight of the alternative consequences attendant upon acting in a given situation in different ways, and the use of what is anticipated to direct observation and experiment. \n\nA true aim is thus opposed at every point to an aim which is imposed upon a process of action from without. The latter is fixed and rigid; it is not a stimulus to intelligence in the given situation but is an externally dictated order to do such and such things. Instead of connecting directly with present activities, it is remote, divorced from the means by which it is to be reached. Instead of suggesting a freer and better-balanced activity, it is a limit set to the activity. In education, the currency of these externally imposed aims is responsible for the emphasis put upon the notion of preparation for a remote future and for rendering the work of both teacher and pupil mechanical and slavish.\n\n\n', 'Summary: Aims in Education', '', 'publish', 'closed', 'closed', '', 'summary-aims-in-education', '', '', '2023-04-24 08:53:19', '2023-04-24 08:53:19', '', 13627, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/aims-in-education/reply/13635/', 4, 'reply', '', 0),
(13636, 16, '2023-04-24 08:53:19', '2023-04-24 08:53:19', 'An aim denotes the result of any natural process brought to consciousness and made a factor in determining present observation and choice of ways of acting. It signifies that an activity has become intelligent. Specifically, it means foresight of the alternative consequences attendant upon acting in a given situation in different ways, and the use of what is anticipated to direct observation and experiment. \n\nA true aim is thus opposed at every point to an aim which is imposed upon a process of action from without. The latter is fixed and rigid; it is not a stimulus to intelligence in the given situation but is an externally dictated order to do such and such things. Instead of connecting directly with present activities, it is remote, divorced from the means by which it is to be reached. Instead of suggesting a freer and better-balanced activity, it is a limit set to the activity. In education, the currency of these externally imposed aims is responsible for the emphasis put upon the notion of preparation for a remote future and for rendering the work of both teacher and pupil mechanical and slavish.\n\n\n', 'Summary: Aims in Education', '', 'inherit', 'closed', 'closed', '', '13635-revision-v1', '', '', '2023-04-24 08:53:19', '2023-04-24 08:53:19', '', 13635, 'https://teachers.com.ng/?p=13636', 0, 'revision', '', 0),
(13637, 16, '2023-04-24 09:03:12', '2023-04-24 09:03:12', '<p style=\"text-indent: 1em;margin-top: 0.25em;margin-bottom: 0.25em;color: #000000;font-family: \'Times New Roman\';font-size: medium;text-align: justify\">We have just pointed out the futility of trying to establish the aim of education—someone\'s final aim which subordinates all others to itself. We have indicated that since general aims are but prospective points of view from which to survey the existing conditions and estimate their possibilities, we might have any number of them, all consistent with one another. As matter of fact, a large number have been stated at different times, all having great local value. For the statement of aim is a matter of emphasis at a given time. And we do not emphasize things which do not require emphasis—that is, such things as taking care of themselves fairly well. We tend rather to frame our statement on the basis of the defects and needs of the contemporary situation; we take for granted, without explicit statement which would be of no use, whatever is right or approximately so. We frame our explicit aims in terms of some alteration to be brought about. It is, then, DO paradox requiring explanation that a given epoch or generation tends to emphasize in its conscious projections just the things which it has least of in actual fact. A time of domination by the authority will call out as a response to the desirability of great individual freedom; one of the disorganized individual activities is the need for social control as an educational aim.</p>', 'Natural Development and Social Efficiency as Aims', '', 'publish', 'closed', 'closed', '', 'natural-development-and-social-efficiency-as-aims', '', '', '2023-04-24 09:03:12', '2023-04-24 09:03:12', '', 13250, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/natural-development-and-social-efficiency-as-aims/', 0, 'topic', '', 0),
(13638, 16, '2023-04-24 09:03:12', '2023-04-24 09:03:12', '<p style=\"text-indent: 1em;margin-top: 0.25em;margin-bottom: 0.25em;color: #000000;font-family: \'Times New Roman\';font-size: medium;text-align: justify\">We have just pointed out the futility of trying to establish the aim of education—someone\'s final aim which subordinates all others to itself. We have indicated that since general aims are but prospective points of view from which to survey the existing conditions and estimate their possibilities, we might have any number of them, all consistent with one another. As matter of fact, a large number have been stated at different times, all having great local value. For the statement of aim is a matter of emphasis at a given time. And we do not emphasize things which do not require emphasis—that is, such things as taking care of themselves fairly well. We tend rather to frame our statement on the basis of the defects and needs of the contemporary situation; we take for granted, without explicit statement which would be of no use, whatever is right or approximately so. We frame our explicit aims in terms of some alteration to be brought about. It is, then, DO paradox requiring explanation that a given epoch or generation tends to emphasize in its conscious projections just the things which it has least of in actual fact. A time of domination by the authority will call out as a response to the desirability of great individual freedom; one of the disorganized individual activities is the need for social control as an educational aim.</p>', 'Natural Development and Social Efficiency as Aims', '', 'inherit', 'closed', 'closed', '', '13637-revision-v1', '', '', '2023-04-24 09:03:12', '2023-04-24 09:03:12', '', 13637, 'https://teachers.com.ng/?p=13638', 0, 'revision', '', 0),
(13639, 16, '2023-04-24 09:12:08', '2023-04-24 09:12:08', 'The actual and implicit practice and the conscious or stated aim thus balance each other. At different times such aims as complete living, better methods of language study, the substitution of things for words, social efficiency, personal culture, social service, complete development of personality, encyclopedic knowledge, discipline, an esthetic contemplation, utility, etc., have served. The following discussion takes up three statements of recent influence; certain others have been incidentally discussed in the previous chapters, and others will be considered later in a discussion of knowledge and of the values of studies. We begin with a consideration that education is a process of development in accordance with nature, taking Rousseau\'s statement, which opposed natural to social (See ante, p. 91); and then pass over to the antithetical conception of social efficiency, which often opposes social to natural.\n\n(1) Educational reformers disgusted with the conventionality and artificiality of the scholastic methods they find about them are prone to resort to nature as a standard. Nature is supposed to furnish the law and the end of development; ours it is to follow and conform to her ways. The positive value of this conception lies in the forcible way in which it calls attention to the wrongness of aims which do not have regard to the natural endowment of those educated. Its weakness is the ease with which natural in the sense of normal is confused with the physical. The constructive use of intelligence in foresight, and contriving, is then discounted; we are just to get out of the way and allow nature to do the work. Since no one has stated in the doctrine both its truth and falsity better than Rousseau, we shall turn to him.\n\n\"Education,\" he says, \"we receive from three sources—Nature, men, and things. The spontaneous development of our organs and capacities constitutes the education of Nature. The use to which we are taught to put this development constitutes that education has given us by Men. The acquirement of personal experience from surrounding objects constitutes that of things. Only when these three kinds of education are consonant and make for the same end, does a man tend towards his true goal. If we are asked what is this end, the answer is that of Nature. For since the concurrence of the three kinds of education is necessary to their completeness, the kind which is entirely independent of our control must necessarily regulate us in determining the other two.\" Then he defines Nature to mean the capacities and dispositions which are inborn, \"as they exist prior to the modification due to constraining habits and the influence of the opinion of others.\"\n\nThe wording of Rousseau will repay careful study. It contains as fundamental truths as have been uttered about education in conjunction with a curious twist. It would be impossible to say better what is said in the first sentences. The three factors of educative development are (a) the native structure of our bodily organs and their functional activities; (b) the uses to which the activities of these organs are put under the influence of other persons; (c) their direct interaction with the environment. This statement certainly covers the ground. His other two propositions are equally sound; namely, (a) that only when the three factors of education are consonant and cooperative does adequate development of the individual occur, and (b) that the native activities of the organs, being original, are basic in conceiving consonance. But it requires but little reading between the lines, supplemented by other statements of Rousseau, to perceive that instead of regarding these three things as factors which must work together to some extent in order that any one of them may proceed educatively, he regards them as separate and independent operations. Especially does he believe that there is an independent and, as he says, \"spontaneous\" development of the native organs and faculties. \n\nHe thinks that this development can go on irrespective of the use to which they are put. And it is to this separate development that education coming from social contact is to be subordinated. Now there is an immense difference between the use of native activities in accord with those activities themselves—as distinct from forcing them and perverting them—and supposing that they have a normal development apart from any use, which development furnishes the standard and norm of all learning by use. To recur to our previous illustration, the process of acquiring language is a practically perfect model of proper educative growth. The start is from native activities of the vocal apparatus, organs of hearing, etc. But it is absurd to suppose that these have an independent growth of their own, which left to itself would evolve a perfect speech. Taken literally, Rousseau\'s principle would mean that adults should accept and repeat the babblings and noises of children not merely as the beginnings of the development of articulate speech—which they are—but as furnishing language itself—the standard for all teaching of language.\n\nThe point may be summarized by saying that Rousseau was right, introducing a much-needed reform into education, in holding that the structure and activities of the organs furnish the conditions of all teaching of the use of the organs; but profoundly wrong in intimating that they supply not only the conditions but also the ends of their development. As matter of fact, the native activities develop, in contrast with random and capricious exercise, through the uses to which they are put. And the office of the social medium is, as we have seen, to direct growth by putting powers to the best possible use. The instinctive activities may be called, metaphorically, spontaneous, in the sense that the organs give a strong bias for a certain sort of operation,—a bias so strong that we cannot go contrary to it, though by trying to go contrary we may pervert, stunt, and corrupt them. But the notion of spontaneous normal development of these activities is pure mythology. \n\nThe natural, or native, powers furnish the initiating and limiting forces in all education; they do not furnish its ends or aims. There is no learning except the beginning in unlearned powers, but learning is not a matter of the spontaneous overflow of the unlearned powers. Rousseau\'s contrary opinion is doubtless due to the fact that he identified God with Nature; to him the original powers are wholly good, coming directly from a wise and good creator. To paraphrase the old saying about the country and the town, God made the original human organs and faculties, man makes the uses to which they are put. Consequently, the development of the former furnishes the standard to which the latter must be subordinated. When men attempt to determine the uses to which the original activities shall be put, they interfere with a divine plan. The interference by social arrangements with Nature, God\'s work, is the primary source of corruption in individuals.\n\nRousseau\'s passionate assertion of the intrinsic goodness of all-natural tendencies was a reaction against the prevalent notion of the total depravity of innate human nature and has had a powerful influence in modifying the attitude towards children\'s interests. But it is hardly necessary to say that primitive impulses are of themselves neither good nor evil, but become one or the other according to the objects for which they are employed. That neglect, suppression, and premature forcing of some instincts at the expense of others, are responsible for many avoidable ills, there can be no doubt. But the moral is not to leave them alone to follow their own \"spontaneous development,\" but to provide an environment which shall organize them.\n\nReturning to the elements of truth contained in Rousseau\'s statements, we find that natural development, as an aim, enables him to point out the means of correcting many evils in current practices and to indicate a number of desirable specific aims. (1) Natural development as an aim fixes attention on the bodily organs and the need of health and vigour. The aim of natural development says to parents and teachers: Make health an aim; normal development cannot be had without regard to the vigour of the body—an obvious enough fact and yet one whose due recognition in practice would almost automatically revolutionize many of our educational practices. \"Nature\" is indeed a vague and metaphorical term, but one thing that \"Nature\" may be said to utter is that there are conditions of educational efficiency, and that till we have learned what these conditions are and have learned to make our practices accord with them, the noblest and most ideal of our aims are doomed to suffer—are verbal and sentimental rather than efficacious.\n\n(2) The aim of natural development translates into the aim of respect for physical mobility. In Rousseau\'s words: \"Children are always in motion; a sedentary life is injurious.\" When he says that \"Nature\'s intention is to strengthen the body before exercising the mind\" he hardly states the fact fairly. But if he had said that nature\'s \"intention\" (to adopt his poetical form of speech) is to develop the mind, especially by the exercise of the muscles of the body he would have stated a positive fact. In other words, the aim of following nature means, in the concrete, regard for the actual part played by the use of the bodily organs in explorations, in the handling of materials, in plays and games. (3) The general aim translates into the aim of regard for individual differences among children. Nobody can take the principle of consideration of native powers into account without being struck by the fact that these powers differ in different individuals. The difference applies not merely to their intensity, but even more to their quality and arrangement. As Rousseau said: \"Each individual is born with a distinctive temperament. We indiscriminately employ children of different bents on the same exercises; their education destroys the special bent and leaves a dull uniformity. Therefore after we have wasted our efforts in stunting the true gifts of nature we see the short-lived and illusory brilliance we have substituted die away, while the natural abilities we have crushed do not revive.\"\n\nLastly, the aim of following nature means to note the origin, waxing, and waning, of preferences and interests. Capacities bud and bloom irregularly; there is no even four-abreast development. We must strike while the iron is hot. Especially precious are the first dawnings of power. More than we imagine, the ways in which the tendencies of early childhood are treated fix fundamental dispositions and condition the turn taken by powers that show themselves later. Educational concern with the early years of life—as distinct from the inculcation of useful arts—dates almost entirely from the time of the emphasis by Pestalozzi and Froebel, following Rousseau, of natural principles of growth. The irregularity of growth and its significance is indicated in the following passage of a student on the growth of the nervous system. \"While growth continues, things bodily and mental are lopsided, for growth is never general, but is accentuated now at one spot, now at another. The methods which shall recognize in the presence of these enormous differences of endowment the dynamic values of natural inequalities of growth, and utilize them, preferring irregularity to the rounding outgained by pruning will most closely follow that which takes place in the body and thus prove most effective.\" \n\n1 Observation of natural tendencies is difficult under conditions of restraint. They show themselves most readily in a child\'s spontaneous sayings and doings,—that is, in those he engages in when not put at set tasks and when not aware of being under observation. It does not follow that these tendencies are all desirable because they are natural; but it does follow that since they are there, they are operative and must be taken into account of. We must see to it that the desirable ones have an environment which keeps them active and that their activity shall control the direction the others take and thereby induce the disuse of the latter because they lead to nothing. Many tendencies that trouble parents when they appear are likely to be transitory, and sometimes too much direct attention to them only fixes a child\'s attention upon them. At all events, adults too easily assume their own habits and wishes as standards and regard all deviations of children\'s impulses as evils to be eliminated. That artificiality against which the conception of following nature is so largely a protest is the outcome of attempts to force children directly into the mould of grown-up standards.\n\nIn conclusion, we note that the early history of the idea of following nature combined two factors which had no inherent connection with one another. Before the time of Rousseau educational reformers had been inclined to urge the importance of education by ascribing practically unlimited power to it. All the differences between people and between classes and persons among the same people were said to be due to differences of training, of exercise, and practice. Originally, mind, reason, and understanding is, for all practical purposes, the same in all. This essential identity of mind means the essential equality of all and the possibility of bringing them all to the same level. As a protest against this view, the doctrine of accord with nature meant a much less formal and abstract view of the mind and its powers. It substituted specific instincts and impulses and physiological capacities, differing from individual to individual (just as they differ, as Rousseau pointed out, even in dogs of the same litter), for abstract faculties of discernment, memory, and generalization. Upon this side, the doctrine of educative accord with nature has been reinforced by the development of modern biology, physiology, and psychology. It means, in effect, that great as is the significance of nurture, of modification, and transformation through direct educational effort, nature, or unlearned capacities, affords the foundation and ultimate resources for such nurture. \n\nOn the other hand, the doctrine of the following nature was a political dogma. It meant a rebellion against existing social institutions, customs, and ideals (See ante, p. 91). Rousseau\'s statement that everything is good as it comes from the hands of the Creator has its signification only in its contrast with the concluding part of the same sentence: \"Everything degenerates in the hands of man.\" And again he says: \"Natural man has an absolute value; he is a numerical unit, a complete integer and has no relation save to himself and to his fellow man. Civilized man is only a relative unit, the numerator of a fraction whose value depends upon its dominator, its relation to the integral body of society. Good political institutions are those which make a man unnatural.\" It is upon this conception of the artificial and harmful character of organized social life as it now exists 2 that he rested the notion that nature not merely furnishes prime forces which initiate growth but also its plan and goal. That evil institutions and customs work almost automatically to give a wrong education which the most careful schooling cannot offset is true enough, but the conclusion is not to education apart from the environment, but to provide an environment in which native powers will be put to better uses.', 'Nature as Supplying the Aim', '', 'publish', 'closed', 'closed', '', 'nature-as-supplying-the-aim', '', '', '2023-04-24 09:12:08', '2023-04-24 09:12:08', '', 13637, 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/natural-development-and-social-efficiency-as-aims/reply/13639/', 1, 'reply', '', 0);

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(13658, 16, '2023-05-07 11:48:18', '2023-05-07 11:48:18', '. The Meaning of the Terms. We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him. His fortunes are more or less at stake in the issue of events. Consequently, he does whatever he can to influence the direction present occurrences take. One is like a man in a prison cell watching the rain out of the window; it is all the same to him. The other is like a man who has planned an outing for the next day which continuing rain will frustrate. He cannot, to be sure, by his present reactions affect tomorrow\'s weather, but he may take some steps which will influence future happenings if only to postpone the proposed picnic. If a man sees a carriage coming which may run over him, if he cannot stop its movement, he can at least get out of the way if he foresees the consequence in time. In many instances, he can intervene even more directly. The attitude of a participant in the course of affairs is thus a double one: there is solicitude, anxiety concerning future consequences, and a tendency to act to assure better and avert worse, consequences. There are words which denote this attitude: concern, interest. These words suggest that a person is bound up with the possibilities inhering in objects; that he is accordingly on the lookout for what they are likely to do to him; and that, on the basis of his expectation or foresight, he is eager to act so as to give things one turn rather than another. Interest and aims, concern and purpose, are necessarily connected. Such words as aim, intent, end, emphasize the results which are wanted and striven for; they take for granted the personal attitude of solicitude and attentive eagerness. Such words as interest, affection, concern, and motivation, emphasize the bearing of what is foreseen upon the individual\'s fortunes, and his active desire to act to secure a possible result. They take for granted the objective changes. But the difference is but one of emphasis; the meaning that is shaded in one set of words is illuminated in the other. What is anticipated is objective and impersonal; tomorrow\'s rain; the possibility of being run over. But for an active being, a being who partakes in the consequences instead of standing aloof from them, there is at the same time a personal response. The difference imaginatively foreseen makes a present difference, which finds expression in solicitude and effort. While such words as affection, concern, and motive indicate an attitude of personal preference, they are always attitudes toward objects—toward what is foreseen. We may call the phase of objective foresight intellectual, and the phase of personal concern emotional and volitional, but there is no separation in the facts of the situation.\n\nSuch a separation could exist only if personal attitudes ran their course in a world by themselves. But they are always responses to what is going on in the situation of which they are a part, and their successful or unsuccessful expression depends upon their interaction with other changes. Life activities flourish and fail only in connection with changes in the environment. They are literally bound up with these changes; our desires, emotions, and affections are but various ways in which our doings are tied up with the doings of things and persons about us. Instead of marking a purely personal or subjective realm, separated from the objective and impersonal, they indicate the non-existence of such a separate world. They afford convincing evidence that changes in things are not alien to the activities of a self and that the career and welfare of the self are bound up with the movement of persons and things. Interest, and concern, mean that self and world are engaged with each other in a developing situation.\n\nThe word interest, in its ordinary usage, expresses (i) the whole state of active development, (ii) the objective results that are foreseen and wanted, and (iii) the personal emotional inclination.\n\n(I) An occupation, employment, pursuit, or business is often referred to as an interest. Thus we say that a man\'s interest is politics, or journalism, or philanthropy, or archaeology, or collecting Japanese prints, or banking.\n\n(ii) By an interest we also mean the point at which an object touches or engages a man; the point where it influences him. In some legal transactions, a man has to prove \"interest\" in order to have a standing at court. He has to show that some proposed step concerns his affairs. A silent partner has an interest in a business, although he takes no active part in its conduct because its prosperity or decline affects his profits and liabilities.\n\n(iii) When we speak of a man as interested in this or that the emphasis falls directly upon his personal attitude. To be interested is to be absorbed in, wrapped up in, or carried away by, some object. To take an interest is to be on the alert, to care about, to be attentive. We say of an interested person both that he has lost himself in some affair and that he has found himself in it. Both terms express the engrossment of the self in an object.\n\nWhen the place of interest in education is spoken of in a depreciatory way, it will be found that the second of the meanings mentioned is first exaggerated and then isolated. Interest is merely the effect of an object upon personal advantage or disadvantage, success or failure. Separated from any objective development of affairs, these are reduced to mere personal states of pleasure or pain. Educationally, it then follows that to attach importance to interest means to attach some feature of seductiveness to material otherwise indifferent; to secure attention and effort by offering a bribe of pleasure. This procedure is properly stigmatized as \"soft\" pedagogy; as a \"soup-kitchen\" theory of education.\n\nBut the objection is based upon the fact—or assumption—that the forms of skill to be acquired and the subject matter to be appropriated have no interest on their own account: in other words, they are supposed to be irrelevant to the normal activities of the pupils. The remedy is not in finding fault with the doctrine of interest, any more than it is to search for some pleasant bait that may be hitched to the alien material. It is to discover objects and modes of action, which are connected with present powers. The function of this material in engaging activity and carrying it on consistently and continuously is its interest. If the material operates in this way, there is no call either to hunt for devices which will make it interesting or to appeal to the arbitrary, semi-coerced effort.\n\nThe word interest suggests, etymologically, what is between,—that which connects two things otherwise distant. In education, the distance covered may be looked at as temporal. The fact that a process takes time to mature is so obvious a fact that we rarely make it explicit. We overlook the fact that in growth there is ground to be covered between the initial stage of the process and the completing period; that there is something intervening. In learning, the present powers of the pupil are the initial stage; the aim of the teacher represents the remote limit. Between the two lies means—that is middle conditions:—acts to be performed; difficulties to be overcome; appliances to be used. Only through them, in the literal time sense, will the initial activities reach a satisfactory consummation.\n\nThese intermediate conditions are of interest precisely because the development of existing activities into the foreseen and desired end depends upon them. To mean for the achieving of present tendencies, to be \"between\" the agent and his end, to be of interest, are different names for the same thing. When material has to be made interesting, it signifies that as presented, it lacks connection with purposes and present power: or that if the connection be there, it is not perceived. To make it interesting by leading one to realize the connection that exists is simply good sense; to make it interesting by extraneous and artificial inducements deserves all the bad names which have been applied to the doctrine of interest in education.\n\nSo much for the meaning of the term interest. Now for that of discipline. Where an activity takes time, where many means and obstacles lie between its initiation and completion, deliberation and persistence are required. It is obvious that a very large part of the everyday meaning of will is precisely the deliberate or conscious disposition to persist and endure in a planned course of action in spite of difficulties and contrary solicitations. A man of strong will, in the widespread usage of the words, is a man who is neither fickle nor half-hearted in achieving chosen ends. His ability is executive; that is, he persistently and energetically strives to execute or carry out his aims. A weak will is unstable as water.', 'Interest and Discipline', '', 'publish', 'closed', 'closed', '', 'interest-and-discipline', '', '', '2023-05-07 11:48:18', '2023-05-07 11:48:18', '', 13250, 'https://teachers.com.ng/forums/topic/interest-and-discipline/', 0, 'topic', '', 0),
(13659, 16, '2023-05-07 11:59:39', '2023-05-07 11:59:39', 'Clearly, there are two factors in the will. One has to do with the foresight of results, the other with the depth of hold the foreseen outcome has upon the person.\n\n(I) Obstinacy is persistence but it is not the strength of volition. Obstinacy may be mere animal inertia and insensitiveness. A man keeps on doing a thing just because he has got started, not because of any clearly thought-out purpose. In fact, the obstinate man generally declines (although he may not be quite aware of his refusal) to make clear to himself what his proposed end is; he has a feeling that if he allowed himself to get a clear and full idea of it, it might not be worthwhile. Stubbornness shows itself even more in reluctance to criticize ends which present themselves than it does in persistence and energy in the use of means to achieve the end. The really executive man is a man who ponders his ends, who makes his ideas of the results of his actions as clear and full as possible. The people we called weak-willed or self-indulgent always deceive themselves as to the consequences of their acts. They pick out some feature which is agreeable and neglect all attendant circumstances. When they begin to act, the disagreeable results they ignored begin to show themselves. They are discouraged or complain of being thwarted in their good purpose by a hard fate, and shift to some other line of action. That the primary difference between strong and feeble volition is intellectual, consisting in the degree of persistent firmness and fullness with which consequences are thought out, cannot be over-emphasized.\n\n(ii) There is, of course, such a thing as a speculative tracing out of results. Ends are then foreseen, but they do not lay a deep hold of a person. They are something to look at and for curiosity to play with rather than something to achieve. There is no such thing as over-intellectuality, but there is such a thing as one-sided intellectuality. A person \"takes it out\" as we say in considering the consequences of proposed lines of action. A certain flabbiness of fibre prevents the contemplated object from gripping him and engaging him in action. And most persons are naturally diverted from a proposed course of action by unusual, unforeseen obstacles, or by the presentation of inducements to an action that is directly more agreeable.\n\nA person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline. Discipline means power at command; mastery of the resources available for carrying through the action undertaken. To know what one is to do and to move to do it promptly and by use of the requisite means is to be disciplined, whether we are thinking of an army or a mind. Discipline is positive. To cow the spirit, to subdue inclination, to compel obedience, to mortify the flesh, to make a subordinate perform an uncongenial task—these things are or are not disciplinary according as they do or do not tend to the development of power to recognize what one is about and to persistence in accomplishment.\n\nIt is hardly necessary to press the point that interest and discipline are connected, not opposed.\n\n(i) Even the more purely intellectual phase of trained power—apprehension of what one is doing as exhibited in consequences—is not possible without interest. Deliberation will be perfunctory and superficial where there is no interest. Parents and teachers often complain—and correctly—that children \"do not want to hear, or want to understand.\" Their minds are not upon the subject precisely because it does not touch them; it does not enter into their concerns. This is a state of things that needs to be remedied, but the remedy is not in the use of methods which increase indifference and aversion. Even punishing a child for inattention is one way of trying to make him realize that the matter is not a thing of complete unconcern; it is one way of arousing \"interest,\" or bringing about a sense of connection. In the long run, its value is measured by whether it supplies a mere physical excitation to act in the way desired by the adult or whether it leads the child \"to think\"—that is, to reflect upon his acts and impregnate them with aims.\n\n(ii) That interest is requisite for executive persistence is even more obvious. Employers do not advertise for workmen who are not interested in what they are doing. If one were engaging a lawyer or a doctor, it would never occur to one to reason that the person engaged would stick to his work more conscientiously if it was so uncongenial to him that he did it merely from a sense of obligation. Interest measures—or rather is—the depth of the grip which the foreseen end has upon one, moving one to act for its realization.', '', '', 'publish', 'closed', 'closed', '', '13659', '', '', '2023-05-07 11:59:39', '2023-05-07 11:59:39', '', 13658, 'https://teachers.com.ng/forums/reply/13659/', 1, 'reply', '', 0),
(13660, 16, '2023-05-07 14:47:27', '2023-05-07 14:47:27', '2. The Importance of the Idea of Interest in Education. Interest represents the moving force of objects—whether perceived or presented in imagination—in any experience having a purpose. In the concrete, the value of recognizing the dynamic place of interest in educative development is that it leads to considering individual children in their specific capabilities, needs, and preferences. One who recognizes the importance of interest will not assume that all minds work in the same way because they happen to have the same teacher and textbook. Attitudes and methods of approach and response vary with the specific appeal the same material makes, this appeal itself varies with differences of natural aptitude, of past experience, plan of life, and so on. But the facts of interest also supply considerations of general value to the philosophy of education.\n\nRightly understood, they put us on our guard against certain conceptions of mind and of subject matter which have had great vogue in philosophic thought in the past, and which exercise a serious hampering influence upon the conduct of instruction and discipline. Too frequently mind is set over the world of things and facts to be known; it is regarded as something existing in isolation, with mental states and operations that exist independently. Knowledge is then regarded as an external application of purely mental existences to the things to be known, or else as a result of the impressions that this outside subject matter makes on the mind, or as a combination of the two. Subject matter is then regarded as something complete in itself; it is just something to be learned or known, either by the voluntary application of the mind to it or through the impressions it makes on the mind.\n\nThe facts of interest show that these conceptions are mythical. Mind appears in experience as the ability to respond to present stimuli on the basis of anticipation of future possible consequences, and with a view to controlling the kind of consequences that are to take place. The things, the subject matter known, consist of whatever is recognized as having a bearing upon the anticipated course of events, whether assisting or retarding it. These statements are too formal to be very intelligible. An illustration may clear up their significance. You are engaged in a certain occupation, say writing with a typewriter. If you are an expert, your formed habits take care of the physical movements and leave your thoughts free to consider your topic. Suppose, however, you are not skilled, or that, even if you are, the machine does not work well.\n\nYou then have to use intelligence. You do not wish to strike the keys at random and let the consequences be what they may; you wish to record certain words in a given order so as to make sense. You attend to the keys, to what you have written, to your movements, to the ribbon or the mechanism of the machine. Your attention is not distributed indifferently and miscellaneously to any and every detail. It is centred upon whatever has a bearing upon the effective pursuit of your occupation. Your look is ahead, and you are concerned to note the existing facts because and in so far as they are factors in the achievement of the result intended. You have to find out what your resources are, what conditions are at command, and what the difficulties and obstacles are. This foresight and this survey with reference to what is foreseen constitute the mind. Action that does not involve such a forecast of results and such an examination of means and hindrances is either a matter of habit or else it is blind. In neither case is it intelligent? To be vague and uncertain as to what is intended and careless in observation of conditions of its realization is to be, in that degree, stupid or partially intelligent.\n\nIf we recur to the case where the mind is not concerned with the physical manipulation of the instruments but with what one intends to write, the case is the same. There is an activity in the process; one is taken up with the development of a theme. Unless one writes as a phonograph talks, this means intelligence; namely, alertness in foreseeing the various conclusions to which present data and considerations are tending, together with continually renewed observation and recollection to get hold of the subject matter which bears upon the conclusions to be reached. The whole attitude is one of concern with what is to be, and with what is so far as the latter enters into the movement toward the end. Leave out the direction which depends upon foresight of possible future results, and there is no intelligence in present behaviour. Let there be imaginative forecast but no attention to the conditions upon which its attainment depends, and there is self-deception or idle dreaming—abortive intelligence.\n\nIf this illustration is typical, the mind is not a name for something complete by itself; it is a name for a course of action in so far as that is intelligently directed; in so far, that is to say, as aims, ends, enter into it, with the selection of means to further the attainment of aims. Intelligence is not a peculiar possession which a person owns, but a person is intelligent in so far as the activities in which he plays a part have the qualities mentioned. Nor are the activities in which a person engages, whether intelligently or not, exclusive properties of himself; they are something in which he engages and partakes. Other things, the independent changes of other things and persons, cooperate and hinder. The individual\'s act may be initiated in a course of events, but the outcome depends upon the interaction of his response with energies supplied by other agencies. Conceive the mind as anything but one factor partaking along with others in the production of consequences, and it becomes meaningless.\n\nThe problem of instruction is thus that of finding material which will engage a person in specific activities having an aim or purpose of moment or interest to him and dealing with things not as gymnastic appliances but as conditions for the attainment of ends. The remedy for the evils attending the doctrine of formal discipline previously spoken of is not to be found by substituting a doctrine of specialized disciplines, but by reforming the notion of mind and its training. Discovery of typical modes of activity, whether play or useful occupations, in which individuals are concerned, in whose outcome they recognize they have something at stake, and which cannot be carried through without reflection and use of judgment to select material of observation and recollection, is the remedy. In short, the root of the error long prevalent in the conception of training of mind consists in leaving out of account movements of things to future results in which individual shares, and in the direction of which observation, imagination, and memory are enlisted. It consists in regarding the mind as complete in itself, ready to be directly applied to present material.\n\nIn historic practice, the error has been cut two ways. On one hand, it has screened and protected traditional studies and methods of teaching from intelligent criticism and needed revisions. To say that they are \"disciplinary\" has safeguarded them from all inquiries. It has not been enough to show that they were of no use in life or that they did not really contribute to the cultivation of the self. That they were \"disciplinary\" stifled every question, subdued every doubt, and removed the subject from the realm of rational discussion. By its nature, the allegation could not be checked up. Even when discipline did not accrue as a matter of fact, when the pupil even grew in laxity of application and lost the power of intelligent self-direction, the fault lay with him, not with the study or the methods of teaching. His failure was but proof that he needed more discipline, and thus afforded a reason for retaining the old methods.\n\nThe responsibility was transferred from the educator to the pupil because the material did not have to meet specific tests; it did not have to be shown that it fulfilled any particular need or served any specific end. It was designed to discipline in general, and if it failed, it was because the individual was unwilling to be disciplined. In the other direction, the tendency was towards a negative conception of discipline, instead of an identification of it with growth in constructive power of achievement. As we have already seen, will means an attitude toward the future, toward the production of possible consequences, an attitude involving an effort to foresee clearly and comprehensively the probable results of ways of acting, and an active identification with some anticipated consequences. Identification of will, or effort, with mere strain, results when a mind is set up, endowed with powers that are only to be applied to existing material.\n\nA person just either will or will not apply himself to the matter in hand. The more indifferent the subject matter, the less concern it has for the habits and preferences of the individual, the more demand there is for an effort to bring the mind to bear upon it—and hence the more discipline of the will. To attend to material because there is something to be done in which the person is concerned is not disciplinary in this view; not even if it results in a desirable increase of constructive power. Application just for the sake of application, for the sake of training, is alone disciplinary. This is more likely to occur if the subject matter presented is uncongenial, for then there is no motive (so it is supposed) except the acknowledgement of duty or the value of discipline. The logical result is expressed with literal truth in the words of an American humorist: \"It makes no difference what you teach a boy so long as he doesn\'t like it.\"\n\nThe counterpart of the isolation of the mind from activities dealing with objects to accomplish ends is the isolation of the subject matter to be learned. In the traditional schemes of education, subject matter means so much material to be studied. Various branches of study represent so many independent branches, each having its principles of arrangement complete within itself. History is one such group of facts; algebra another; geography another, and so on till we have run through the entire curriculum. Having a ready-made existence on their own account, their relation to the mind is exhausted in what they furnish it to acquire. This idea corresponds to the conventional practice in which the program of school work, for the day, month, and successive years, consists of \"studies\" all marked off from one another, and each is supposed to be complete by itself—for educational purposes at least.\n\nLater on a chapter is devoted to the special consideration of the meaning of the subject matter of instruction. At this point, we need only to say that, in contrast with the traditional theory, anything which intelligence studies represents things in the part they play in the carrying forward of active lines of interest. Just as one \"studies\" his typewriter as part of the operation of putting it to use to effect results, so with any fact or truth. It becomes an object of study—that is, of inquiry and reflection—when it figures as a factor to be reckoned with in the completion of a course of events in which one is engaged and by whose outcome one is affected. Numbers are not objects of study just because they are numbers already constituting a branch of learning called mathematics, but because they represent qualities and relations of the world in which our action goes on, because they are factors upon which the accomplishment of our purposes depends. As stated thus broadly, the formula may appear abstract. Translated into details, it means that the act of learning or studying is artificial and ineffective in the degree in which pupils are merely presented with a lesson to be learned. The study is effectual in the degree in which the pupil realizes the place of the numerical truth he is dealing with in carrying to fruition activities in which he is concerned. This connection of an object and a topic with the promotion of an activity having a purpose is the first and the last word of a genuine theory of interest in education.', '', '', 'publish', 'closed', 'closed', '', '13660', '', '', '2023-05-07 14:47:27', '2023-05-07 14:47:27', '', 13658, 'https://teachers.com.ng/forums/reply/13660/', 2, 'reply', '', 0),
(13661, 16, '2023-05-07 14:50:30', '2023-05-07 14:50:30', '3. Some Social Aspects of the Question. While the theoretical errors of which we have been speaking have their expressions in the conduct of schools, they are themselves the outcome of conditions of social life. A change confined to the theoretical conviction of educators will not remove the difficulties, though it should render more effective efforts to modify social conditions. Men\'s fundamental attitudes toward the world are fixed by the scope and qualities of the activities in which they partake. The idea of interest is exemplified in the artistic attitude. Art is neither merely internal nor merely external; merely mental nor merely physical. Like every mode of action, it brings about changes in the world. The changes made by some actions (those which by contrast may be called mechanical) are external; they are shifting things about. No ideal reward, no enrichment of emotion and intellect, accompanies them. Others contribute to the maintenance of life, and to its external adornment and display. Many of our existing social activities, industrial and political, fall in these two classes. Neither the people who engage in them nor those who are directly affected by them, are capable of full and free interest in their work. Because of the lack of any purpose in the work for the one doing it, or because of the restricted character of its aim, intelligence is not adequately engaged. The same conditions force many people back upon themselves. They take refuge in an inner play of sentiment and fancies. They are aesthetic but not artistic since their feelings and ideas are turned upon themselves, instead of being methods in acts which modify conditions. Their mental life is sentimental; an enjoyment of an inner landscape. Even the pursuit of science may become an asylum of refuge from the hard conditions of life—not a temporary retreat for the sake of recuperation and clarification in future dealings with the world. The very word art may become associated not with the specific transformation of things, making them more significant for the mind, but with stimulations of eccentric fancy and with emotional indulgences. The separation and mutual contempt of the \"practical\" man and the man of theory or culture, the divorce of fine and industrial arts, are indications of this situation. Thus interest and mind are either narrowed or else made perverse. Compare what was said in an earlier chapter about the one-sided meanings which have come to attach to the ideas of efficiency and of culture.\n\nThis state of affairs must exist so far as society is organized on a basis of division between labouring classes and leisure classes. The intelligence of those who do things becomes hard in the unremitting struggle with things; that of those freed from the discipline of occupation becomes luxurious and effeminate. Moreover, the majority of human beings still lack economic freedom. Their pursuits are fixed by accident and necessity of circumstance; they are not the normal expression of their own powers interacting with the needs and resources of the environment. Our economic conditions still relegate many men to a servile status. As a consequence, the intelligence of those in control of the practical situation is not liberal. Instead of playing freely upon the subjugation of the world for human ends, it is devoted to the manipulation of other men for ends that are non-human in so far as they are exclusive.\n\nThis state of affairs explains many things in our historic educational traditions. It throws light upon the clash of aims manifested in different portions of the school system; the narrowly utilitarian character of most elementary education, and the narrowly disciplinary or cultural character of most higher education. It accounts for the tendency to isolate intellectual matters till knowledge is scholastic, academic, and professionally technical, and for the widespread conviction that liberal education is opposed to the requirements of an education which shall count in the vocations of life. But it also helps define the peculiar problem of present education. The school cannot immediately escape from the ideals set by prior social conditions. But it should contribute through the type of intellectual and emotional disposition which it forms to the improvement of those conditions. And just here the true conceptions of interest and discipline are full of significance. Persons whose interests have been enlarged and intelligence trained by dealing with things and facts in active occupations having a purpose (whether in play or work) will be those most likely to escape the alternatives of academic and aloof knowledge and a hard, narrow, and merely \"practical\" practice. Organizing education so that natural active tendencies shall be fully enlisted in doing something while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what most needs to be done to improve social conditions. To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can only be accomplished piecemeal, a step at a time. But this is not a reason for nominally accepting one educational philosophy and accommodating ourselves in practice to another. It is a challenge to undertake the task of reorganization courageously and to keep at it persistently.', '', '', 'publish', 'closed', 'closed', '', '13661', '', '', '2023-05-07 14:50:30', '2023-05-07 14:50:30', '', 13658, 'https://teachers.com.ng/forums/reply/13661/', 3, 'reply', '', 0),
(13662, 1, '2023-05-10 11:08:16', '2023-05-10 11:08:16', 'Reasons Why Effective Lesson Plan Is Important\nEffective lesson planning contributes a lot to successful learning outcomes for students in several ways. The following are ways in which well-designed lesson plans add value to the teaching and learning outcomes:\n<ul>\n 	<li>A well-designed lesson plan helps students and teachers understand the goals of an instructional module</li>\n 	<li>It allows the teacher to translate the curriculum into learning activities</li>\n 	<li>It aligns the instructional materials with the assessment</li>\n 	<li>It ligns the assessment with the learning goal</li>\n 	<li>A well-designed lesson plan helps assure that the needed instructional materials are available</li>\n 	<li>It enables the teacher to thoughtfully address individual learning needs among students</li>\n</ul>', 'The Importance of A Well-Designed Lesson Plan', '', 'publish', 'closed', 'closed', '', 'the-importance-of-a-well-designed-lesson-plan', '', '', '2023-05-10 11:25:42', '2023-05-10 11:25:42', '', 13418, 'https://teachers.com.ng/forums/topic/the-importance-of-a-well-designed-lesson-plan/', 0, 'topic', '', 0),
(13663, 1, '2023-05-10 11:25:42', '2023-05-10 11:25:42', 'Reasons Why Effective Lesson Plan Is Important\nEffective lesson planning contributes a lot to successful learning outcomes for students in several ways. The following are ways in which well-designed lesson plans add value to the teaching and learning outcomes:\n<ul>\n 	<li>A well-designed lesson plan helps students and teachers understand the goals of an instructional module</li>\n 	<li>It allows the teacher to translate the curriculum into learning activities</li>\n 	<li>It aligns the instructional materials with the assessment</li>\n 	<li>It ligns the assessment with the learning goal</li>\n 	<li>A well-designed lesson plan helps assure that the needed instructional materials are available</li>\n 	<li>It enables the teacher to thoughtfully address individual learning needs among students</li>\n</ul>', 'The Importance of A Well-Designed Lesson Plan', '', 'inherit', 'closed', 'closed', '', '13662-revision-v1', '', '', '2023-05-10 11:25:42', '2023-05-10 11:25:42', '', 13662, 'https://teachers.com.ng/?p=13663', 0, 'revision', '', 0),
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(13667, 18, '2023-05-11 13:09:38', '2023-05-11 13:09:38', 'Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student named Oyinkansola Kayode.\r\n\r\n<img class=\" wp-image-13669 aligncenter\" src=\"https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat-300x248.jpg\" alt=\"Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student\" width=\"235\" height=\"194\" />\r\n\r\nShe appears in front of Magistrate E. Kubenje on one count of assault.\r\n\r\nThe defendant committed the offence on March 28, 2023, according to police prosecutor Ajayi Kehinde, a deputy superintendent of police (SP).\r\n\r\nThe indictment said that Aderonke Makinde had assaulted a 9-year-old girl named Oyinkansola Kayode by caning her on March 28, 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the Lagos Magisterial District.\r\n\r\nThe charge read that Aderonke Makinde, on 28th March 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the <a class=\"tag-body\" href=\"https://ng.opera.news/tags/lagos-magisterial\">Lagos</a> Magisterial District had assaulted one Oyinkansola Kayode, 9-year-old by flogging her with a cane, an offence that contravenes Section 172 of the Criminal Law of Lagos State, 2015.\r\n\r\nThe teacher pleaded not guilty to the charge. The defendant was granted a bail in the sum of N50,000 with one surety.', 'A Teacher Charged to Court for Beating A Nine Years Old Pupil', '', 'publish', 'closed', 'open', '', 'a-teacher-charged-to-court-for-beating-a-nine-years-old-pupil', '', '', '2023-05-11 17:25:34', '2023-05-11 17:25:34', '', 13578, 'https://teachers.com.ng/?post_type=topic&#038;p=13667', 0, 'topic', '', 0),
(13669, 1, '2023-05-11 17:13:49', '2023-05-11 17:13:49', '', 'teacher beat', '', 'inherit', 'open', 'closed', '', 'teacher-beat', '', '', '2023-05-11 17:16:58', '2023-05-11 17:16:58', '', 13667, 'https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat.jpg', 0, 'attachment', 'image/jpeg', 0),
(13670, 1, '2023-05-11 17:24:59', '2023-05-11 17:24:59', 'Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student named Oyinkansola Kayode.\n\n<img class=\"size-medium wp-image-13669 aligncenter\" src=\"https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat-300x248.jpg\" alt=\"Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student\" width=\"300\" height=\"248\" />\n\nShe appears in front of Magistrate E. Kubenje on one count of assault.\n\nThe defendant committed the offence on March 28, 2023, according to police prosecutor Ajayi Kehinde, a deputy superintendent of police (SP).\n\nThe indictment said that Aderonke Makinde had assaulted a 9-year-old girl named Oyinkansola Kayode by caning her on March 28, 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the Lagos Magisterial District.\n\nThe charge read that Aderonke Makinde, on 28th March 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the <a class=\"tag-body\" href=\"https://ng.opera.news/tags/lagos-magisterial\">Lagos</a> Magisterial District had assaulted one Oyinkansola Kayode, 9-year-old by flogging her with a cane, an offence that contravenes Section 172 of the Criminal Law of Lagos State, 2015.\n\nThe teacher pleaded not guilty to the charge. The defendant was granted a bail in the sum of N50,000 with one surety.', 'A Teacher Charged to Court for Beating A Nine Years Old Pupil', '', 'inherit', 'closed', 'closed', '', '13667-autosave-v1', '', '', '2023-05-11 17:24:59', '2023-05-11 17:24:59', '', 13667, 'https://teachers.com.ng/?p=13670', 0, 'revision', '', 0),
(13671, 1, '2023-05-11 17:18:00', '2023-05-11 17:18:00', 'Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student named Oyinkansola Kayode.\r\n\r\n<img class=\"size-medium wp-image-13669 aligncenter\" src=\"https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat-300x248.jpg\" alt=\"Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student\" width=\"300\" height=\"248\" />\r\n\r\nShe appears in front of Magistrate E. Kubenje on one count of assault.\r\n\r\nThe defendant committed the offence on March 28, 2023, according to police prosecutor Ajayi Kehinde, a deputy superintendent of police (SP).\r\n\r\nThe indictment said that Aderonke Makinde had assaulted a 9-year-old girl named Oyinkansola Kayode by caning her on March 28, 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the Lagos Magisterial District.\r\n\r\nThe charge read that Aderonke Makinde, on 28th March 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the <a class=\"tag-body\" href=\"https://ng.opera.news/tags/lagos-magisterial\">Lagos</a> Magisterial District had assaulted one Oyinkansola Kayode, 9-year-old by flogging her with a cane, an offence that contravenes Section 172 of the Criminal Law of Lagos State, 2015.\r\n\r\nThe teacher pleaded not guilty to the charge. The defendant was granted a bail in the sum of N50,000 with one surety.', 'A Teacher Charged to Court for Beating A Nine Years Old Pupil', '', 'inherit', 'closed', 'closed', '', '13667-revision-v1', '', '', '2023-05-11 17:18:00', '2023-05-11 17:18:00', '', 13667, 'https://teachers.com.ng/?p=13671', 0, 'revision', '', 0),
(13672, 1, '2023-05-11 17:25:34', '2023-05-11 17:25:34', 'Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student named Oyinkansola Kayode.\r\n\r\n<img class=\" wp-image-13669 aligncenter\" src=\"https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat-300x248.jpg\" alt=\"Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student\" width=\"235\" height=\"194\" />\r\n\r\nShe appears in front of Magistrate E. Kubenje on one count of assault.\r\n\r\nThe defendant committed the offence on March 28, 2023, according to police prosecutor Ajayi Kehinde, a deputy superintendent of police (SP).\r\n\r\nThe indictment said that Aderonke Makinde had assaulted a 9-year-old girl named Oyinkansola Kayode by caning her on March 28, 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the Lagos Magisterial District.\r\n\r\nThe charge read that Aderonke Makinde, on 28th March 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the <a class=\"tag-body\" href=\"https://ng.opera.news/tags/lagos-magisterial\">Lagos</a> Magisterial District had assaulted one Oyinkansola Kayode, 9-year-old by flogging her with a cane, an offence that contravenes Section 172 of the Criminal Law of Lagos State, 2015.\r\n\r\nThe teacher pleaded not guilty to the charge. The defendant was granted a bail in the sum of N50,000 with one surety.', 'A Teacher Charged to Court for Beating A Nine Years Old Pupil', '', 'inherit', 'closed', 'closed', '', '13667-revision-v1', '', '', '2023-05-11 17:25:34', '2023-05-11 17:25:34', '', 13667, 'https://teachers.com.ng/?p=13672', 0, 'revision', '', 0),
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(13680, 1, '2023-05-21 19:51:09', '2023-05-21 19:51:09', '', 'Parents Teachers Forum', '', 'publish', 'closed', 'open', '', 'parents-teachers-forum', '', '', '2023-05-21 19:51:09', '2023-05-21 19:51:09', '', 3592, 'https://teachers.com.ng/?post_type=forum&#038;p=13680', 0, 'forum', '', 0),
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(13682, 19, '2023-05-21 19:56:22', '2023-05-21 19:56:22', 'When Awolowo\'s daughter was punished by her senior prefect, she left Ekiti State for the state house at Ibadan since she was the daughter of the Premier. The second day the Premier was at the school assembly in the morning. The Principal and the teachers were apprehensive. Then, the Premier asked who it was who punished the daughter.\nThe senior prefect moved to the front after signifying with raising of her hand. Awo approached her shook her hand and gave her £2 after thanking her for the punishment. He was thereafter, escorted to his car and off he went to his office at Ibadan.\nThese were days when parents were parents.\nDerogatory but factual!\n\nTIME FOR SINCERE PROPER SELF REVALUATION:\n\nIn Nigeria, we are just a dishonest, unpatriotic and ungodly human beings on the path of self destruction .\n\n_A shame on our race._\n\nI totally agree with the following by Bar Ola Kunle Allison: who says\nReligion is not our albatross in Nigeria .\n\nIt has never been.\n\nWE ARE JUST A SICK INDIGENOUS PEOPLE BLAMING EVERYTHING _BUT OURSELVES._\n\nI just saw a short documentary on CNN about the Emirate of Dubai (an Islamic State) and her many disruptive and record-breaking technological/innovative strides, and my heart sank into despair .\n\nDubai is NOT a country . It is just one out of seven emirates that make up the UAE .\n\nAn Islamic country which declared independence from Great Britain in 1971 .\n\nYet, Dubai is the fastest growing Science and ICT hub in the world. Yes, you read that correctly; in the world!\n\nAs I watched the documentary and marveled at the unbelievable leaps in education, innovation and infrastructure achieved within 50years, I began to compare the emirate with our own Emirate of Sokoto and Emirate of Kano back home.\n\n<code></code><code>Folks, the difference is a universe apart.</code><code></code>\n\nDid you know that the Emirate of Dubai has singlehandedly launched 2 satellites into Space?\n\nDid you know that the last launched spacecraft had the innovative signature of a Dubai teenage girl on it?\n\nA teenager who dreams to be the first astronaut on Mars .\n\nDid you know that by 2020 the Dubai emirate launched its first Mars Exploration Spacecraft?\n\nDid you know that the Dubai emirate currently has the largest number of FOREIGN RESEARCH SCIENTISTS AND ICT EXPERTS IN THE WORLD?\n\nThis is a deeply culturally Islamic State prioritizing Science, Technology and Futurism.\n\nWhat then is different about their own practice of Islam and the ones we have here at home?\n\nWhat is different about their practice of Islam which encourages a teenage girl to aspire to Mars while emirates at home marry off under aged girls?\n\nWhat is different about their practice of Islam which prioritizes innovations and science , while even Churches back at home only prioritize buildings and tithing?\n\nGuys, religion is not Nigeria\'s albatross.\n\nAnyone who argues otherwise is thinking fallaciously. Nigeria is messed up because we have our own issues.\n\n_Our orientation, our mindset, our value-system, our sociocultural ethics, our ways are deeply_ ANTIPROGRESSIVE!\n\nI just saw men in Arabic gowns and women in Arabic purdah (the moderate ones) having a dialogue about championing the next frontiers in science and innovations.\n\nAny so-called Christian who defends the kind of Christianity we practice in this country is part of the problem.\n\nFor now, the Emirate of Dubai is the leader of the Arab World .\n\nA well deserved title.\n\n#truth is sacred\nSelah.\n\nPROFESSOR ISA HUSSAINI OF FACULTY OF PHARMACY UNIVERSITY OF MAIDUGURI WROTE :\n\n_The blame for what Nigeria has become falls on you and me. Not Buhari, not Jonathan, not Obasanjo and definitely not Abacha._\n\nOUR WICKEDNESS STINKS TO THE HEAVENS AS WE GO ABOUT OUR DAILY LIVES, PULLING DOWN EVERYONE AND EVERYTHING TO BECOME RICH.\n\nWe import substandard products, fake drugs and expired baby food unfit for human consumption and we have the nerve to complain about leadership?\n\nWe even steal from widows, orphans, weaklings and refugees. We take their food and sell it for profit. No conscience.\n\nNothing is sacred. No one is spared.\n\nWE BUILD SUBSTANDARD ROADS, SCHOOLS, HOUSES, HOSPITALS, ALL FOR PROFIT AT THE EXPENSE OF HUMAN LIFE;AN INVALUABLE ITEM WHICH ALL OUR PROFIT AND CONTRACT SUM CANNOT BUY.\n\nOne would think this behavior is reserved for urchins but it would surprise you that this is the character of many decent looking people who appear to be normal but are not any better than Boko Haram members.\n\n_They are church members, Muslims, husbands, wives and sadly youths_ .\n\nWE PERVERT JUSTICE AND PRETEND WE DO NOT KNOW RIGHT FROM WRONG JUST TO SERVE OUR SELFISH INTERESTS.\n\nSlave traders pale in comparison to what we do to ourselves.\n\nWE ARE WICKEDNESS PERSONIFIED.\n\nSo much hatred flows in our blood and we transfer it to our children. It\'s evident in what we say and do.\n\nWe have fasting and prayer sessions all year long, night vigils and deliverance when the actual problem is us .\n\nWE SIMPLY CANNOT LEARN TO LOVE OTHERS . IT IS ME, ME, ME. THAT IS ALL THAT EVER MATTERS. IT IS SICKENING.\n\nAnyone who cannot love has no business in Politics, Government Parastatals / Agency and in Nigeria.\n\nUntil we understand this, we will continue on this path of destruction .\n\nI can Change, You can Change, They can Change and We can Change by Sharing and Spreading this message....Change starts with Me....\n\nKeep Forwarding,\npls.', 'Obafemi Awolowo Rewarded A Teacher With £2 for Punishing His Daughter!', '', 'publish', 'closed', 'closed', '', 'obafemi-awolowo-rewarded-a-teacher-with-2-for-punishing-his-daughter', '', '', '2023-05-21 19:56:22', '2023-05-21 19:56:22', '', 13680, 'https://teachers.com.ng/forums/topic/obafemi-awolowo-rewarded-a-teacher-with-2-for-punishing-his-daughter/', 0, 'topic', '', 0),
(13683, 19, '2023-05-21 20:13:42', '2023-05-21 20:13:42', 'Good morning house\nHOLIDAYS LEFT IN 3RD TERM\n\n[LAGOS/NIGERIA]\n\nIn case you didn\'t catch up with slated public holidays in this 3rd term academic calendar\n\nHere they are below\n\n🎤 Children\'s Day.... Saturday 27th of May\n🎤 Handing over of power to leaders elect..... Monday 29th of May\n🎤 Midterm break..... Mon 5th - Fri 9th of June\n🎤 Democracy Day..... Monday 12th of June\n🎤 Eid-el Kabir (ileya)..... Thur 29th - Fri 30th of June\n🎤 Closing date for 3rd term..... Friday 21st of July\n🎤 Resumption for New Session..... tentatively Monday 11th of September\n\nHope this is still useful to someone.\n\n𝓣𝓱𝓪𝓷𝓴𝓼.✍️®', 'Lagos State Schools\' Holidays Left in 3rd Term School Calendar', '', 'publish', 'closed', 'closed', '', 'lagos-state-schools-holidays-left-in-3rd-term-school-calendar', '', '', '2023-05-21 20:13:42', '2023-05-21 20:13:42', '', 13578, 'https://teachers.com.ng/forums/topic/lagos-state-schools-holidays-left-in-3rd-term-school-calendar/', 0, 'topic', '', 0),
(13684, 19, '2023-05-23 10:11:04', '0000-00-00 00:00:00', 'Ogunlende Says it Acknowledges Sanwo-Olu\'s Commitment to Youth Development Programs\n\nOver the weekend, precisely, Saturday 20th May, 2023, Lagos State was awarded the prestigious NYSC Sustainability Award at a Dinner/Award Night held in Abuja, the FCT as part of activities to commemorate the 50th Anniversary of the National Youth Service Corps (NYSC).\n\nReceiving the award on behalf of the Lagos State Governor was his Special Adviser on Special Duties and Inter-Governmental Relations, Mr. Mobolaji Ogunlende who also doubles as the Chairman, NYSC Board, Lagos State.\n\nThe Award was earned as a result of the Sanwo-Olu-led Lagos State government\'s unflinching support for the NYSC and its programs. A fact that was echoed by Mr. Ogunlende on his social media handles.\n\nAccording to him;\n\n\"Lagos, known as a center of excellence in contemporary development, remains committed to supporting and empowering the youth through various platforms, including the NYSC. The state has consistently shown its dedication to the cause of national development.\n\n\"This award acknowledges the Governor\'s outstanding contributions and commitment to the sustainability of the NYSC program.\"\n\nIn furtherance, Mr. Ogunlende reiterated the unwavering resolve of Governor Babajide Sanwo-Olu to continue on that trajectory, leveraging on and combining existing platforms with new advancements to enhance the NYSC initiatives and other youth programs towards achieving the vision of a Greater Lagos Rising.\n\n\"As an administration, we remain dedicated to supporting and enhancing NYSC initiatives, leveraging advanced technology and systems to create a sustainable future that promotes and empowers our youth.\n\n\"The commitment of the state is unwavering in further advancing the NYSC program and ensuring a bright future for our young people.\n\n\"Together, we will continue to work towards a prosperous and united Nigeria, where the contributions of our youth are valued and celebrated.\"\n\nThe occasion was graced by the Secretary to the Government of the Federation, Boss Mustapha (CFR).\n\nhttps://m.facebook.com/story.php?storyfbid=pfbid02HgeTrrjD8HBsSEC4nshAQhkZAokovTGbjUdnmEyc5p1aKZM5XcE6VBGeetkM51obl&amp;id=100069893027005&amp;mibextid=Nif5oz', 'LAGOS STATE EARNS NYSC SUSTAINABILITY AWARD', '', 'pending', 'closed', 'closed', '', '', '', '', '2023-05-23 10:11:04', '0000-00-00 00:00:00', '', 13578, 'https://teachers.com.ng/?post_type=topic&p=13684', 0, 'topic', '', 0),
(13685, 19, '2023-05-23 10:12:27', '0000-00-00 00:00:00', 'Ogunlende Says it Acknowledges Sanwo-Olu\'s Commitment to Youth Development Programs\n\nOver the weekend, precisely, Saturday 20th May, 2023, Lagos State was awarded the prestigious NYSC Sustainability Award at a Dinner/Award Night held in Abuja, the FCT as part of activities to commemorate the 50th Anniversary of the National Youth Service Corps (NYSC).\n\nReceiving the award on behalf of the Lagos State Governor was his Special Adviser on Special Duties and Inter-Governmental Relations, Mr. Mobolaji Ogunlende who also doubles as the Chairman, NYSC Board, Lagos State.\n\nThe Award was earned as a result of the Sanwo-Olu-led Lagos State government\'s unflinching support for the NYSC and its programs. A fact that was echoed by Mr. Ogunlende on his social media handles.\n\nAccording to him;\n\n\"Lagos, known as a center of excellence in contemporary development, remains committed to supporting and empowering the youth through various platforms, including the NYSC. The state has consistently shown its dedication to the cause of national development.\n\n\"This award acknowledges the Governor\'s outstanding contributions and commitment to the sustainability of the NYSC program.\"\n\nIn furtherance, Mr. Ogunlende reiterated the unwavering resolve of Governor Babajide Sanwo-Olu to continue on that trajectory, leveraging on and combining existing platforms with new advancements to enhance the NYSC initiatives and other youth programs towards achieving the vision of a Greater Lagos Rising.\n\n\"As an administration, we remain dedicated to supporting and enhancing NYSC initiatives, leveraging advanced technology and systems to create a sustainable future that promotes and empowers our youth.\n\n\"The commitment of the state is unwavering in further advancing the NYSC program and ensuring a bright future for our young people.\n\n\"Together, we will continue to work towards a prosperous and united Nigeria, where the contributions of our youth are valued and celebrated.\"\n\nThe occasion was graced by the Secretary to the Government of the Federation, Boss Mustapha (CFR).\n\n&nbsp;', '', '', 'pending', 'closed', 'closed', '', '', '', '', '2023-05-23 10:12:27', '0000-00-00 00:00:00', '', 13684, 'https://teachers.com.ng/?post_type=reply&p=13685', 1, 'reply', '', 0),
(13686, 19, '2023-05-23 10:45:36', '2023-05-23 10:45:36', 'PUBLIC SERVICE RULES.\nQUESTIONS AND ANSWERS\n\n1.____ is the absence of an officer from duty for a period specified in PSR 100203\nA. Leave of absence\nB. Pre-retirement leave\nC. Study leave\nD. Annual leave\nAnswer: D\n\n2. In Rule 100102 ____ is a place where an officer could be reached during his/her leave period\nA. Annual leave\nB. Sick leave\nC. Leave year\nD. Leave address Answer: D\n\n3. ___ shall be paid to staff not occupying government quarters in lump sumat the beginning of the year?\nA. Utilities allowance\nB. Rent subsidy\nC. Hazard allowance\nD. Acting allowance\nAnswer: B\n\n4. PSR. 020209, all officers are ensures to sign ____ on security Form 1\nA. Appointment letter\nB. Letter of accommodation\nC. Oath of secrecy\nD. Internal memo\nAnswer: C\n\n5. ____is the permanent release of an officer from one scheduled service to another or from one class to another within the same service? (P.S.R. 020501)\nA. Transfer\nB. Re-arrangement\nC. Business trip\nD. Holiday\nAnswer: A\n\n6. According to P.S.R. 030301 ____ is defined as a specific at wrong-doing or improper behaviour which is inimical to the image of the service which can be investigated and proved, it can also lead to termination and retirement?\nA. Inefficiency\nB. Misconduct\nC. Offence\nD. Retirement\nAnswer: B\n\n7. All are types of misconduct except\nA. Unruly behaviour\nB. Foul language\nC. Murder\nD. Negligence\nAnswer: C\n\n8. ____ is predetermined amount added to the annual emolument of an officer every calendar year\nA. Annual salary\nB. Yearly emolument\nC. Increments\nD. Increments\nAnswer: C\n\n9. Based on P.S.R. 060205 time holding confirmation examination shall be\nA. Held once in a year in the last quarter of every year\nB. Twice in a year 2nd and 3rd quarter of every year\nC. Once in a year in the first quarter of every year\nD. Twice in a year, 1st and 2nd quarter of every year.\nAnswer: A\n\n10. The following are the prescribed examination for executive officers (P.S.R 060302)\nA. Public Service Rule and Financial Regulation B. Public Administration and Financial Regulation\nC. Financial Regulation and Civil Service Regulations\nD. Financial Regulations and Code of Conducts\nAnswer: A\n\n11. The following persons except, when travelling by air, and land or sea at government expenses will be eligible for free insurance cover to concerned (P.S.R. 080203)\nA. Staff\nB. Domestic Worker\nC. Wife and Child\nD. Child and Staff Answer: C\n\n12. Base on P.S.R. 10024, all except one are types of study leave\nA. In-service training\nB. Studying leave with pay\nC. Studying leave without pay\nD. Studying leave for retirement\nAnswer: D\n\n13. In P.S.R. 130121, the circumstances in which officers can work overtime are as follows except?\nA. Rain falls\nB. Snow covered the road\nC. Birthday ceremony’s days\nD. Holidays falls\nAnswer: D\n\n14. In P.S.R. 13021, the circumstance in which officers can work overtime are as follows except?\nA. Officers attached to top management /officials\nB. On special assignment, eg. Conference, Committee\nC. Period of closing annual account\nD. Period during annual leave\nAnswer: D\n\n15. In P.S.R. 160102, One of these is classified in to the categories of parastatals\nA. Security Agencies\nB. Medical Practitioners C. Ministry of justice\nD. Teaching and non teaching staffs\nAnswer: A\n\n16. According to P.S.R. 160102, A ____ is a government owned organization established by statue to render specified service(s) of the public?\nA. Ministries\nB. Financial institutions\nC. Parastatals\nD. Delegated legislature Answer: C\n\n17. ____ is a body or organ which enjoys continuity of existence, essentially covers ministries and extra- ministerial offices.\nA. Organization of African Unity (OAU)\nB. World Health Organization (WHO)\nC. Civil Service\nD. Military\nAnswer: C\n\n18. With the provision of P.S.R. 020106 seniority in any department shall be determined by the?\nA. Entry date/the assumption of duty certified by authority in appropriate register\nB. Date of re-instatement\nC. Date of re-engagement\nD. Date of promotion Answer: A\n\n19. In P.S.R 020202- Direct appointment to the Federal Public Service may be in the following categories except?\nA. As trainee or pupils\nB. On probation in a pensionable post\nC. On contract appointment\nD. Acting appointment Answer: C\n\n20. Under which provision of P.S.R. states that no fine shall be imposed on any officer as a punishment for an offence committed in the course of his/her duties\nA. 021210\nB. 030309\nC. 030314\nD. 020200\nAnswer: B\n\n21. According to P.S.R. 030421- part 1, paragraph A., officer can act as the editor or take part directly or indirectly in the management of or in anyway make financial contribution to the following except?\nA. Department or staff magazine\nB. National Newspaper C. Professional journal D. Publication of voluntary organization\nAnswer: B\n\n22. Under which provision of P.S.R. states that no officer shall undertake any private agency in any matter connected with the exercise of his/her duties\nA. 020100\nB. 010203\nC. 020101\nD. 030430\nAnswer: B\n\n23. P.S.R. 030434 states; in other to improve public service management, and enhance accountability and transparency, no officer shall received\nA. Leave allowance\nB. Any bribe or engaged in corrupt practices\nC. Gratification\nD. Mobilization fees\nAnswer: B\n\n24. According to P.S.R. 040203- the increment date of an officer appointed or promoted to post in the Federal Public Service shall be _____ following at least six months of service on promotion?\nA. Date of last promotion\nB. Date of entry into the service\nC. 31st December of the year\nD. 1st January of the year Answer: D\n\n25. In P.S.R. 050201- Progress report are to provide one of the following in respect of office on probation or initial contract ____ on which to judge his/her suitability for confirm.\nA.Conduct and Capabilities\nB. Date of retirement\nC. Administration of Oath of secrecy\nD. Declaration to the code of conduct bureau\nAnswer: A\n\n26. Under which provision of P.S.R. States that public officer is not prohibited form holding shares of public and private companies operating in Nigeria or abroad?\nA. PSR 030423\nB. PSR 030425\nC. PSR 030424\nD. PSR 030422\nAnswer: C\n\n27. What is the full meaning of A.P.E.R\nA. Annual Pay Emolument of Rent\nB. Annual Pay Emolument of Report\nC. Annual Performance of Examination Report\nD. Annual Performance evaluation Report Answer: D\n\n28. Which section according to P.S.R. States when an officer supposed to get an increment on salary?\nA. PSR 020407\nB. PSR 020408\nC. PSR 020409\nD. PSR 020410\nAnswer: D\n\n29. Section 020501 of P.S.R. defines\nA. Promotion\nB. Transfer\nC. Dismissal\nD. Leave\nAnswer: D\n\n30. What sort of promotion is given to an officer who has completed the probation period specified in P. S.R. 020301\nA. Senior promotion\nB. Normal promotion\nC. Notional promotion D. Abnormal promotion Answer: C\n\n31. Which rule of P.S.R. defined termination\nA. 020801\nB. 020802\nC. 020803\nD. 020804\nAnswer: C\n\n32. According to P.S.R. 020810- compulsory retirement age of all grades in the services are:\nA. 60 years or 35 years of pensionable services\nB. 35 years or 60 years of pensionable services\nC. 15 years of pensionable services\nD. 60 years or 10 years of pensionable services\nAnswer: A\n\n33. According to P.S.R. 020903, the main purpose of certificate of service is that it may be used as\nA. Reference when seeking other employment\nB. Record keeping\nC. For retirement purpose D. For insurance entitlement\nAnswer: A\n\n34. Which form can be used for certificate of service for level 07 and above according to P.S. R. 020904\nA. Gen 60\nB. Gen 58\nC. Gen 62\nD. Gen 50\nAnswer: B\n\n35. When travelling on duty away from duty post, the person engaged shall be entitle to\nA. Pension allowance\nB. Duty tour allowance\nC. Travelling allowance D. Welfare allowance\nAnswer: C\n\n36. Which P.S.R. define general efficiency\nA. 030101\nB. 030102\nC. 030201\nD. 030202\nAnswer: C\n\n37. No female public service shall be entitle to resign her appointment or retire by reason of pregnancy alone, under which section of P.S.R. this can be found\nA. P.S.R 030205\nB. P.S.R 030204\nC. P.S.R 030203\nD. P.S.R 030202\nAnswer: B\n\n38. Below are the scandals conduct that constitute misconduct P.S.R 030301 except\nA. Drunkenness\nB. Malingering\nC. Sick\nD. Dishonesty\nAnswer: C\n\n39. P.S.R. 030401 defines ____ as a specific act of very serious wrong-doing and improper behaviour which inimical to the image of the service and which can be investigated and if proven may lead to dismissal\nA. Misconduct\nB. Gross misconduct\nC. Serious misconduct D. Minor misconduct Answer: C\n\n40. Which P.S.R. mentioned an act of serious misconduct\nA. 030401\nB. 030404\nC. 030402\nD. 030403\nAnswer: B\n\n41. According to P.S.R. 030412, which punishment should be award to any officer who absence from duty without leave\nA. Reduction in rank\nB. Dismissal\nC. Deserter\nD. Major entry\nAnswer: B\n\n42. Any officer who want to seek elective public office shall resign his/her appointment forthwith, under which P.S.R...?\nA. 030424\nB. 030422\nC. 030423\nD. 030425\nAnswer: D\n\n43. A public officer cannot be directors in private companies, he/she can hold shares or be a director in under which P.S.R.\nA. 030421\nB. 030422\nC. 030423\nD. 030424\nAnswer: D\n\n44. Which P.S.R. emphasis on prohibition of bribery and corruption A. 030434\nB. 030435\nC. 030431\nD. 030433\nAnswer: B\n\n45. When is officer supposed to expect increment payment after promotion P.S.R. 040203\nA. After a year\nB. 1st January of the year C. Before the runs out\nD. Immediately after promotion\nAnswer: B\n\n46. Increment is a predetermined amount added to the annual emolument of an officer every calendar year which P.S.R. code?\nA. 040204\nB. 040203\nC. 040202\nD. 040201\nAnswer: D\n\n47. Failure to pass confirmation examination after three consecutive attempts is liable to ____ P.S.R. 060203\nA. Dismissal\nB. Retired\nC. Resign\nD. Reduction in rank\nAnswer: C\n\n48. All the below are under P.S.R. 070101 except\nA. Health care provider\nB. Hospital\nC. Medical officer\nD. Drugs\nAnswer: D\n\n49. Below are medical documents to be treated as confidential in P.S.R. 070103 except\nA. Medical certificate\nB. Dental treatment records\nC. Drug prescription\nD. Reports of medical boards\nAnswer: C\n\n50. Which section of P.S.R. describes NHIS\nA. 070202\nB. 070203\nC. 070201\nD. 070204\nAnswer: C\n\n51. Below are the documents to provide when any officer have been prolonged absence from duty on the ground of illness except:\nA. Excuse duty certificate B. Medical bills\nC. Light duty certificate\nD. Medical certificate\nAnswer: B\n\n52. The maximum aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve months as contain in P.S.R. 070316 is\nA. 21 calendar days\nB. 42 calendar days\nC. 60 calendar days\nD. 14 calendar days\nAnswer: B\n\n53. Which section of P.S.R. discuss the death while in service?\nA. 080101\nB. 080201\nC. 080202\nD. 080203\nAnswer: B\n\n54. ___ is a formal appeal to estimate authority, that is, to the head of government for special consideration of matter affecting an officer personally. It must be distinguished from a letter of representation addressed to an appropriate senior officer of government in the normal way\nA. Charge sheet\nB. Report\nC. Petition\nD. Amendment of law\nAnswer: C\n\n55. An officer’s increment is deferred when the decision as to whether or not if it shall be granted is postponed for a specific period called\nA. Deferred increment B. Public property\nC. Pay well job\nD. Sabotage\nAnswer: A\n\n56. An officer’s increment withheld when it is decided not to grant it and that held shall cease to be eligible thereof until next increment date is called\nA. Deferred increment\nB. Withheld increment C. Penalty imposes\nD. Accounting\nAnswer: B\n\n57. A staff that ranks as such for the purpose of pension in accordance with the pension reform Act 2004 is called\nA. Officer\nB. Staff\nC. Expatriate officer\nD. Account\nAnswer: C\n\n58. The ground for withholding or deferring increment can be found in P.S.R code?\nA. 040204\nB. 040420\nC. 020404\nD. 022004\nAnswer: C\n\n59. The series of omission or incompetence the cumulative effect of which shows that the officer is not capable of discharging efficiently can be found under which P.S.R. code?\nA. 020301\nB. 010203\nC. 030201\nD. 020301\nAnswer: C\n\n60. Before proceeding for the removal of an officer for general inefficiency maybe commenced he/she must have been three occasion committed under?\nA. P.S.R. 030203\nB. P.S.R. 010202\nC. P.S.R. 030302\nD. P.S.R. 020303\nAnswer: A\n\n61. This is to enable officers pay lodging and feeding expenses during official tours approved by the official authority is called\nA. Duty tour allowance\nB. Tour allowance duty\nC. Allowance duty tour\nD. Allowance duty expenses\nAnswer: A\n\n62. Twelve weeks maternity leave of a woman staff pregnant entitle to 16 weeks maternity leave and not less than weeks from expected date of delivery with full salary P.S.R. code?\nA. P.S.R. 200216\nB. P.S.R. 200316\nC. P.S.R. 100218\nD. P.S.R. 300216\nAnswer: C\n\n63. The aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve month shall be given forty-two calendar days which of the P.S.R. code?A. 062231\nB. 100218\nC. 200218\nD. 100318\nAnswer: B\n\n64. This is the additional time spent outside the approved time of work called\nA. Under time allowance B. Under time gift\nC. Over time allowance\nD. Over time gift\nAnswer: C\n\n65. The hotel accommodation allowance for officer newly appointed shall be eligible for hotel accommodation for 28 days in lieu of hotel accommodation in which P.S.R. code?\nA. 501301\nB. 105130\nC. 130105\nD. 135010\nAnswer: A\n\n66. Officer permitted to attend a course of instruction will refund to government all expenses connected therewith, under which P.S.R. code?A. 120301\nB. 301120\nC. 120031\nD. 201301\nAnswer: A\n\n67. The officer required to give three (3) months notice to retire from service before the effective date if retirement is known as\nA. Casual leave\nB. Sick leave\nC. Terminal leave\nD. Sport leave\nAnswer: C\n\n68. The absence of an officer on grade level 15 or equivalent and above from duty for the purpose of research either within or outside Nigeria is called\nA. Sick leave\nB. Relieved leave\nC. Sabbatical leave\nD. Study leave\nAnswer: C\n\n69. Study leave is the leave granted to a confirmed serving officer to undertake an approved course of study within or outside the country under which P.S.R. code?\nA. 228100\nB. 232100\nC. 100223\nD. 310022\nAnswer: B\n\n70. The condition under approval of study without pay can be found under which P.S.R. code\nA. 228100\nB. 100228\nC. 202288\nD. 101022\nAnswer: B\n\n71. Study leave with pay shall be granted to an officer with normal emolument and allowance shall not exceed two year under which P.S.R. code?\nA. 100226\nB. 226100\nC. 100622\nD. 610021\nAnswer: A\n\n72. The authorized absence of an officer from duty specific period is known as\nA. Tax\nB. Transfer\nC. Leave\nD. Relocate\nAnswer: C\n\n73. Below are the definition of transfer except (P.S.R. 130133)\nA. Transfer from station to another during a tour of service\nB. Transfer from one station to another on return from leave\nC. Transfer or secondment from the services of another government in the federation\nD. Removed from one section to another Answer: D\n\n74. A place where an officer could be reached during his/her leave period is called\nA. Market address\nB. House address\nC. Leave address\nD. Hospital address\nAnswer: C\n\n75. Any leave due to an officer in a year for the service rendered to government is called\nA. Earned leave\nB. Account leave\nC. Tax leave\nD. Revenue leave\nAnswer: A\n\n76. The resumption expired date of duty can be found under which P.S.R. code?\nA. 105100\nB. 100105\nC. 501100\nD. 500100\nAnswer: B\n\n77. The authorized absence of the an officer from duty for specific period under which P.S.R. code?\nA. 101100\nB. 100101\nC. 002311\nD. 100201\nAnswer: B\n\n78. Below are circumstance in which officers can work overtime P.R.S 130121 except\nA. On special assignment\nB. Period of budgetary preparation\nC. Period of closing of annual account\nD. When your relieve is not around.\nAnswer: B\n\n79. Form Gen. 60 is a staff record form according to which P.S.R code?\nA. 020208\nB. 200208\nC. 208200\nD. 802001\nAnswer: A\n\n80. The ways of communication in civil service is\nA. By handing over note\nB. Movement\nC. Sender\nD. Non of the above\nAnswer: A\n\n81. The summary of important subject matters attention is called\nA. Account\nB. Briefs\nC. Data\nD. Subject\nAnswer: B\n\n82. A statement of facts which can be issued to send ideas, findings and recommendation after investigations of a specific assignment called\nA. Briefs\nB. Report\nC. Circular\nD. Letter\nAnswer: B\n\n83. The two critical areas used in APPEAR forms is called\nA. Excellent and good\nB. Excellent and fair\nC. Excellent and bad\nD. Good and bad\nAnswer: A\n\n84. A set of write up that serves as an instrument notes for an officer to comply with them performing his/her official duty is called?\nA. Notes for guidance\nB. Treasure\nC. Contract\nD. Register\nAnswer: A\n\n85. An officer who has passed the compulsory examination for confirmation in the service shall be eligible for promotion under which P.S.R. code?\nA. 020707\nB. 203001\nC. 34101\nD. 010700\nAnswer: A\n\n86. All officers appointed to the foreign service in whatever branch or grade are eligible for service abroad is stated under which P.R.S. code?\nA. 020707\nB. 203001\nC. 340101\nD. 020700\nAnswer: A\n\n87. Identity of petition includes the following except\nA. Full name\nB. Staff number\nC. Signature and address\nD. Pay slip\nAnswer: D\n\n88. Petition can be disqualified, if it contain the below quality according to rule 090208 except\nA. Is illegal or meaningless\nB. Does not comply with rule 090201\nC. Must be abusive\nD. Deals with a case in which legal action is pending in a court of law Answer: C\n\n89. The absence of an officer from duty for period specified in rule 100203 as may authorized by a superior officer according to rule 100202 is called\nA. Sick leave\nB. Maternity leave\nC. Annual leave\nD. Casual leave\nAnswer: C\n\n90. When will an officer qualified to take another annual leave after the previous one as contain in the PSR 100203\nA. Six months\nB. A year\nC. Three months\nD. None months\nAnswer: D\n\n91. _______ is a vacation granted to a new or retiring officer in proportion to the number of days he/she has put into the services PSR 100211\nA. Annual leave\nB. Study leave with pay\nC. Pre-retirement leave\nD. Proportionate leave Answer: D\n\n92. ____ is the absence of an officer from duty for a short period not exceeding an aggregate of seven (7) Calendar days within a leave year as may be authorized b y a superior officer PSR 100214\nA. Deferred leave\nB. Casual leave\nC. Maternity leave\nD. Sabbatical leave Answer: C\n\n93. Types of study leaves as contain in PSR 100224 are as follows except\nA. In-service training\nB. Study leave with pay\nC. Out-service training\nD. Study leave without pay\nAnswer: D\n\n94. Below are occasion when officer shall be eligible for appropriate estacode allowance at the prevailing rates PSR 120101\nA. To undertake special duty abroad\nB. To discharge official duties during vacation leave abroad\nC. To undertake annual leave abroad\nD. To undertake course of instruction abroad Answer: C\n\n95. Who give approval to the overseas duty tour by public servants and extacode allowance PSR 120102\nA. Accountant General of the Federation\nB. Auditor general of the Federation\nC. Head of the civil service\nD. Head of the chief of Army/Police\nAnswer: D\n\n96. ____ is a monetary benefits other than salary granted to an officer for a special purpose PSR 130101\nA. Allowance\nB. Promotion areas\nC. Duty tour allowance\nD. Welfare allowance Answer: A\n\n97. ____ is granted enable pay lodging and feeding expenses during official tours duly approved by the official authority PSR 130106\nA. Estacode allowance\nB. Duty tour allowance\nC. Kilometer allowance D. Hotel allowance Answer: B\n\n98. ____ is a course which an officer takes locally in Nigeria but outside his/her station PSR 130113\nA. Orientation course\nB. Human right course\nC. Local course\nD. Promotion course Answer: C\n\n99. Forms of award in PSR 150104 includes the following except\nA. Certificate\nB. Medals\nC. Shaking hands\nD. Cash/gift\nAnswer: C\n\n100. _____ is a government –owned organized establish by statute to render specified services (s) to the public PSR 160101\nA. Parastata\nB. Allowance\nC. Service\nD. Award\nAnswer: A\n\nTake note of question 92, the correct answer is casual leave as against the maternity leave picked\n: for those that will be sitting for combined exams soon', '100 Questions and Answers on Public Service Rules', '', 'publish', 'closed', 'closed', '', '100-questions-and-answers-on-public-service-rules', '', '', '2023-05-23 10:45:36', '2023-05-23 10:45:36', '', 13380, 'https://teachers.com.ng/forums/topic/100-questions-and-answers-on-public-service-rules/', 0, 'topic', '', 0),
(13687, 19, '2023-05-26 09:09:13', '2023-05-26 09:09:13', '<p style=\"text-align: center\"><strong>REMOVAL OF SEX EDUCATION FROM THE BASIC EDUCATION CURRICULUM (BEC)</strong></p>\nThe Muslim Rights Concern (MURIC) has joined other well-meaning Nigerians in support of the Federal Government of Nigeria for the removal of Sex Education from the Basic Education Curriculum (BEC).\n\nThis was contained in a statement signed and released on Thursday, 25th May 2023, by the Chairman of, the Kano State chapter of the Muslim Rights advocacy group, Malam Hassan Sani Indabawa.\n\nMr Indabawa said:\n\n“We observe with dismay the orchestrated attack and media campaign against the Honourable Minister of Education, Malam Adamu Adamu, on the directive he issued to the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC) to review and expunge all materials related to Sex Education from the nation’s Basic Education Curriculum (BEC).\n\n“Although the pronouncement was made in November 2022, yet the proponents of Comprehensive Sexuality Education (CES) are yet to down their tools of deliberate misinformation and smear campaign against the Minister.\n\n“It is very sad to observe that some Civil Society Organizations (CSOs), Non-governmental Organizations (NGOs), individuals and other professionals are being used to pressure Malam Adamu to rescind the directive he had earlier issued concerning the review and removal of all lewd and pernicious sexual contents from teaching materials of the country’s basic education curriculum.\n\n“Most surprising is that even some critics of the Minister’s position recognized the fact that the contents of sex education curriculum are perverse, such that observing them may cause greater danger and risks to pupils by exposing them to immorality at a tender age.\n\n“We, therefore, recall with pleasure, how the Minister, in his keynote address at the 66th National Council on Education (NCE) meeting held in Abuja, on Thursday, November 3rd, 2022, directed the Nigerian Educational Research and Development Council (NERDC) to “quickly” review the curriculum and expunge any sexual education content from the curriculum being used in schools in Nigeria.\n\n“However, in a swift reaction, some CSOs criticized the move by the Minister, rejecting and expressing disappointment over the directives by Malam Adamu, to the Nigerian Educational Research and Development Council (NERDC).\n\n“We, on our part, have similarly made it bold and clear that Nigerians of all faiths and cultures reject the teaching of Comprehensive Sexuality Education (CSE), developed by the United Nations Population Fund (UNFPA) and partners for worldwide use to promote promiscuity, fornication and homosexuality. All these contradict our faith, culture and values.\n\n“Our children don’t need sex education, what they need is chastity education. They need to learn how to say no and why it is in their best interest – physically, emotionally and spiritually.\n\n“What the proponents of CSE are pushing undermines the religious faith of many students. Muslims and Christian students, who have been taught by their parents that premarital sex, birth control, abortion and homosexuality are wrong, are instead taught strange knowledge that contradicts their beliefs.\n\n“We, therefore, salute the courage of the Honorable Minister and charge the Executive Secretary of the NERDC to expedite action by swiftly removing the entire sex education from the nation’s education system.\n\n“We also recognize the support and solidarity of some organizations for identifying with the Federal Government of Nigeria\'s position on removing sex education from the basic education curriculum. Some organizations like the Association of Christian Schools in Nigeria, (ACSN), the Concerned Mothers Association (CMA), Pen Publishers and the Muslim Students Society of Nigeria (MSSN) “B” Zone, all deserve special mention for their consistent opposition to CSE in our education system.\n\n“Lastly, we call on all other well-meaning Nigerians to support and encourage the Federal Ministry of Education on this and to ensure that NERDC does the needful by promptly removing the entire sex education curriculum as directed by the Minister from the country’s education system.\n\n“We believe that the global advocacy for sexual and reproductive health education is nothing but a grand design to destroy every fabric of our family value system, decency and modesty that is natural and appropriate in human beings.”\n\nMalam Hassan Sani Indabawa,\nChairman,\nMuslim Rights Concern (MURIC)\nKano State Chapter', 'MURIC SUPPORTS MINISTER ADAMU ON REMOVING SEX EDUCATION FROM EDUCATION CURRICULU', '', 'publish', 'closed', 'closed', '', 'muric-supports-minister-adamu-on-removing-sex-education-from-education-curriculu', '', '', '2023-05-26 09:10:47', '2023-05-26 09:10:47', '', 13578, 'https://teachers.com.ng/forums/topic/muric-supports-minister-adamu-on-removing-sex-education-from-education-curriculu/', 0, 'topic', '', 0),
(13688, 19, '2023-05-26 09:10:47', '2023-05-26 09:10:47', '<p style=\"text-align: center\"><strong>REMOVAL OF SEX EDUCATION FROM THE BASIC EDUCATION CURRICULUM (BEC)</strong></p>\nThe Muslim Rights Concern (MURIC) has joined other well-meaning Nigerians in support of the Federal Government of Nigeria for the removal of Sex Education from the Basic Education Curriculum (BEC).\n\nThis was contained in a statement signed and released on Thursday, 25th May 2023, by the Chairman of, the Kano State chapter of the Muslim Rights advocacy group, Malam Hassan Sani Indabawa.\n\nMr Indabawa said:\n\n“We observe with dismay the orchestrated attack and media campaign against the Honourable Minister of Education, Malam Adamu Adamu, on the directive he issued to the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC) to review and expunge all materials related to Sex Education from the nation’s Basic Education Curriculum (BEC).\n\n“Although the pronouncement was made in November 2022, yet the proponents of Comprehensive Sexuality Education (CES) are yet to down their tools of deliberate misinformation and smear campaign against the Minister.\n\n“It is very sad to observe that some Civil Society Organizations (CSOs), Non-governmental Organizations (NGOs), individuals and other professionals are being used to pressure Malam Adamu to rescind the directive he had earlier issued concerning the review and removal of all lewd and pernicious sexual contents from teaching materials of the country’s basic education curriculum.\n\n“Most surprising is that even some critics of the Minister’s position recognized the fact that the contents of sex education curriculum are perverse, such that observing them may cause greater danger and risks to pupils by exposing them to immorality at a tender age.\n\n“We, therefore, recall with pleasure, how the Minister, in his keynote address at the 66th National Council on Education (NCE) meeting held in Abuja, on Thursday, November 3rd, 2022, directed the Nigerian Educational Research and Development Council (NERDC) to “quickly” review the curriculum and expunge any sexual education content from the curriculum being used in schools in Nigeria.\n\n“However, in a swift reaction, some CSOs criticized the move by the Minister, rejecting and expressing disappointment over the directives by Malam Adamu, to the Nigerian Educational Research and Development Council (NERDC).\n\n“We, on our part, have similarly made it bold and clear that Nigerians of all faiths and cultures reject the teaching of Comprehensive Sexuality Education (CSE), developed by the United Nations Population Fund (UNFPA) and partners for worldwide use to promote promiscuity, fornication and homosexuality. All these contradict our faith, culture and values.\n\n“Our children don’t need sex education, what they need is chastity education. They need to learn how to say no and why it is in their best interest – physically, emotionally and spiritually.\n\n“What the proponents of CSE are pushing undermines the religious faith of many students. Muslims and Christian students, who have been taught by their parents that premarital sex, birth control, abortion and homosexuality are wrong, are instead taught strange knowledge that contradicts their beliefs.\n\n“We, therefore, salute the courage of the Honorable Minister and charge the Executive Secretary of the NERDC to expedite action by swiftly removing the entire sex education from the nation’s education system.\n\n“We also recognize the support and solidarity of some organizations for identifying with the Federal Government of Nigeria\'s position on removing sex education from the basic education curriculum. Some organizations like the Association of Christian Schools in Nigeria, (ACSN), the Concerned Mothers Association (CMA), Pen Publishers and the Muslim Students Society of Nigeria (MSSN) “B” Zone, all deserve special mention for their consistent opposition to CSE in our education system.\n\n“Lastly, we call on all other well-meaning Nigerians to support and encourage the Federal Ministry of Education on this and to ensure that NERDC does the needful by promptly removing the entire sex education curriculum as directed by the Minister from the country’s education system.\n\n“We believe that the global advocacy for sexual and reproductive health education is nothing but a grand design to destroy every fabric of our family value system, decency and modesty that is natural and appropriate in human beings.”\n\nMalam Hassan Sani Indabawa,\nChairman,\nMuslim Rights Concern (MURIC)\nKano State Chapter', 'MURIC SUPPORTS MINISTER ADAMU ON REMOVING SEX EDUCATION FROM EDUCATION CURRICULU', '', 'inherit', 'closed', 'closed', '', '13687-revision-v1', '', '', '2023-05-26 09:10:47', '2023-05-26 09:10:47', '', 13687, 'https://teachers.com.ng/?p=13688', 0, 'revision', '', 0),
(13690, 1, '2023-06-09 17:39:02', '2023-06-09 17:39:02', 'BREAKING: FG Bans Children Below 11 Years From Participating In Common Entrance Exams\nThe Federal Government has banned underage children from participating in the National Common Entrance Examination for admission into the Unity Schools across the country.\n\nIt also directed the National Examination Council (NECO) to put strict measures in place to prevent the underage persons from registering for the examination, including making birth certificate compulsory as registration requirement.\n\nPermanent Secretary, Federal Ministry of Education, Mr David Andrew Adejo, gave the directive on Saturday in Abuja while monitoring the conduct of the 2023 Common Entrance Examination into the 110 Federal Government Colleges across the Federation.\n\nDuring the monitoring exercise, the Permanent Secretary stated that a total of 72,821 candidates sat for the examination nationwide.\n\nAdejo noted that to get into secondary, a candidate should be at least 12 years, adding that one could be eleven plus during the examination and by September, such a person would have attained the age of 12 years.\n\nAfter monitoring the exercise at the Federal Government Girls College, Bwari, and Government Day Secondary School, Bwari, he expressed unhappiness over the underage persons taking the examination.\n\nHe insisted that less than eleven years was unacceptable, disclosing that Airforce School, among others do not accept candidates less than twelve years for admission into their schools.\n\n“This year, I have advice for parents and I beg you, take this advice to any single home you know. We are killing our children by allowing underage children to write the Common Entrance Examination.\n\n“I saw children that I know that are not up to 10, and three of them accepted that they are nine years old. We are doing many things; one, we are teaching the children the wrong values. Education is not about passing exams. Education is teaching, learning and character formation\n\n“I beg the parents, let these children do the exams when they should. We don’t get value by pushing your child too far. Most of the times if a child starts too early, he or she will have problems later in life.\n\n“Education is designed in such a way that at any particular stage in life, there are messages your brain can take and understand and be able to use. We are moving from education that is reliant on reading textbooks and passing exams.\n\n“We are getting to a stage where education is what can you use your knowledge to do for the society. You put a small child to go through all the rigours, by the time he finishes secondary, getting to University becomes a problem. I had that experience with a friend. Till date that friend did not get into a University, simply because he was put into school earlier than age that he was supposed to be put into school.\n\n“Let our children get to appropriate age before writing this exam and we are going to make sure NECO put in place appropriate checks. We didn’t want to get to where we will say bring birth certificate but that is the stage we are going to now. In registering also upload the child’s birth certificate, so that at our own end, we are able to cut some of these things,” he said.\n\nThe Permanent Secretary also noted that the efforts of the Federal Government and other stakeholders in encouraging girls education is yielding fruit, saying the number of girls that registered for the Common Entrance Examination this year is 38,000 far above the previous years.\n\nRegistrar of NECO, Professor Dantani Wushishi, said the conduct of the examination was generally smooth and orderly, saying from the reports gotten from across the country, the examination went on hitch-free.\n\nWhile confirming that 72,821 candidates registered for for the 2023 National Common Entrance Examination, Wushishi disclosed that Lagos State had the highest number of enrollment followed by FCT, while the State with lowest registration, Kebbi, has about 115 registered candidates.\n\nHe noted that the Council would put in place mechanism to check some of the noticeable gaps caused by upsurge in registration a day to the examination.', 'Nigerian Government Bans Children Below 11 Years From Common Entrance Exams', '', 'publish', 'closed', 'closed', '', 'nigerian-government-bans-children-below-11-years-from-common-entrance-exams', '', '', '2023-06-09 17:39:02', '2023-06-09 17:39:02', '', 13374, 'https://teachers.com.ng/forums/topic/nigerian-government-bans-children-below-11-years-from-common-entrance-exams/', 0, 'topic', '', 0);
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(13691, 19, '2023-06-16 05:44:48', '2023-06-16 05:44:48', 'So, the Students Loan Bill has been signed into law. Below are what you need to know:\nSteps to access the student loan\n\nThe law officially known as A LAW TO PROVIDE EASY ACCESS TO HIGHER EDUCATION FOR NIGERIANS THROUGH INTEREST FREE LOANS FROM NIGERIAN EDUCATION BANK ESTABLISHED was Sponsored by Hon. Femi Gbajabiamila\n\nStudents applying for loan under this Act must apply to the Chairman of the Bank through their respective institutions upon satisfaction of the following conditions:\n1. Student must have secured admission into any public Nigerian\nUniversity, Polytechnic, College of Education or Technical College\n\n2. Applicant income or family income must be less than N500,000 per annum.\n\n3. Applicant must provide at least two civil servants as guarantors: of not less than level 12 years in service; or a Lawyer with at least 10 years post-call experience; a Judicial officer; or a Justice of Peace.\n\n4. Students who have defaulted in previous loans; found guilty of exam malpractices, felony, drug offenses will not be considered. Students with parents who have defaulted in respect of previous loans will not be considered.\n\n5. All Applications will be submitted through the Students Affairs Office of each Institution via a list of all qualified applicants from the institution accompanied by a cover letter signed by the Vice Chancellor or Rector or the head of the institution and the student affairs.\n\n6. Any beneficiary of the loan to which this Act refers shall commence repayment two years after completion of the National Youth Service Corps programme. (Repayment shall be by direct deduction of 10% of the beneficiaries salary at source by the empioyer.\n\n7. Where the beneficiary is self employed, he shall remit 10% of his total profit monthly to the Students loan account to be prescribed by the Bank.', 'Steps to Access the Students\' Interest-Free Loan from Nigerian Education Bank', '', 'publish', 'closed', 'closed', '', 'steps-to-access-the-students-interest-free-loan-from-nigerian-education-bank', '', '', '2023-06-16 05:44:48', '2023-06-16 05:44:48', '', 13378, 'https://teachers.com.ng/forums/topic/steps-to-access-the-students-interest-free-loan-from-nigerian-education-bank/', 0, 'topic', '', 0),
(13692, 19, '2023-06-16 10:27:27', '2023-06-16 10:27:27', '_BREAKING NEWS_\n\nONWARD PAPER MILL\'s founder has died.\n\nChief M.A. Obagun, the founder of Onward Paper Mill, has died at the age of 91.\n\nHe will be buried later today at his home town Poka in Epe according to Muslim rites.\n\nIf you attended school in Nigeria around the 80s and 90s, i am sure you used one of his exercise books with the following acronyms.\n\nO - Ole\nN - Ni\nW - Wale\nA - Aji\nR - Ruler\nD - Dada\n\nB - Baba\nI - Iya\nG - Gani\n\nE - Ede\nX - Xtimes\nE - Ede\nR - Remi\nC - Coni\nI - Iya\nS - Segun\nE - Elere\n\nB - Boolu\nO - Odabo\nO - Odabo\nK - Kayode\n\nMay the gentle soul of the Industrialist rest in peace.', 'The Founder of Onward Paper Mill Has Died', '', 'publish', 'closed', 'closed', '', 'the-founder-of-onward-paper-mill-has-died', '', '', '2023-06-16 10:27:27', '2023-06-16 10:27:27', '', 13578, 'https://teachers.com.ng/forums/topic/the-founder-of-onward-paper-mill-has-died/', 0, 'topic', '', 0),
(13693, 1, '2023-06-19 09:13:51', '2023-06-19 09:13:51', 'ATTENTION!!!\n\nThe NIGERIA UNION OF TEACHERS (NUT) OSHODI-ISOLO BRANCH\n\nThe Nigeria Union of Teachers NUT Oshodi-Isolo Branch brings to our notice the H.O.S GAMES 2023.\n\nThe H. O. S competition for 2023 Registration is ongoing. All interested Teachers and Non-Teaching Staff can apply through Co-Curricular Science and Technology Department at the district and LGEA.\n\nEvents available are as follows:\n1. Football Male/Female.\n\n2. Table Tennis Male/Female.\n\n3. Long Tennis Male/Female.\n\n4. Ayo Game Male/Female.\n\n5. Chess/Scrabble Male/Female.\n\n6. Eating Competition Male/ Female.\n\nThanks', 'Nigeria Union of Teachers NUT Oshodi-Isolo Branch H.O.S GAMES 2023', '', 'publish', 'closed', 'closed', '', 'nigeria-union-of-teachers-nut-oshodi-isolo-branch-h-o-s-games-2023', '', '', '2023-06-19 09:13:51', '2023-06-19 09:13:51', '', 13232, 'https://teachers.com.ng/forums/topic/nigeria-union-of-teachers-nut-oshodi-isolo-branch-h-o-s-games-2023/', 0, 'topic', '', 0),
(13694, 16, '2023-06-23 05:43:20', '2023-06-23 05:43:20', 'The Lagos State Governor, Babajide Sanwo-Olu, has awarded N10,000,000 to the best-graduating student, from Lagos State University, Aminat Yusuf, for attaining a rare accomplishment of a CGPA of 5.00.\n\nTHIS IS HOW TO ENCOURAGE LEARNING', 'Sanwo-Olu Doles Out N10m To LASU Best Graduating Student', '', 'publish', 'closed', 'closed', '', 'sanwo-olu-doles-out-n10m-to-lasu-best-graduating-student', '', '', '2023-06-23 05:43:20', '2023-06-23 05:43:20', '', 13378, 'https://teachers.com.ng/forums/topic/sanwo-olu-doles-out-n10m-to-lasu-best-graduating-student/', 0, 'topic', '', 0),
(13696, 1, '2023-07-16 18:54:55', '2023-07-16 18:54:55', 'In directing the activities of the young, society determines its own future in determining that of the young. Since the young at a given time will at some later date compose the society of that period, the latter\'s nature will largely turn upon the direction children\'s activities were given at an earlier period. This cumulative movement of action toward a later result is what is meant by growth.\r\n\r\nThe primary condition of growth is immaturity. This may seem to be a mere truism—saying that a being can develop only at some point in which he is undeveloped. But the prefix \"im\" of the word immaturity means something positive, not a mere void or lack. It is noteworthy that the terms \"capacity\" and \"potentiality\" have a double meaning, one sense being negative, the other positive. Capacity may denote mere receptivity, like the capacity of a quart measure. We may mean by potentiality a merely dormant or quiescent state—a capacity to become something different under external influences. But we also mean by capacity an ability, a power; and by potentiality potency, force. Now when we say that immaturity means the possibility of growth, we are not referring to an absence of powers which may exist at a later time; we express a force positively present—the ability to develop.\r\n\r\nOur tendency to take immaturity as mere lack and growth as something which fills up the gap between the immature and the mature are due to regarding childhood comparatively, instead of intrinsically. We treat it simply as a privation because we are measuring it by adulthood as a fixed standard. This fixes attention upon what the child has not, and will not have till he becomes a man. This comparative standpoint is legitimate enough for some purposes, but if we make it final, the question arises whether we are not guilty of an overweening presumption. Children, if they could express themselves articulately and sincerely, would tell a different tale; and there is excellent adult authority for the conviction that for certain moral and intellectual purposes, adults must become as little children. The seriousness of the assumption of the negative quality of the possibilities of immaturity is apparent when we reflect that it sets up as an ideal and standard a static end. The fulfilment of growing is taken to mean accomplished growth: that is to say, an Ungrowth, something which is no longer growing. The futility of the assumption is seen in the fact that every adult resents the imputation of having no further possibilities of growth; and so far as he finds that they are closed to him mourns the fact as evidence of loss, instead of falling back on the achieved as adequate manifestation of power. Why an unequal measure for child and man?\r\n\r\nTaken absolutely, instead of comparatively, immaturity designates a positive force or ability,—the pouter to grow. We do not have to draw out or educe positive activities from a child, as some educational doctrines would have it. Where there is life, there are already eager and impassioned activities. Growth is not something done to them; it is something they do. The positive and constructive aspect of possibility gives the key to understanding the two chief traits of immaturity, dependence and plasticity.\r\n\r\n(1) It sounds absurd to hear dependence spoken of as something positive, still more absurd as a power. Yet if helplessness were all there was in dependence, no development could ever take place. A merely impotent being has to be carried, forever, by others. The fact that dependence is accompanied by growth in ability, not by an ever-increasing lapse into parasitism, suggests that it is already something constructive. Being merely sheltered by others would not promote growth. For\r\n\r\n(2) it would only build a wall around impotence. With reference to the physical world, the child is helpless. He lacks at birth and for a long time thereafter the power to make his way physically, to make his own living. If he had to do that by himself, he would hardly survive an hour. On this side his helplessness is almost complete. The young of the brutes are immeasurably his superiors. He is physically weak and not able to turn the strength which he possesses to cope with the physical environment.\r\n\r\n1. The thoroughgoing character of this helplessness suggests, however, some compensating power. The relative ability of the young brute animals to adapt fairly well to physical conditions from an early period suggests that their life is not intimately bound up with the life of those around them. They are compelled, so to speak, to have physical gifts because they are lacking in social gifts. Human infants, on the other hand, can get along with physical incapacity just because of their social capacity. We sometimes talk and think as if they simply happened to be physically in a social environment; as if social forces exclusively existed in the adults who take care of them, they being passive recipients. If it were said that children are themselves marvellously endowed with the power to enlist the cooperative attention of others, this would be thought to be a backhanded way of saying that others are marvellously attentive to the needs of children. But observation shows that children are gifted with equipment of the first order for social intercourse. Few grown-up persons retain all of the flexible and sensitive ability of children to vibrate sympathetically with the attitudes and doings of those about them. Inattention to physical things (going with incapacity to control them) is accompanied by a corresponding intensification of interest and attention as to the doings of people. The native mechanism of the child and his impulses all tend to facile social responsiveness. The statement that children, before adolescence, are egotistically self-centred, even if it were true, would not contradict the truth of this statement. It would simply indicate that their social responsiveness is employed on their own behalf, not that it does not exist. But the statement is not true as a matter of fact. The facts which are cited in support of the alleged pure egoism of children really show the intensity and directness with which they go to their mark. If the ends which form the mark seem narrow and selfish to adults, it is only because adults (by means of a similar engrossment in their day) have mastered these ends, which have consequently ceased to interest them. Most of the remainder of children\'s alleged native egoism is simply an egoism which runs counter to an adult\'s egoism. To a grown-up person who is too absorbed in his own affairs to take an interest in children\'s affairs, children doubtless seem unreasonably engrossed in their own affairs.\r\n\r\nFrom a social standpoint, dependence denotes a power rather than a weakness; it involves interdependence. There is always a danger that increased personal independence will decrease the social capacity of an individual. Making him more self-reliant, it may make him more self-sufficient; it may lead to aloofness and indifference. It often makes an individual so insensitive in his relations to others as to develop an illusion of being really able to stand and act alone—an unnamed form of insanity which is responsible for a large part of the remediable suffering of the world.\r\n\r\n2. The specific adaptability of an immature creature for growth constitutes his plasticity. This is something quite different from the plasticity of putty or wax. It is not a capacity to take on a change of form in accord with external pressure. It lies near the pliable elasticity by which some persons take on the colour of their surroundings while retaining their own bent. But it is something deeper than this. It is essentially the ability to learn from experience; the power to retain from one experience something which is of avail in coping with the difficulties of a later situation. This means the power to modify actions on the basis of the results of prior experiences, and the power to develop dispositions. Without it, the acquisition of habits is impossible.\r\n\r\nIt is a familiar fact that the young of the higher animals, and especially the human young, have to learn to utilize their instinctive reactions. The human being is born with a greater number of instinctive tendencies than other animals. But the instincts of the lower animals perfect themselves for appropriate action at an early period after birth, while most of those of the human infant are of little account just as they stand. An original specialized power of adjustment secures immediate efficiency, but, like a railway ticket, it is good for one route only. A being who, in order to use his eyes, ears, hands, and legs, has to experiment in making varied combinations of their reactions, achieves a control that is flexible and varied. A chick, for example, pecks accurately at a bit of food in a few hours after hatching. This means that definite coordination of activities of the eyes in seeing and of the body and head in striking are perfected in a few trials. An infant requires about six months to be able to gauge with approximate accuracy the action in reaching which will coordinate with his visual activities; to be able, that is, to tell whether he can reach a seen object and just how to execute the reaching. As a result, the chick is limited by the relative perfection of its original endowment. The infant has the advantage of the multitude of instinctive tentative reactions and of the experiences that accompany them, even though he is at a temporary disadvantage because they cross one another. In learning an action, instead of having it given ready-made, one of necessity learns to vary its factors, to make varied combinations of them, according to change of circumstances. A possibility of continuing progress is opened up by the fact that in learning one act, methods are developed well for use in other situations. Still more important is the fact that the human being acquires a habit of learning. He learns to learn.\r\n\r\nThe importance for human life of the two facts of dependence and variable control has been summed up in the doctrine of the significance of prolonged infancy. 1 This prolongation is significant from the standpoint of the adult members of the group as well as from that of the young. The presence of dependent and learning beings is a stimulus to nurture and affection. The need for constant continued care was probably a chief means of transforming temporary cohabitations into permanent unions. It certainly was a chief influence in forming habits of affectionate and sympathetic watchfulness; that constructive interest in the well-being of others which is essential to associated life. Intellectually, this moral development meant the introduction of many new objects of attention; it stimulated foresight and planning for the future. Thus there is a reciprocal influence. The increasing complexity of social life requires a longer period of infancy in which to acquire the needed powers; this prolongation of dependence means prolongation of plasticity or the power of acquiring variable and novel modes of control. Hence it provides a further push for social progress.', 'The Conditions of Educational Growth', '', 'publish', 'open', 'open', '', 'the-conditions-of-educational-growth', '', '', '2023-07-16 18:54:55', '2023-07-16 18:54:55', '', 0, 'https://teachers.com.ng/?p=13696', 0, 'post', '', 0),
(13698, 1, '2023-07-16 18:54:55', '2023-07-16 18:54:55', 'In directing the activities of the young, society determines its own future in determining that of the young. Since the young at a given time will at some later date compose the society of that period, the latter\'s nature will largely turn upon the direction children\'s activities were given at an earlier period. This cumulative movement of action toward a later result is what is meant by growth.\r\n\r\nThe primary condition of growth is immaturity. This may seem to be a mere truism—saying that a being can develop only at some point in which he is undeveloped. But the prefix \"im\" of the word immaturity means something positive, not a mere void or lack. It is noteworthy that the terms \"capacity\" and \"potentiality\" have a double meaning, one sense being negative, the other positive. Capacity may denote mere receptivity, like the capacity of a quart measure. We may mean by potentiality a merely dormant or quiescent state—a capacity to become something different under external influences. But we also mean by capacity an ability, a power; and by potentiality potency, force. Now when we say that immaturity means the possibility of growth, we are not referring to an absence of powers which may exist at a later time; we express a force positively present—the ability to develop.\r\n\r\nOur tendency to take immaturity as mere lack and growth as something which fills up the gap between the immature and the mature are due to regarding childhood comparatively, instead of intrinsically. We treat it simply as a privation because we are measuring it by adulthood as a fixed standard. This fixes attention upon what the child has not, and will not have till he becomes a man. This comparative standpoint is legitimate enough for some purposes, but if we make it final, the question arises whether we are not guilty of an overweening presumption. Children, if they could express themselves articulately and sincerely, would tell a different tale; and there is excellent adult authority for the conviction that for certain moral and intellectual purposes, adults must become as little children. The seriousness of the assumption of the negative quality of the possibilities of immaturity is apparent when we reflect that it sets up as an ideal and standard a static end. The fulfilment of growing is taken to mean accomplished growth: that is to say, an Ungrowth, something which is no longer growing. The futility of the assumption is seen in the fact that every adult resents the imputation of having no further possibilities of growth; and so far as he finds that they are closed to him mourns the fact as evidence of loss, instead of falling back on the achieved as adequate manifestation of power. Why an unequal measure for child and man?\r\n\r\nTaken absolutely, instead of comparatively, immaturity designates a positive force or ability,—the pouter to grow. We do not have to draw out or educe positive activities from a child, as some educational doctrines would have it. Where there is life, there are already eager and impassioned activities. Growth is not something done to them; it is something they do. The positive and constructive aspect of possibility gives the key to understanding the two chief traits of immaturity, dependence and plasticity.\r\n\r\n(1) It sounds absurd to hear dependence spoken of as something positive, still more absurd as a power. Yet if helplessness were all there was in dependence, no development could ever take place. A merely impotent being has to be carried, forever, by others. The fact that dependence is accompanied by growth in ability, not by an ever-increasing lapse into parasitism, suggests that it is already something constructive. Being merely sheltered by others would not promote growth. For\r\n\r\n(2) it would only build a wall around impotence. With reference to the physical world, the child is helpless. He lacks at birth and for a long time thereafter the power to make his way physically, to make his own living. If he had to do that by himself, he would hardly survive an hour. On this side his helplessness is almost complete. The young of the brutes are immeasurably his superiors. He is physically weak and not able to turn the strength which he possesses to cope with the physical environment.\r\n\r\n1. The thoroughgoing character of this helplessness suggests, however, some compensating power. The relative ability of the young brute animals to adapt fairly well to physical conditions from an early period suggests that their life is not intimately bound up with the life of those around them. They are compelled, so to speak, to have physical gifts because they are lacking in social gifts. Human infants, on the other hand, can get along with physical incapacity just because of their social capacity. We sometimes talk and think as if they simply happened to be physically in a social environment; as if social forces exclusively existed in the adults who take care of them, they being passive recipients. If it were said that children are themselves marvellously endowed with the power to enlist the cooperative attention of others, this would be thought to be a backhanded way of saying that others are marvellously attentive to the needs of children. But observation shows that children are gifted with equipment of the first order for social intercourse. Few grown-up persons retain all of the flexible and sensitive ability of children to vibrate sympathetically with the attitudes and doings of those about them. Inattention to physical things (going with incapacity to control them) is accompanied by a corresponding intensification of interest and attention as to the doings of people. The native mechanism of the child and his impulses all tend to facile social responsiveness. The statement that children, before adolescence, are egotistically self-centred, even if it were true, would not contradict the truth of this statement. It would simply indicate that their social responsiveness is employed on their own behalf, not that it does not exist. But the statement is not true as a matter of fact. The facts which are cited in support of the alleged pure egoism of children really show the intensity and directness with which they go to their mark. If the ends which form the mark seem narrow and selfish to adults, it is only because adults (by means of a similar engrossment in their day) have mastered these ends, which have consequently ceased to interest them. Most of the remainder of children\'s alleged native egoism is simply an egoism which runs counter to an adult\'s egoism. To a grown-up person who is too absorbed in his own affairs to take an interest in children\'s affairs, children doubtless seem unreasonably engrossed in their own affairs.\r\n\r\nFrom a social standpoint, dependence denotes a power rather than a weakness; it involves interdependence. There is always a danger that increased personal independence will decrease the social capacity of an individual. Making him more self-reliant, it may make him more self-sufficient; it may lead to aloofness and indifference. It often makes an individual so insensitive in his relations to others as to develop an illusion of being really able to stand and act alone—an unnamed form of insanity which is responsible for a large part of the remediable suffering of the world.\r\n\r\n2. The specific adaptability of an immature creature for growth constitutes his plasticity. This is something quite different from the plasticity of putty or wax. It is not a capacity to take on a change of form in accord with external pressure. It lies near the pliable elasticity by which some persons take on the colour of their surroundings while retaining their own bent. But it is something deeper than this. It is essentially the ability to learn from experience; the power to retain from one experience something which is of avail in coping with the difficulties of a later situation. This means the power to modify actions on the basis of the results of prior experiences, and the power to develop dispositions. Without it, the acquisition of habits is impossible.\r\n\r\nIt is a familiar fact that the young of the higher animals, and especially the human young, have to learn to utilize their instinctive reactions. The human being is born with a greater number of instinctive tendencies than other animals. But the instincts of the lower animals perfect themselves for appropriate action at an early period after birth, while most of those of the human infant are of little account just as they stand. An original specialized power of adjustment secures immediate efficiency, but, like a railway ticket, it is good for one route only. A being who, in order to use his eyes, ears, hands, and legs, has to experiment in making varied combinations of their reactions, achieves a control that is flexible and varied. A chick, for example, pecks accurately at a bit of food in a few hours after hatching. This means that definite coordination of activities of the eyes in seeing and of the body and head in striking are perfected in a few trials. An infant requires about six months to be able to gauge with approximate accuracy the action in reaching which will coordinate with his visual activities; to be able, that is, to tell whether he can reach a seen object and just how to execute the reaching. As a result, the chick is limited by the relative perfection of its original endowment. The infant has the advantage of the multitude of instinctive tentative reactions and of the experiences that accompany them, even though he is at a temporary disadvantage because they cross one another. In learning an action, instead of having it given ready-made, one of necessity learns to vary its factors, to make varied combinations of them, according to change of circumstances. A possibility of continuing progress is opened up by the fact that in learning one act, methods are developed well for use in other situations. Still more important is the fact that the human being acquires a habit of learning. He learns to learn.\r\n\r\nThe importance for human life of the two facts of dependence and variable control has been summed up in the doctrine of the significance of prolonged infancy. 1 This prolongation is significant from the standpoint of the adult members of the group as well as from that of the young. The presence of dependent and learning beings is a stimulus to nurture and affection. The need for constant continued care was probably a chief means of transforming temporary cohabitations into permanent unions. It certainly was a chief influence in forming habits of affectionate and sympathetic watchfulness; that constructive interest in the well-being of others which is essential to associated life. Intellectually, this moral development meant the introduction of many new objects of attention; it stimulated foresight and planning for the future. Thus there is a reciprocal influence. The increasing complexity of social life requires a longer period of infancy in which to acquire the needed powers; this prolongation of dependence means prolongation of plasticity or the power of acquiring variable and novel modes of control. Hence it provides a further push for social progress.', 'The Conditions of Educational Growth', '', 'inherit', 'closed', 'closed', '', '13696-revision-v1', '', '', '2023-07-16 18:54:55', '2023-07-16 18:54:55', '', 13696, 'https://teachers.com.ng/?p=13698', 0, 'revision', '', 0),
(13699, 1, '2023-07-16 19:01:27', '2023-07-16 19:01:27', 'We have already noted that plasticity is the capacity to retain and carry over from prior experience factors which modify subsequent activities. This signifies the capacity to acquire habits or develop definite dispositions. We have now to consider the salient features of habits. In the first place, a habit is a form of executive skill, of efficiency in doing. A habit means an ability to use natural conditions as means to ends. It is an active control of the environment through control of the organs of action. We are perhaps apt to emphasize the control of the body at the expense of control of the environment. We think of walking, talking, playing the piano, the specialized skills characteristic of the etcher, the surgeon, and the bridge-builder, as if they were simply ease, deftness, and accuracy on the part of the organism. They are that, of course; but the measure of the value of these qualities lies in the economical and effective control of the environment which they secure. To be able to walk is to have certain properties of nature at our disposal—and so with all other habits.\r\n\r\nEducation is not infrequently defined as consisting of the acquisition of those habits that affect an adjustment of an individual and his environment. The definition expresses an essential phase of growth. But it is essential that adjustment be understood in its active sense of control of means for achieving ends. If we think of a habit simply as a change wrought in the organism, ignoring the fact that this change consists in the ability to effect subsequent changes in the environment, we shall be led to think of \"adjustment\" as a conformity to the environment as wax conforms to the seal which impresses it. The environment is thought of as something fixed, providing in its fixity the end and standard of changes taking place in the organism; adjustment is just fitting ourselves to this fixity of external conditions. 2 Habit as habituation is indeed something relatively passive; we get used to our surroundings—to our clothing, our shoes, and gloves; to the atmosphere as long as it is fairly equable; to our daily associates, etc. Conformity to the environment, a change wrought in the organism without reference to the ability to modify surroundings, is a marked trait of such habituations. Aside from the fact that we are not entitled to carry over the traits of such adjustments (which might be called accommodations, to mark them off from active adjustments) into habits of active use of our surroundings, two features of habituations are worth noticing. In the first place, we get used to things by first using them.\r\n\r\nConsider getting used to a strange city. At first, there is excessive stimulation and excessive and ill-adapted response. Gradually certain stimuli are selected because of their relevancy, and others are degraded. We can say either that we do not respond to them any longer, or more truly that we have effected a persistent response to them—an equilibrium of adjustment. This means, in the second place, that this enduring adjustment supplies the background upon which are made specific adjustments, as the occasion arises. We are never interested in changing the whole environment; there is much that we take for granted and accept just as it already is. Against this background, our activities focus at certain points in an endeavour to introduce needed changes. Habituation is thus our adjustment to an environment which at the time we are not concerned with modifying, and which supplies leverage to our active habits. Adaptation, in fine, is quite as much adaptation of the environment to our own activities as of our activities to the environment. A savage tribe manages to live on a desert plain. It adapts itself. But its adaptation involves a maximum of accepting, tolerating, putting up with things as they are, a maximum of passive acquiescence, and a minimum of active control, of subjection to use. A civilized person enters the scene. It also adapts itself. It introduces irrigation; it searches the world for plants and animals that will flourish under such conditions; it improves, by careful selection, those which are growing there. As a consequence, the wilderness blossoms as a rose. The savage is merely habituated; the civilized man has habits which transform the environment.\r\n\r\nThe significance of habit is not exhausted, however, in its executive and motor phase. It means the formation of intellectual and emotional disposition as well as an increase in ease, economy, and efficiency of action. Any habit marks an inclination—an active preference and choice for the conditions involved in its exercise. A habit does not wait, Micawber-like, for a stimulus to turn up so that it may get busy; it actively seeks for occasions to pass into full operation. If its expression is unduly blocked, inclination shows itself in uneasiness and intense craving. A habit also marks an intellectual disposition. Where there is a habit, there is acquaintance with the materials and equipment to which action is applied. There is a definite way of understanding the situations in which the habit operates. Modes of thought, of observation and reflection, enter as forms of skill and of desire into the habits that make a man an engineer, an architect, a physician, or a merchant. In unskilled forms of labour, the intellectual factors are at a minimum precisely because the habits involved are not of a high grade. But there are habits of judging and reasoning as truly as of handling a tool, painting a picture, or conducting an experiment. Such statements are, however, understatements. The habits of mind involved in habits of the eye and hand supply the latter with their significance. Above all, the intellectual element in a habit fixes the relation of the habit to varied and elastic use, and hence to continued growth. We speak of fixed habits. Well, the phrase may mean powers so well established that their possessor always has them as resources when needed. But the phrase is also used to mean ruts, routine ways, with loss of freshness, open-mindedness, and originality. Fixity of habit may mean that something has a fixed hold upon us, instead of our having a free hold upon things. This fact explains two points in a common notion about habits: their identification with mechanical and external modes of action to the neglect of mental and moral attitudes, and the tendency to give them a bad meaning, an identification with \"bad habits.\" Many a person would feel surprised to have his aptitude in his chosen profession called a habit, and would naturally think of his use of tobacco, liquor, or profane language as typical of the meaning of habit. A habit is to him something which has a hold on him, something not easily thrown off even though judgment condemns it.\r\n\r\nHabits reduce themselves to routine ways of acting or degenerate into ways of action to which we are enslaved just in the degree in which intelligence is disconnected from them. Routine habits are unthinking habits: \"bad\" habits are habits so severed from reason that they are opposed to the conclusions of conscious deliberation and decision. As we have seen, the acquiring of habits is due to original plasticity of our natures: to our ability to vary responses till we find an appropriate and efficient way of acting. Routine habits, and habits that possess us instead of our possessing them, are habits which put an end to plasticity. They mark the close of power to vary. There can be no doubt of the tendency of organic plasticity, of the physiological basis, to lessen with growing years. The instinctively mobile and eagerly varying action of childhood, the love of new stimuli and new developments, too easily passes into a \"settling down,\" which means aversion to change and resting on past achievements. Only an environment which secures the full use of intelligence in the process of forming habits can counteract this tendency. Of course, the same hardening of the organic conditions affects the physiological structures which are involved in thinking. But this fact only indicates the need of persistent care to see to it that the function of intelligence is invoked to its maximum possibility. The short-sighted method which falls back on mechanical routine and repetition to secure external efficiency of habit, and motor skill without accompanying thought, marks a deliberate closing in of surroundings upon growth.', 'Habits as Expressions of Educational Growth', '', 'publish', 'open', 'open', '', 'habits-as-expressions-of-educational-growth', '', '', '2023-07-16 19:01:27', '2023-07-16 19:01:27', '', 0, 'https://teachers.com.ng/?p=13699', 0, 'post', '', 0),
(13701, 1, '2023-07-16 19:01:27', '2023-07-16 19:01:27', 'We have already noted that plasticity is the capacity to retain and carry over from prior experience factors which modify subsequent activities. This signifies the capacity to acquire habits or develop definite dispositions. We have now to consider the salient features of habits. In the first place, a habit is a form of executive skill, of efficiency in doing. A habit means an ability to use natural conditions as means to ends. It is an active control of the environment through control of the organs of action. We are perhaps apt to emphasize the control of the body at the expense of control of the environment. We think of walking, talking, playing the piano, the specialized skills characteristic of the etcher, the surgeon, and the bridge-builder, as if they were simply ease, deftness, and accuracy on the part of the organism. They are that, of course; but the measure of the value of these qualities lies in the economical and effective control of the environment which they secure. To be able to walk is to have certain properties of nature at our disposal—and so with all other habits.\r\n\r\nEducation is not infrequently defined as consisting of the acquisition of those habits that affect an adjustment of an individual and his environment. The definition expresses an essential phase of growth. But it is essential that adjustment be understood in its active sense of control of means for achieving ends. If we think of a habit simply as a change wrought in the organism, ignoring the fact that this change consists in the ability to effect subsequent changes in the environment, we shall be led to think of \"adjustment\" as a conformity to the environment as wax conforms to the seal which impresses it. The environment is thought of as something fixed, providing in its fixity the end and standard of changes taking place in the organism; adjustment is just fitting ourselves to this fixity of external conditions. 2 Habit as habituation is indeed something relatively passive; we get used to our surroundings—to our clothing, our shoes, and gloves; to the atmosphere as long as it is fairly equable; to our daily associates, etc. Conformity to the environment, a change wrought in the organism without reference to the ability to modify surroundings, is a marked trait of such habituations. Aside from the fact that we are not entitled to carry over the traits of such adjustments (which might be called accommodations, to mark them off from active adjustments) into habits of active use of our surroundings, two features of habituations are worth noticing. In the first place, we get used to things by first using them.\r\n\r\nConsider getting used to a strange city. At first, there is excessive stimulation and excessive and ill-adapted response. Gradually certain stimuli are selected because of their relevancy, and others are degraded. We can say either that we do not respond to them any longer, or more truly that we have effected a persistent response to them—an equilibrium of adjustment. This means, in the second place, that this enduring adjustment supplies the background upon which are made specific adjustments, as the occasion arises. We are never interested in changing the whole environment; there is much that we take for granted and accept just as it already is. Against this background, our activities focus at certain points in an endeavour to introduce needed changes. Habituation is thus our adjustment to an environment which at the time we are not concerned with modifying, and which supplies leverage to our active habits. Adaptation, in fine, is quite as much adaptation of the environment to our own activities as of our activities to the environment. A savage tribe manages to live on a desert plain. It adapts itself. But its adaptation involves a maximum of accepting, tolerating, putting up with things as they are, a maximum of passive acquiescence, and a minimum of active control, of subjection to use. A civilized person enters the scene. It also adapts itself. It introduces irrigation; it searches the world for plants and animals that will flourish under such conditions; it improves, by careful selection, those which are growing there. As a consequence, the wilderness blossoms as a rose. The savage is merely habituated; the civilized man has habits which transform the environment.\r\n\r\nThe significance of habit is not exhausted, however, in its executive and motor phase. It means the formation of intellectual and emotional disposition as well as an increase in ease, economy, and efficiency of action. Any habit marks an inclination—an active preference and choice for the conditions involved in its exercise. A habit does not wait, Micawber-like, for a stimulus to turn up so that it may get busy; it actively seeks for occasions to pass into full operation. If its expression is unduly blocked, inclination shows itself in uneasiness and intense craving. A habit also marks an intellectual disposition. Where there is a habit, there is acquaintance with the materials and equipment to which action is applied. There is a definite way of understanding the situations in which the habit operates. Modes of thought, of observation and reflection, enter as forms of skill and of desire into the habits that make a man an engineer, an architect, a physician, or a merchant. In unskilled forms of labour, the intellectual factors are at a minimum precisely because the habits involved are not of a high grade. But there are habits of judging and reasoning as truly as of handling a tool, painting a picture, or conducting an experiment. Such statements are, however, understatements. The habits of mind involved in habits of the eye and hand supply the latter with their significance. Above all, the intellectual element in a habit fixes the relation of the habit to varied and elastic use, and hence to continued growth. We speak of fixed habits. Well, the phrase may mean powers so well established that their possessor always has them as resources when needed. But the phrase is also used to mean ruts, routine ways, with loss of freshness, open-mindedness, and originality. Fixity of habit may mean that something has a fixed hold upon us, instead of our having a free hold upon things. This fact explains two points in a common notion about habits: their identification with mechanical and external modes of action to the neglect of mental and moral attitudes, and the tendency to give them a bad meaning, an identification with \"bad habits.\" Many a person would feel surprised to have his aptitude in his chosen profession called a habit, and would naturally think of his use of tobacco, liquor, or profane language as typical of the meaning of habit. A habit is to him something which has a hold on him, something not easily thrown off even though judgment condemns it.\r\n\r\nHabits reduce themselves to routine ways of acting or degenerate into ways of action to which we are enslaved just in the degree in which intelligence is disconnected from them. Routine habits are unthinking habits: \"bad\" habits are habits so severed from reason that they are opposed to the conclusions of conscious deliberation and decision. As we have seen, the acquiring of habits is due to original plasticity of our natures: to our ability to vary responses till we find an appropriate and efficient way of acting. Routine habits, and habits that possess us instead of our possessing them, are habits which put an end to plasticity. They mark the close of power to vary. There can be no doubt of the tendency of organic plasticity, of the physiological basis, to lessen with growing years. The instinctively mobile and eagerly varying action of childhood, the love of new stimuli and new developments, too easily passes into a \"settling down,\" which means aversion to change and resting on past achievements. Only an environment which secures the full use of intelligence in the process of forming habits can counteract this tendency. Of course, the same hardening of the organic conditions affects the physiological structures which are involved in thinking. But this fact only indicates the need of persistent care to see to it that the function of intelligence is invoked to its maximum possibility. The short-sighted method which falls back on mechanical routine and repetition to secure external efficiency of habit, and motor skill without accompanying thought, marks a deliberate closing in of surroundings upon growth.', 'Habits as Expressions of Educational Growth', '', 'inherit', 'closed', 'closed', '', '13699-revision-v1', '', '', '2023-07-16 19:01:27', '2023-07-16 19:01:27', '', 13699, 'https://teachers.com.ng/?p=13701', 0, 'revision', '', 0);

INSERT INTO `teac_posts` (`ID`, `post_author`, `post_date`, `post_date_gmt`, `post_content`, `post_title`, `post_excerpt`, `post_status`, `comment_status`, `ping_status`, `post_password`, `post_name`, `to_ping`, `pinged`, `post_modified`, `post_modified_gmt`, `post_content_filtered`, `post_parent`, `guid`, `menu_order`, `post_type`, `post_mime_type`, `comment_count`) VALUES
(13743, 1, '2024-01-08 19:42:57', '2024-01-08 19:42:57', '', 'Senior Secondary (School) Education', '', 'inherit', 'closed', 'closed', '', '13741-revision-v1', '', '', '2024-01-08 19:42:57', '2024-01-08 19:42:57', '', 13741, 'https://teachers.com.ng/?p=13743', 0, 'revision', '', 0),
(13744, 1, '2024-01-08 19:44:17', '2024-01-08 19:44:17', '', 'Tertiary (Institution) Education', '', 'publish', 'closed', 'open', '', 'tertiary-institution-education', '', '', '2024-01-08 19:44:17', '2024-01-08 19:44:17', '', 13732, 'https://teachers.com.ng/?post_type=forum&#038;p=13744', 0, 'forum', '', 0),
(13745, 1, '2024-01-08 19:44:15', '2024-01-08 19:44:15', '', 'Tertiary (Institution) Education', '', 'inherit', 'closed', 'closed', '', '13744-revision-v1', '', '', '2024-01-08 19:44:15', '2024-01-08 19:44:15', '', 13744, 'https://teachers.com.ng/?p=13745', 0, 'revision', '', 0),
(13746, 1, '2024-01-08 19:46:48', '2024-01-08 19:46:48', '', 'SCHOOL TIERS', '', 'inherit', 'closed', 'closed', '', '13732-revision-v1', '', '', '2024-01-08 19:46:48', '2024-01-08 19:46:48', '', 13732, 'https://teachers.com.ng/?p=13746', 0, 'revision', '', 0),
(13747, 1, '2024-01-08 20:02:20', '2024-01-08 20:02:20', 'Pre-primary education is the education given to younger learners before the age of entering primary education (6 years). Early childhood education or pre-primary education is defined by the National Policy on Education (FRN, 2012) as education given educational settings for children aged 3 through 5 years in preparing their entry into primary school. It includes “ota akara’’ popularly named in some parts of the country, the crèche, the nursery and the kindergarten. These types of education settings are currently provided by private entrepreneurs. Early childhood education can be traced to the efforts of prominent European education experts like: John Amos Comenius (1590-1690), J. J. Rousseau (1782 – 1788), Johann Heinrich Pestalozzi (1748-1827) and Friedrich Froebel (1782-1751). These experts championed the right of children to early education. Many educationist and scholars including Maduewesi (1992) and Fafunwa (1967) support and advocate for the views held by these earlier educators that there is need for good early childhood education to help students’ develop their full potentials.\n\nThe first pre-primary education was founded in 1816 by Robert Owen. The early experts in childhood education were anxious to see the children of the rich and the poor have the opportunity and privilege to be educated. With the phasing out of infant classes, some parents began to feel the need for nursery schools; the demand for nursery education was however very low in Nigeria until recently. A study for the provision of nursery education in Lagos conducted by Makinwa–Adebusoye (1981) showed that only 7.7% out of 948 parents send their children to nursery education or a group care center. In a similar study conducted by Orebanjo (1981) showed that working mothers in Ile-Ife which is a semi-urban area, prefer keeping their children with members of the extended family for childcare rather than sending them to day care centers or nursery schools. This invariably showed that parents at that time did not value pre-primary education. Consequently the need arose for educational administrators, educational planners, policy makers, as the then military governments of Nigeria realized the need for pre-primary education in the country and gave official recognition to it in the National Policy on Education (1977) and revised 1981, 1998; subsequently revised again under elected civilian governments in 2004, 2007, and 2012. The operational objectives of pre-primary education as stated in the National Policy of Education (FRN 2012) include:\n\nEffecting a smooth transmission from the home to the school;\n\nPreparing the child for the primary level of education;\n\nProviding adequate care and supervision for the children while their parents are at work;\n\nInculcating in the child the spirit of enquiry and creativity through the exploration of nature and environment, art, music and playing with toys, etc;\n\nDevelop a sense of co-operation and team spirit;\n\nInculcating social norms;\n\nLearn good habits, especially good health habits; and\n\nTeaching rudiments of numbers, letters, colours, shapes, forms etc. through play.', 'Pre-Primary Education in Nigeria', '', 'publish', 'closed', 'closed', '', 'pre-primary-education-in-nigeria', '', '', '2024-01-08 20:02:20', '2024-01-08 20:02:20', '', 13735, 'https://teachers.com.ng/forums/topic/pre-primary-education-in-nigeria/', 0, 'topic', '', 0),
(13748, 1, '2024-01-11 16:36:53', '2024-01-11 16:36:53', 'This is the WAEC timetable for first series GCE 2024 Exams\n\nDATE SUBJECT/PAPER TIME\n\nWednesday, 31st January, 2024\n\nHausa 2 (Essay) – 08:30am – 10:30am\nHausa 1 (Objective) – 10:30am – 11:30am\n=================================================\nIgbo 2 (Essay) – 08:30am – 10:30am\nIgbo 1 (Objective) – 10:30am – 11:30am\n=================================================\nYoruba 2 (Essay) – 08:30am – 10:30am\nYoruba 1 (Objective) – 10:30am – 11:30am\n\nThursday, 1st February, 2024\n\nBiology 2 (Essay) – 08:30am – 10:10am\nBiology 1 (Objective) – 10:10am – 11:00am\n\nBiology 3 (Alternative to Practical Work) – 2:00pm – 4:00pm\n===============================================\n\n\nFriday, 2nd February, 2024\n\nFinancial Accounting 2 (Theory and Practice) – 08:30am – 11:00am\n\nFinancial Accounting 1 (Objective) – 11:00 am – 12:00am\n===============================================\nHealth Science 3 (Alternative to Practical Work) – 3:00pm – 4:45pm\n\n\n\nSaturday, 3rd February, 2024\n\nGeneral Mathematics 2 (Essay) – 8:30am – 11:00am\nGeneral Mathematics 1 (Objective) – 1:00pm – 2:30pm\n=============================================\n\nMonday, 5th February, 2024\n\nBusiness Management 2(Essay)- 8:30am – 10:30am\nBusiness Management 1(Objective) – 10:30am – 11:30am\n========================================\n\nTuesday, 6th February, 2024\n\nAgricultural Science 2 (Essay) – 8:30am – 10:40am\nAgricultural Science 1 (Objective) – 10:40am – 11:30am\n============================================\nLiterature-in-English 3 (Drama & Poetry) – 2:00pm – 4:30pm\n\nWednesday, 7th February, 2024\n\nChristian Religious Studies 2 (Essay) – 8:30am – 10:30am\nChristian Religious Studies 1 (Objective) – 10:30am – 11:30am\n============================================\nIslamic Studies 2 (Essay) – 8:30am – 10:30am\nIslamic Studies 1 (Objective) – 10:30am – 11:30am\n============================================\nHistory 2 (Essay) – 1:00pm – 3:00pm\nHistory 1 (Objective) – 3:00pm – 4:00pm\n\nThursday, 8th February, 2024\n\nPhysics 2 (Essay) – 8:30am – 10:00am\nPhysics 1 (Objective) – 10:00am – 11:15am\n========================================\nPhysics 3 (Alternative to Practical Work) – 1:00pm – 3:45pm\n\nFriday, 9th February, 2024\n\nGeography 2(Essay) – 8:30am – 10:30am\nGeography 1(Objective) – 10:30am – 11:30am\n========================================\nGeography 3 (Practical and Physical Geography) – 3:00pm – 4:50pm\n\nSaturday, 10th February, 2024\n\nEnglish Language 2 (Essay) – 8:30am – 10:30am\nEnglish Language 1 (Objective) – 10:30am – 11:30am\n===========================================\nEnglish Language 3 (Test of Orals) – 1:00pm – 1:45pm\nEnglish Language 3 (Test of Orals) – 1:00pm – 1:45pm\n\nMonday, 12th February, 2024\n\nFurther Mathematics 2 (Essay) – 8:30am – 11:00am\nFurther Mathematics 1 (Objective) – 1:00pm – 2:30pm\n\n\nTuesday, 13th February, 2024\n\nChemistry 2 (Essay) – 8:30am – 10:30am\nChemistry 1 (Objective) – 10:30am – 11:30am\n=========================================\nChemistry 3 (Alternative to Practical Work) – 2:00pm – 3:30pm\n\nWednesday, 14th February, 2024\n\nLiterature-In-English 2(Prose) – 8:30am – 9:45am\nLiterature-In-English 1 (Objective) – 9:45am – 10:45am\n=========================================\nAgricultural Science 3 (Alternative to Practical Work) – 1:00pm – 2:30pm\n\nThursday, 15th February, 2024\n\nEconomics 2 (Essay) – 8:30am – 10:30am\nEconomics 1 (Objective) – 10:30 – 11:30am\n=========================================\nHealth Science 2 (Essay) – 1:00pm – 2:30pm\nPC5081 Health Science 1 (Objective) – 2:30pm – 3:30pm\n\nFriday, 16th February, 2024\n\nGovernment 2 (Essay) – 8:30am – 10:30am\nGovernment 1 (Objective) – 10:30am – 11:30am\n=========================================\nCommerce 2 (Essay) – 2:30pm – 4:30pm\nCommerce 1 (Objective) – 4:30pm – 5:20pm\n\nSaturday, 17th February, 2024\n\nCivic Education 2 (Essay) – 8:40am – 10:30am\nCivic Education 1 (Objective) – 10:30am – 11:30\n=========================================\nScience (Core) 2 (Essay) – 8:30am – 10:00am\nScience (Core) 1 (Objective) – 10:00am – 11:00am\n=========================================\nScience (Core) 3 (Alternative to Practical Work) – 1:00pm – 3:00pm\n\n\nGuide your children on 2024 JAMB Subject Combinations For Science Courses.\n\nThe full list of JAMB Subject Combinations for all courses are as follows:\n\nMedicine and Surgery:\nUse of English, Biology, Physics and Chemistry.\n\n\nAgricultural Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nComputer Science:\nUse of English, Mathematics, Physics and one of Biology, Chemistry, Agric Science, Economics and Geography.\n\nBiochemistry:\nUse of English, Biology, Physics and Chemistry.\n\nBiological Sciences:\nUse of English, Biology, Chemistry and Physics or Mathematics.\n\nPhysics:\nUse of English, Physics, Mathematics and Chemistry or Biology.\n\nMathematics:\nUse of English, Mathematics and any two of Physics, Chemistry, Economics, Biology and Agricultural Science.\n\nChemistry:\nUse of English, Chemistry and two of Physics, Biology and Mathematics.\n\nNursing:\nUse of English, Physics, Biology and Chemistry.\n\nFood, Science and Technology:\nUse of English, Chemistry, Mathematics / Physics and Agricultural Science.\n\nPharmacy:\nUse of English, Biology, Physics and Chemistry.\n\nIndustrial Chemistry:\nUse of English, Chemistry, Mathematics and any of Physics /Biology /Agricultural Science.\n\nFisheries:\nUse of English, Chemistry, Biology/ Agricultural Science and any other Science subject.\n\nGeology:\nUse of English and any three Chemistry, Physics, Mathematics, Biology and Geography.\n\nGeography:\nUse of English, Geography and any two of Mathematics, Biology, Chemistry, Physics and Agricultural Science.\n\nSurveying an Geoinformatics:\nUse of English, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nStatistics:\nUse of English, Mathematics and any two of Physics, chemistry, agricultural science and economics.\n\nBuilding:\nUse of English, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nMicrobiology:\nUse of English, Biology, Chemistry and either Physics or Mathematics.\n\nBotany:\nUse of English, Biology, Chemistry and any other Science subject.\n\nZoology:\nUse of English, Biology and any two of Physics, Chemistry and Mathematics.\n\nPure and Applied Mathematics:\nUse of English, Mathematics, Physics and Biology or Agric Science or Chemistry or Geography.\n\nAgriculture:\nEnglish, Chemistry, Biology /Agriculture and any one of Physics and Mathematics.\n\nAgricultural Economics:\nEnglish Language, Chemistry, Biology/ Agricultural Science and Mathematics.\n\nAfrica extension:\nEnglish, Chemistry, Biology/ Agricultural Science plus Mathematics or Physics.\n\nAgronomy:\nEnglish, Chemistry, Biology or Agriculture and Physics or Mathematics.\n\nAnimal Production and Science:\nUse of English, Chemistry, Biology/Agric Science and Physics/Mathematics.\n\nCrop Production and Science:\nEnglish, Chemistry, Biology /Agriculture and Mathematics or Physics.\n\nSoil Science:\nEnglish, Chemistry, Biology or Agricultural Science plus Mathematics or Physics.\n\nVeterinary Science:\nEnglish, Physics, Chemistry and Biology\n\nForestry:\nUse of English, Chemistry, Biology or Agriculture and Physics or Mathematics.\n\nCivil Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nChemical Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nComputer Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nElectrical Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nElectronic Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nMarine Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nMechanical Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nMetallurgical and Materials Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nPetroleum and Gas Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\n\nSystems Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nStructural Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nProduction and Industrial Engineering:\nUse of English, Mathematics, Physics and Chemistry.\n\nArchitecture:\nEnglish, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nQuantity Surveying:\nUse of English, Physics, Mathematics, and any of Chemistry, Geography, Art, Biology and Economics.\n\nUrban and Regional Planning:\nEnglish, Mathematics, Geography and one of Economics, Physics, Chemistry.\n\nEstate Management:\nUse of English, Mathematics, Economics and one other subject.\n\nAnatomy:\nEnglish, Mathematics, Biology and Chemistry or Physics.\n\nDentistry:\nUse of English, Chemistry, Biology and one Science subject.\n\nMedical Laboratory Science:\nEnglish Language, Physics, Chemistry and Biology.\n\nMedical Rehabilitation:\nUse of English, Physics, Chemistry and Biology.\n\nPhysiology:\nUse of English, Biology, Physics and Chemistry.\n\nPhysiotherapy:\nUse of English, Biology, Physics and Chemistry.\n\nRadiography:\nUse of English, Biology, Physics and Chemistry.\n\nVeterinary Medicine:\nUse of English, Biology, Physics and Chemistry.\n\nJAMB Subject Combination for Social Sciences:\n\nAccountancy:\nUse of English, Mathematics, Economics and any other Social Science subject.\n\nBusiness Administration:\nUse of English, Mathematics, Economics and any other Social Science subject.\n\nPublic Administration:\nUse of English, Government, Economics and any other subject.\n\nBanking and Finance:\nUse of English, Mathematics, one Social Science subject and any other subject.\n\nEconomics:\nUse of English, Mathematics, Economics and any of Government, History, Geography, Literature in English, French and CRK/IRK.\n\nDemography and Social Statistics:\nUse of English, Mathematics, Economics/ Geography and any other subject.\n\nGeography:\nUse of English, Geography and two other Arts or Social Science subjects.\n\nLibrary Science:\nUse of English and Any three Arts or Social Science subjects.\n\nMass Communication:\nUse of English and any three from Arts or Social Science subjects.\n\nSociology:\nUse of English, Three Social Science or Arts subjects.\n\nPolitical Science:\nUse of English, Government or History plus two other Social Science/ Arts subjects.\n\nPhilosophy:\nUse of English, Government and any other two subjects.\n\nPsychology:\nUse of English, Any three subjects from Arts or Social Science.\n\nReligious Studies:\nUse of English Language, CRK/IRS and any two other subjects.\n\nSocial Works:\nUse of English Language, Mathematics, Economics/ Geography and any other subject.\n\nSociology and Anthropology:\nUse of English, Three Social Science or Arts Subjects.\n\nIndustrial Relations:\nUse of English, Mathematics, Economics plus one other relevant subject.\n\nHuman Resources Management:\nUse of English, Economics, Government and any other relevant subjects.\n\nInternational Relations:\nUse of English, Economics, Literature- in English and Geography /Government / History.\n\n\nBusiness Management:\nUse of English, Mathematics, Economics and one other subject.\n\nCooperative and Rural Development:\nUse of English, Mathematics, Economics plus one other subject.\n\nTourism:\nEnglish, Mathematics, Economics and any other subject.\n\nMarketing:\nUse of English, Mathematics, Economics plus one other relevant Subject.\n\nInsurance:\nEnglish, Mathematics, Economics and one other subject.\n\nJAMB Subject Combination for Arts:\n\nArabic and Islamic Studies:\nUse of English, Arabic and Two subjects from Arts and/or Social Sciences.\n\nChristian Religious Studies:\nUse of English, Two Arts subjects including Christian Religious Knowledge and any other subject.\n\nFine and Applied Arts:\nUse of English Language, Fine Art and two other Arts subjects or Social Science subject.\n\nTheatre Arts:\nUse of English, Lit. in English and two other relevant subjects.\n\nLinguistics:\nEnglish, Two relevant Arts subjects and any other subject.\n\nEnglish and International Studies:\nUse of English, Literature in English, Government or History or any other Arts subjects.\n\nFrench:\nEnglish, French and any other two subjects from Arts and Social Sciences.\n\nEnglish Language:\nUse of English, Lit.-in-English, one other Arts subject and another Arts or Social Science subject.\n\nHausa:\nEnglish, Hausa, Lit in English and any of Economics, Government, History and Arabic.\n\nHistory and International Studies:\nUse of English, History /Government and any other two subjects from Arts & Social Science.\n\nIslamic Studies:\nEnglish, Islamic Religious Studies plus two other Arts subjects.\n\nIgbo:\nEnglish, Igbo and two subjects from Arts and social Sciences.\n\nMass Communication:\nUse of English, Any three Arts and Social Science subjects.\n\nMusic:\nUse of English, Music, one other Arts subject plus any other subject.\n\nPhilosophy:\nUse of English, Any three subjects.\n\nReligious Studies:\nEnglish, CRK/IRS and any two other subjects.\n\nYoruba:\nUse of English, Yoruba and two other subjects in Arts or Social Sciences.\n\nAnthropology:\nUse of English, Any three of History, CRK/IRK, Geography, Economics, Literature in English and French.\n \n\nCriminology and Security Studies:\nEnglish, Economics, Government, and any one of the following: History, Geography, Literature in English,‎ French, IRK, Hausa.\n\nLaw:\nEnglish, Literature, Economics and any other Art Subject.\n\nCivil Law:\nEnglish Language and Any three Arts or Social Science subjects.\n\nIslamic / Sharia Law:\nUse of English Language and Any three Art or social science subjects', 'WAEC timetable for first series GCE 2024 Exams', '', 'publish', 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(13751, 19, '2024-03-18 11:39:51', '2024-03-18 11:39:51', 'PUBLIC SERVICE RULES.\nQUESTIONS AND ANSWERS\n\n1.____ is the absence of an officer from duty for a period specified in PSR 100203\nA.	Leave of absence\nB.	Pre-retirement leave\nC.	Study leave\nD.	Annual leave\nAnswer: D		\n\n2.	In Rule  100102 ____ is a place where an officer could be reached during his/her leave period\nA.	Annual leave\nB.	Sick leave			\nC.	Leave year\nD.	Leave address      Answer: D\n\n3.	___ shall be paid to staff not occupying government quarters in lump sumat the beginning of the year?\nA.	Utilities allowance \nB.	Rent subsidy			\nC.	Hazard allowance \nD.	Acting allowance\nAnswer: B\n\n4.	PSR. 020209, all officers are ensures to sign ____ on security Form 1\nA.	Appointment letter\nB.	Letter of accommodation \nC.	Oath of secrecy		\nD.	Internal memo\nAnswer: C\n\n5.	____is the permanent release of an officer from one scheduled service to another or from one class to another within the same service? (P.S.R. 020501)\nA.	Transfer			\nB.	Re-arrangement \nC.	Business trip\nD.	Holiday \nAnswer: A\n\n6.	According to P.S.R. 030301 ____ is defined as a specific at wrong-doing or improper behaviour which is inimical to the image of the service which can be investigated and proved, it can also lead to termination and retirement?\nA.	Inefficiency \nB.	Misconduct 			\nC.	Offence\nD.	Retirement \nAnswer: B\n\n7.	All are types of misconduct except \nA.	Unruly behaviour \nB.	Foul language\nC.	Murder 			\nD.	Negligence\nAnswer: C\n\n8.	____ is predetermined amount added to the annual emolument of an officer every calendar year\nA.	Annual salary \nB.	Yearly emolument \nC.	Increments			\nD.	Increments\nAnswer: C			\n\n9.	Based on P.S.R. 060205 time holding confirmation examination shall be \nA.	Held once in a year in the last quarter of every year	\nB.	Twice in a year 2nd and 3rd quarter of every year\nC.	Once in a year in the first quarter of every year\nD.	Twice in a year, 1st and 2nd quarter of every year.\nAnswer: A\n\n10.	The following are the prescribed examination for executive officers (P.S.R 060302)\nA.	Public Service  Rule and Financial Regulation		B.	Public Administration and Financial  Regulation\nC.	Financial Regulation and Civil Service Regulations   \nD.	Financial Regulations and Code of Conducts\nAnswer: A\n\n11.	The following persons except, when travelling by air, and land or sea at government expenses will be eligible for free insurance cover to concerned (P.S.R. 080203)\nA.	Staff\nB.	Domestic Worker\nC.	Wife and Child\nD.	Child and Staff    Answer: C\n\n12.	Base on P.S.R. 10024, all except one are types of study leave \nA.	In-service training \nB.	Studying leave with pay\nC.	Studying leave without pay\nD.	Studying leave for retirement 				\nAnswer: D \n\n13.	In P.S.R. 130121, the circumstances in which officers can work overtime are as follows except?\nA.	Rain falls\nB.	Snow covered the road\nC.	Birthday ceremony’s days \nD.	Holidays falls	\nAnswer: D			\n\n14.	In P.S.R. 13021, the circumstance in which officers can work overtime are as follows except?\nA.	Officers attached to top management /officials\nB.	On special assignment, eg. Conference, Committee\nC.	Period of closing annual account\nD.	Period during annual leave		\nAnswer: D\n\n15.	In P.S.R. 160102, One of these is classified in to the  categories of parastatals \nA.	Security Agencies 				\nB.	Medical Practitioners   C.	Ministry of justice\nD.	Teaching and non teaching staffs\nAnswer: A\n\n16.	According to P.S.R. 160102, A ____ is a government owned organization established by statue to render specified service(s) of the public?\nA.	Ministries \nB.	Financial institutions\nC.	Parastatals				\nD.	Delegated legislature   Answer: C \n\n17.	____ is a body or organ which enjoys continuity of existence, essentially covers ministries and extra- ministerial offices.\nA.	Organization of African Unity (OAU)\nB.	World Health Organization (WHO)\nC.	Civil Service				\nD.	Military\nAnswer: C\n\n18.	With the provision of P.S.R. 020106 seniority in any department shall be determined by the?\nA.	Entry date/the assumption of duty certified by authority in appropriate register \nB.	Date of re-instatement\nC.	Date of re-engagement\nD.	Date of promotion Answer: A\n\n19.	In P.S.R 020202- Direct appointment to the Federal Public Service may be in the following categories except?\nA.	As trainee or pupils\nB.	On probation in a pensionable post\nC.	On contract appointment		\nD.	Acting appointment Answer: C\n\n20.	Under which provision of P.S.R. states that no fine shall be imposed on any officer as a punishment for an offence committed in the course of his/her duties\nA.	021210\nB.	030309\nC.	030314\nD.	020200    \nAnswer: B\n\n21.	According to P.S.R. 030421- part 1, paragraph A., officer can act as the editor or take part directly or indirectly in the management of or in anyway make financial contribution to the following except?\nA.	Department or staff magazine\nB.	National Newspaper			C.	Professional journal     D.	Publication of voluntary organization\nAnswer: B\n\n22.	Under which provision of   P.S.R. states that no officer shall undertake any private agency in any matter connected with the exercise of his/her duties \nA.	020100\nB.	010203\nC.	020101\nD.	030430    \nAnswer: B\n\n23.	P.S.R. 030434 states; in other to improve public service management, and enhance accountability and transparency, no officer shall received \nA.	Leave allowance\nB.	Any bribe or engaged in corrupt practices 		\nC.	Gratification \nD.	Mobilization fees\nAnswer: B\n\n24.	According to P.S.R. 040203- the increment date of an officer appointed or promoted to post in the Federal Public Service shall be _____ following at least six months of service on promotion?\nA.	Date of last promotion\nB.	Date of entry into the service \nC.	31st December of the year\nD.	1st January of the year Answer: D		\n\n25.	In P.S.R. 050201- Progress report are to provide one of the following in respect of office on probation or initial contract ____ on which to judge his/her suitability for confirm.\nA.Conduct and Capabilities 			\nB.	Date of retirement \nC.	Administration of Oath of secrecy\nD.	Declaration to the code of conduct bureau\nAnswer: A\n\n26.	Under which provision of P.S.R. States that public officer is not prohibited form holding shares of public and private companies operating in Nigeria or abroad?\nA.	PSR 030423\nB.	PSR 030425\nC.	PSR 030424				\nD.	PSR 030422  \nAnswer: C  \n\n27.	What is the full meaning of A.P.E.R\nA.	Annual Pay Emolument of Rent\nB.	Annual Pay Emolument of Report \nC.	Annual Performance  of Examination  Report\nD.	Annual Performance  evaluation Report   Answer: D\n\n28.	Which section according to P.S.R. States when an officer supposed to get an increment on salary?\nA.	PSR  020407\nB.	PSR 020408\nC.	PSR 020409\nD.	PSR 020410\nAnswer: D	\n		\n29.	Section 020501 of P.S.R. defines \nA.	Promotion \nB.	Transfer \nC.	Dismissal \nD.	Leave     \nAnswer: D\n\n30.	What sort of promotion is given to an officer who has completed the probation period specified in P. S.R. 020301\nA.	Senior promotion \nB.	Normal promotion \nC.	Notional promotion				D.	Abnormal promotion Answer: C\n\n31.	Which rule of P.S.R. defined termination \nA.	020801\nB.	020802\nC.	020803					\nD.	020804\nAnswer: C\n\n32.	According to P.S.R. 020810- compulsory retirement age of all grades in the services are:\nA.	60 years or 35 years of pensionable services 		\nB.	35 years or 60 years of pensionable services \nC.	15 years of pensionable services\nD.	60 years or 10 years of pensionable services\nAnswer: A\n\n33.	According to P.S.R. 020903, the main purpose of certificate of service is that it may be used as \nA.	Reference when seeking other employment	 \nB.	Record keeping \nC.	For retirement purpose D.	For insurance entitlement \nAnswer: A\n\n34.	Which form can be used for certificate of service for level 07 and above according to P.S. R. 020904\nA.	Gen 60\nB.	Gen 58		\nC.	Gen 62\nD.	Gen 50\nAnswer: B\n\n35.	When travelling on duty away from duty post, the person engaged shall be entitle to\nA.	Pension allowance \nB.	Duty tour allowance\nC.	Travelling allowance 				D.	Welfare allowance\nAnswer: C\n\n36.	Which P.S.R. define general efficiency \nA.	030101\nB.	030102\nC.	030201\nD.	030202   \nAnswer: C\n\n37.	No female public service shall be entitle to resign her appointment or retire by reason of pregnancy alone, under which section of P.S.R. this can be found \nA.	P.S.R 030205\nB.	P.S.R 030204			\nC.	P.S.R 030203 \nD.	P.S.R 030202\nAnswer: B\n\n38.	Below are the scandals conduct that constitute misconduct P.S.R 030301 except \nA.	Drunkenness\nB.	Malingering \nC.	Sick				\nD.	Dishonesty \nAnswer: C\n\n39.	P.S.R. 030401 defines ____ as a specific act of very serious wrong-doing and improper behaviour which inimical to the image of the service and which can be investigated and if proven may lead to dismissal \nA.	Misconduct \nB.	Gross misconduct \nC.	Serious misconduct 		D.	Minor misconduct   Answer: C\n\n40.	Which P.S.R. mentioned an act of serious misconduct \nA.	030401\nB.	030404\nC.	030402\nD.	030403   \nAnswer: B\n\n41.	According to P.S.R. 030412, which punishment should be award to any officer who absence from duty without leave\nA.	Reduction in rank \nB.	Dismissal 		\nC.	Deserter \nD.	Major entry\nAnswer: B\n\n42.	Any officer who want to seek elective public office shall resign his/her appointment forthwith, under which P.S.R...?\nA.	030424\nB.	030422\nC.	030423\nD.	030425   \nAnswer: D\n\n43.	A public officer cannot be directors in private companies, he/she can hold shares or be a director in under which P.S.R.\nA.	030421\nB.	030422\nC.	030423\nD.	030424			\nAnswer: D\n\n44.	Which P.S.R. emphasis on prohibition of bribery and corruption A.	030434\nB.	030435\nC.	030431\nD.	030433  \nAnswer: B\n\n45.	When is officer supposed to expect increment payment after promotion P.S.R. 040203\nA.	After a year\nB.	1st January of the year	C.	Before the runs out\nD.	Immediately after promotion \nAnswer: B\n\n46.	Increment is a predetermined amount added to the annual emolument of an officer every calendar year which P.S.R. code?\nA.	040204\nB.	040203\nC.	040202 \nD.	040201		\nAnswer: D\n\n47.	Failure to pass confirmation examination after three consecutive attempts is liable to ____ P.S.R. 060203\nA.	Dismissal \nB.	Retired \nC.	Resign 		\nD.	Reduction in rank\nAnswer: C\n\n48.	All the below are under P.S.R. 070101 except\nA.	Health care provider\nB.	Hospital\nC.	Medical officer\nD.	Drugs 	\nAnswer: D		\n\n49.	Below are medical documents to be treated as confidential in P.S.R. 070103 except\nA.	Medical certificate\nB.	Dental treatment records\nC.	Drug prescription 			\nD.	Reports of medical boards\nAnswer: C\n\n50.	Which section of P.S.R. describes NHIS\nA.	070202\nB.	070203\nC.	070201\nD.	070204    \nAnswer: C\n\n51.	Below are the documents to provide when any officer have been prolonged absence from duty on the ground of illness except:\nA.	Excuse duty certificate B.	Medical bills			\nC.	Light duty certificate \nD.	Medical certificate\nAnswer: B\n\n52.	The maximum aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve months as contain in P.S.R. 070316 is\nA.	21 calendar days  \nB.	42 calendar days		\nC.	60 calendar days\nD.	14 calendar days\nAnswer: B\n\n53.	Which section of P.S.R. discuss the death while in service?\nA.	080101\nB.	080201		\nC.	080202\nD.	080203\nAnswer: B\n\n54.	___ is a formal appeal to estimate authority, that is, to the head of government for special consideration of matter affecting an officer personally. It must be distinguished from a letter of representation addressed to an appropriate senior officer of government in the normal way\nA.	Charge sheet\nB.	Report \nC.	Petition 		\nD.	Amendment of law\nAnswer: C\n\n55.	An officer’s increment is deferred when the decision as to whether or not if it shall be granted is postponed for a specific period called\nA.	Deferred increment 			B.	Public property \nC.	Pay well job\nD.	Sabotage \nAnswer: A\n\n56.	An officer’s increment withheld when it is decided not to grant it and that held shall cease to be eligible thereof until next increment date is called \nA.	Deferred increment \nB.	Withheld increment 			C.	Penalty imposes \nD.	Accounting \nAnswer: B\n\n57.	A staff that ranks as such for the purpose of pension in accordance with the pension reform Act 2004 is called\nA.	Officer\nB.	Staff \nC.	Expatriate officer 		\nD.	Account \nAnswer: C\n\n58.	The ground for withholding or deferring increment can be found in P.S.R code?\nA.	040204\nB.	040420\nC.	020404\nD.	022004    \nAnswer: C\n\n59.	The series of omission or incompetence the cumulative effect of which shows that the officer is not capable of discharging efficiently can be found under which P.S.R. code?\nA.	020301\nB.	010203\nC.	030201			\nD.	020301\nAnswer: C\n\n60.	Before proceeding for the removal of an officer for general inefficiency  maybe commenced he/she must have been three occasion committed under?\nA.	P.S.R. 030203		\nB.	P.S.R. 010202\nC.	P.S.R. 030302\nD.	P.S.R. 020303 \nAnswer: A \n\n61.	This is to enable officers pay lodging and feeding expenses during official tours approved by the official authority is called\nA.	Duty tour allowance 	\nB.	Tour allowance duty\nC.	Allowance duty tour\nD.	Allowance duty expenses \nAnswer: A\n\n62.	Twelve weeks maternity leave of a woman staff pregnant entitle to 16 weeks maternity leave and not less than weeks from expected date of delivery with full salary P.S.R. code?\nA.	P.S.R. 200216\nB.	P.S.R. 200316\nC.	P.S.R. 100218		\nD.	P.S.R. 300216\nAnswer: C\n\n63.	The aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve month shall be given forty-two calendar days which of the P.S.R. code?A.	062231\nB.	100218			\nC.	200218\nD.	100318\nAnswer: B\n\n64.	This is the additional time spent outside the approved time of work called \nA.	Under time allowance B.	Under time gift\nC.	Over time allowance	\nD.	Over time gift\nAnswer: C\n\n65.	The hotel accommodation allowance for officer newly appointed shall be eligible for hotel accommodation for 28 days in lieu of hotel accommodation in which P.S.R. code?\nA.	501301			\nB.	105130\nC.	130105\nD.	135010\nAnswer: A\n\n66.	Officer permitted to attend a course of instruction will refund to government all expenses connected therewith, under which P.S.R. code?A.	120301			\nB.	301120\nC.	120031\nD.	201301\nAnswer: A\n\n67.	The officer required to give three (3) months notice to retire from service before the effective date if retirement is known as\nA.	Casual leave\nB.	Sick leave \nC.	Terminal leave		\nD.	Sport leave\nAnswer: C\n\n68.	The absence of an officer on grade level 15 or equivalent and above from duty for the purpose of research either within or outside Nigeria is called \nA.	Sick leave \nB.	Relieved leave\nC.	Sabbatical leave 		\nD.	Study leave\nAnswer: C\n\n69.	Study leave is the leave granted to a confirmed serving officer to undertake an approved course of study within or outside the country under which P.S.R. code?\nA.	228100\nB.	232100\nC.	100223\nD.	310022    \nAnswer: B\n\n70.	The condition under approval of study without pay can be found under which P.S.R. code\nA.	228100\nB.	100228		\nC.	202288\nD.	101022\nAnswer: B\n\n71.	Study leave with pay shall be granted to an officer with normal emolument and allowance shall not exceed two year under which P.S.R. code?\nA.	100226		\nB.	226100\nC.	100622\nD.	610021\nAnswer: A\n\n72.	The authorized absence of an officer from duty specific period is known as\nA.	Tax\nB.	Transfer \nC.	Leave 		\nD.	Relocate \nAnswer: C\n\n73.	Below are the definition of transfer except (P.S.R. 130133) \nA.	 Transfer from station to another during a tour of service\nB.	Transfer from one station to another on return from leave\nC.	Transfer or secondment from the  services of another government in the federation \nD.	Removed from one section to another 	  Answer: D\n\n74.	A place where an officer could be reached during his/her leave period is called\nA.	Market address\nB.	House address\nC.	Leave address			\nD.	Hospital address\nAnswer: C\n\n75.	Any leave due to an officer in a year for the service rendered to government is called\nA.	Earned leave		\nB.	Account leave \nC.	Tax leave\nD.	Revenue leave\nAnswer: A\n\n76.	The resumption expired date of duty can be found under which P.S.R. code?\nA.	105100\nB.	100105			\nC.	501100\nD.	500100 \nAnswer: B\n\n77.	The authorized absence of the an officer from duty for specific period under which P.S.R. code?\nA.	101100\nB.	100101			\nC.	002311\nD.	100201\nAnswer: B\n\n78.	Below are circumstance in which officers can work overtime P.R.S 130121 except\nA.	On special assignment\nB.	Period of budgetary preparation \nC.	Period of closing of annual account \nD.	When your relieve is not around.    \nAnswer: B\n\n79.	Form Gen. 60 is a staff record form according to which P.S.R code?\nA.	020208		\nB.	200208\nC.	208200\nD.	802001\nAnswer: A\n\n80.	The ways of communication  in civil service is\nA.	By handing over note\nB.	Movement\nC.	Sender\nD.	Non of the above\nAnswer: A\n\n81.	The summary of important subject matters attention is called \nA.	Account\nB.	Briefs 		\nC.	Data \nD.	Subject\nAnswer: B\n\n82.	A statement of facts which can be issued to send ideas, findings  and recommendation after investigations of a specific assignment called\nA.	Briefs \nB.	Report 	\nC.	Circular \nD.	Letter \nAnswer: B\n\n83.	The two critical areas used in APPEAR forms is called\nA.	Excellent and good		\nB.	Excellent and fair\nC.	Excellent and bad\nD.	Good and bad\nAnswer: A\n\n84.	A set of write up that serves as an instrument notes for an officer to comply with them performing his/her official duty is called?\nA.	Notes for guidance 		\nB.	Treasure \nC.	Contract \nD.	Register \nAnswer: A\n\n85.	An officer who has passed the compulsory examination for confirmation in the service shall be eligible for promotion under which P.S.R. code?\nA.	020707\nB.	203001\nC.	34101\nD.	010700    \nAnswer: A\n\n86.	All officers appointed to the foreign service in whatever branch or grade are eligible for service abroad is stated under which P.R.S. code?\nA.	020707		\nB.	203001\nC.	340101\nD.	020700\nAnswer: A\n\n87.	Identity of petition includes the following except \nA.	Full name\nB.	Staff number\nC.	Signature and address\nD.	Pay slip		\nAnswer: D\n\n88.	Petition can be disqualified, if it contain the below quality according to rule 090208 except\nA.	Is illegal or meaningless\nB.	Does not comply with rule 090201\nC.	Must be abusive \nD.	Deals with a case in which legal action is pending in a court of law Answer: C\n\n89.	The absence of an officer from duty for period specified in rule 100203 as may authorized by a superior officer according to rule 100202 is called\nA.	Sick leave\nB.	Maternity leave\nC.	Annual leave		\nD.	Casual leave \nAnswer: C\n\n90.	When will an officer qualified to take another annual leave after the previous one as contain in the PSR 100203\nA.	Six months\nB.	A year\nC.	Three months \nD.	None months	\nAnswer: D	\n\n91.	_______ is a vacation granted to a new or retiring officer in proportion to the number of days he/she has put into the services PSR 100211\nA.	Annual leave\nB.	Study leave with pay\nC.	Pre-retirement leave\nD.	Proportionate leave   Answer: D\n\n92.	____ is the absence of an officer from duty for a short period not exceeding an aggregate of seven (7) Calendar days within a leave year as may be authorized b y a superior officer PSR 100214\nA.	Deferred leave\nB.	Casual leave\nC.	Maternity leave \nD.	Sabbatical leave   Answer: C	\n\n93.	Types of study leaves as contain in PSR 100224 are as follows except \nA.	In-service training \nB.	Study leave with pay \nC.	Out-service training \nD.	Study leave without pay	\nAnswer: D\n\n94.	Below are occasion when officer shall be eligible for appropriate estacode allowance at the prevailing rates PSR 120101\nA.	To undertake special duty abroad\nB.	To discharge official duties during vacation leave abroad\nC.	To undertake annual leave abroad\nD.	To undertake course of instruction abroad 	   Answer: C\n\n95.	Who give approval to the overseas duty tour by public servants and extacode allowance PSR 120102\nA.	Accountant General of the Federation\nB.	Auditor general of the Federation \nC.	Head of the civil service   \nD.	Head of the chief of Army/Police 	\nAnswer: D\n\n96.	____ is a monetary benefits other than salary granted to an officer for a special purpose PSR  130101\nA.	Allowance\nB.	Promotion areas \nC.	Duty tour allowance \nD.	Welfare allowance 		Answer: A\n\n97.	____ is granted enable pay lodging and feeding expenses during official tours duly approved by the official authority PSR 130106\nA.	Estacode allowance \nB.	Duty tour allowance 		\nC.	Kilometer allowance    		D.	Hotel allowance    Answer: B\n\n98.	____ is a course which an officer takes locally in Nigeria but outside his/her station PSR 130113\nA.	Orientation course\nB.	Human right course\nC.	Local course			\nD.	Promotion course   Answer: C \n\n99.	Forms of award in PSR 150104 includes the following except\nA.	Certificate\nB.	Medals \nC.	Shaking hands		\nD.	Cash/gift\nAnswer: C\n\n100.	_____ is a government –owned organized establish by statute to render specified services (s) to the public PSR 160101\nA.	Parastata			\nB.	Allowance \nC.	Service\nD.	Award \nAns awer: A\nFull list of Commissioners and Special Advisers together with their portfolio \nMr Afolabi Ayantayo – Commissioner for Establishment Training and Pensions \n\nMr. Jamiu Alli-Balogun – Commissioner for Basic Education \n\nMr Gbenga Oyerinde – Commissioner, Special Duties \n\nMr. Lawal Pedro (SAN) – Attorney-General and Commissioner for Justice  \n\nMr. Mobolaji Ogunlende – Commissioner for Youth and Social Development \n\nHon. Ibrahim Layode – Commissioner for Home Affairs and Culture  \n\nMrs. Toke Benson-Awoyinka – Commissioner for Tourism \n\nOlakunle Rotimi-Akodu – Special Adviser, Environment \n\nMr. Abdulkabir Ogungbo – Special Adviser, Taxation and Revenue  \n\nEngr. Abiola Olowu – Special Adviser, Commerce and Investment. \n\nDr. Adekunle Olayinka – Special Adviser, Works (to report to the Deputy Governor) \n\nMrs. Bolaji Cecilia Dada – Commissioner for Women Affairs and Poverty Alleviation \n\nMr. Idris Aregbe – Special Adviser, Tourism Arts and Culture  \n\nMr. Yakubu Adebayo Alebiosu – Commissioner Waterfront Infrastructure \n\nMr. Tokunbo Wahab – Commisioner for Environment  \n\nHon. Bola Olumegbon – Special Adviser, Central Business District (CBD) \n\nDr. Oreoluwa Finnih-Awokoya – Special Adviser Health  \n\nMr. Kayode Bolaji-Roberts – Local Government Affairs \n\n Mr. Moruf Akinderu Fatai – Commissioner for Housing \n\nMr. Seun Osiyemi – Commissioner for Transportation \n\nMs. Barakat Bakare – Special Adviser, Housing  \n\nProf. Akin Abayomi – Commissioner for Health  \n\nMr. Gbenga Omotoso – Commissioner for Information and Strategy  \n\nDr. Rotimi Fashola – Special Adviser Agriculture \n\nMr. Mosopefolu George – Commissioner for Economic Planning and Budget \n\nMr. Tunbosun Alake – Commissioner for Science and Technology  \n\nMs. Ruth Abisola Olusanya – Commissioner for Agriculture \n\nMrs. Kaosarat Folashade Ambrose – Commisioner for Industries, Trade and Investment \n\nDr. Olumide Oluyinka – Commissioner for Physical Planning \n\nMr. Yomi Oluyomi – Commissioner for Finance \n\nDr. Jide Babatunde – Special Adviser E-GIS \n\nDr Afolabi Abiodun Tajudeen – Special Adviser, Political, Legislative and Civic Engagement \n\nHon. Sola Shakirudeen Giwa – Special Adviser Transportation \n\nDr Mrs Iyabo Oyeyemi Ayoola – Special Adviser, Central Internal Audit \n\nMr Ajigbotafe Akinyemi – Commissioner, Wealth creation \n\nMr Nurudeen Lanre Yekini-Agbaje – Special Adviser, Rural Development and Chieftaincy Affairs \n\nMr Tolani Sule Akibu – Commissioner for Tertiary Education\n\nSenatorial Districts:\n\nLagos West - Dr. Idiat Adebule (Former Deputy Governor in Lagos State)\n\nLagos East - Hon. Tokunbo Abiru.\n\nLagos Central -  Hon. Wasiu Eshinlokun Sanni\n\n7 recent projects in Lagos State::\n\n- Lekki sea ports\n- Blue line rail ( Marina to Badagry Express way)\n- Red line rail ( Oyingbo to Agbado)\n- Lagos New Airport Terminal\n- imota rice mill\n- 4th Mainland Bridge ( second longest bridge in Africa)\n- Dangote refinery in lekki  ( crude oil)', '100 Questions and Answers on Nigeria Public Service Rules for Job Interview', '', 'publish', 'closed', 'closed', '', '100-questions-and-answers-on-nigeria-public-service-rules-for-job-interview', '', '', '2024-03-18 11:39:51', '2024-03-18 11:39:51', '', 13380, 'https://teachers.com.ng/forums/topic/100-questions-and-answers-on-nigeria-public-service-rules-for-job-interview/', 0, 'topic', '', 0),
(13752, 19, '2024-03-18 11:54:15', '2024-03-18 11:54:15', 'Confirmation exam is meant for only the newly employed in Lagos State Teaching Service Commission. It is a prerequisite for confirmation and later promotion.\n\nIf you do not work with Lagos State Government,  please don\'t waste N10,000, except your organisation demands for the exam, and I don\'t think it is possible. \nTeachers Registration Council of Nigeria (TRCN) is a professional body that conducts, screens, awards Certificate and license to every teacher who should have passed through NCE, Degree in Education or PGDE. \nIf you study any course without education, you need to do PGDE (Post Graduate Diploma in Education) before TRCN will issue you its Certificate.\n\nThank you. \n\nCopied', 'Confirmation/Promotion Exam Vs Teachers Registration Council of Nigeria (TRCN)', '', 'publish', 'closed', 'closed', '', 'confirmation-promotion-exam-vs-teachers-registration-council-of-nigeria-trcn', '', '', '2024-03-18 11:55:11', '2024-03-18 11:55:11', '', 13380, 'https://teachers.com.ng/forums/topic/confirmation-promotion-exam-vs-teachers-registration-council-of-nigeria-trcn/', 0, 'topic', '', 0),
(13753, 19, '2024-03-18 11:55:11', '2024-03-18 11:55:11', 'Confirmation exam is meant for only the newly employed in Lagos State Teaching Service Commission. It is a prerequisite for confirmation and later promotion.\n\nIf you do not work with Lagos State Government,  please don\'t waste N10,000, except your organisation demands for the exam, and I don\'t think it is possible. \nTeachers Registration Council of Nigeria (TRCN) is a professional body that conducts, screens, awards Certificate and license to every teacher who should have passed through NCE, Degree in Education or PGDE. \nIf you study any course without education, you need to do PGDE (Post Graduate Diploma in Education) before TRCN will issue you its Certificate.\n\nThank you. \n\nCopied', 'Confirmation/Promotion Exam Vs Teachers Registration Council of Nigeria (TRCN)', '', 'inherit', 'closed', 'closed', '', '13752-revision-v1', '', '', '2024-03-18 11:55:11', '2024-03-18 11:55:11', '', 13752, 'https://teachers.com.ng/?p=13753', 0, 'revision', '', 0),
(13754, 1, '2024-04-06 09:14:06', '2024-04-06 09:14:06', 'Hi {{username}}\n       {{visitor.username}} visited your profile \n       Your Profile url: {{username.profile.url}}\n       Visitor profile url: {{visitor.profile.url}}\n    ', '[{{{site.name}}}] {{visitor.username}} visited your profile.', 'Hi {{username}}\n       {{visitor.username}} visited your profile \n       Your Profile url: {{username.profile.url}}\n       Visitor profile url: {{visitor.profile.url}}\n    ', 'publish', 'closed', 'closed', '', 'site-name-visitor-username-visited-your-profile', '', '', '2024-04-06 09:14:06', '2024-04-06 09:14:06', '', 0, 'https://teachers.com.ng/?post_type=bp-email&p=13754', 0, 'bp-email', '', 0);
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(13755, 1, '2024-04-07 12:15:50', '2024-04-07 12:15:50', 'WE MUST TAKE CARE OF OUR CHILDREN.\n\nJust last term, a school staff noticed a girl of about age 9 entering the visitor’s toilet in the school after school hours. Shortly afterwards, her driver went in with her. They both came out much later. She said it didn’t occur to her that something fishy was going on till they came out looking uneasy. She regretted not investigating when the driver went in after the girl did. This is why we always call for perpetual vigilance by all child handlers.\n\nGrandfathers also abuse their grandchildren, yes! Grandfathers! On the outskirts of Lagos, a grandfather was caught on top of his granddaughter in an incidence that shocked family and neighbours.\n\nBiological Fathers and step-fathers too abuse their daughters, and the most appalling, some mothers know their husbands are molesting their daughters, yet they turn a blind eye because they don’t want to break their marriage.\n \nThey also claim it’s because they are not financially independent.\n\nOn a radio station recently, a girl called in that her dad was abusing her and before she could say another sentence, we heard her yell out ‘daaaaddddy’ and the phone went off.\n\n Obviously, the dad had yanked the phone off her! Another heart-wrenching case of a woman, a PhD holder who lost her 5 year old child to gonorrhea a few years ago, is still fresh in my memory. Her husband, had been molesting their two biological daughters; the 5 year old and a 13 year old. It was when they developed the symptoms that she found out that he had been molesting them for a while. She got him arrested but the next day, he was released by the police!\n\nMothers too abuse their sons. However, cases like this are quite few. In an African country recently, a single mother made her teen daughter watch her having sex with her boyfriend.\n\n‘Lesson’ teachers (private tutors) molest children at home as well. Even teachers abuse children right there in the school premises too.\n\n A teacher took a girl to the sick bay (imagine a sick bay without a nurse) and fondled her there. Even though she felt powerless to stop him, the girl got home and told her mother who went to her school the next day to report. To the chagrin of the mother, the management tried to water down the whole incidence and it caused a lot of rumpus in the school. The teacher was sacked eventually. Where is that teacher now? Your guess is as good as mine…in another school!\n\nIn a public school in Lagos, a male teacher would playfully touch the boys penis in the toilet and eventually masturbate them when they become aroused. Then, he would gather their semen with a clean white handkerchief which he would take away with him. He wasn’t discovered till one of the victims reported to his parents.\n\nParents also keep pornographic materials at home; the children stumble on them and begin to practice what they watch on each other. Sometimes, they watch such films at the neighbours’ and other places they go for sleepovers.\n\nThere is also peer sexual abuse , which can be heterosexual or homosexual in nature. Because their sexual appetite has been stirred too early, those who have been abused, boys particularly, get very adventurous and do what they have experienced with other children as little as age 2. \n\nJust last year, two 7 year old girls were caught kissing in the toilet in their (private) school. In yet another school, a boy and girl in primary three were caught wriggling on top of each other at the back of the school bus.\n\nThe most common form of peer abuse is the sibling-abuse which takes place between brothers and sisters, between brothers and brothers and between sisters and sisters. This is one type of abuse you should watch out for because it is so common! Many adult female survivors of child sexual abuse report that they were deflowered by their brothers or were in incestuous relations with their cousins.\n\nShop-attendants and ‘Mallams’ selling biscuits and other groceries in their ‘convenience kiosks’ have also made headlines for abusing children.\n\n One ‘mallam,’ abused several children in the same house that borders his shop. He would defile them after giving them sweets and then wipe their vagina with cotton wool, which he kept meticulously in a polythene bag. Your guess is as good as mine! What did he do with those cotton wools? Until he was caught, he was having a field day molesting those children.\n\n To the surprise of the NGO which took up the case, other residents were ready to bail the ‘mallam’ out because according to them, ‘he is the one to protect us from Boko Haram when they storm Lagos.’\n\nLandlords who are usually old retirees, usually sedentary and mostly indoors have also been caught molesting children of their tenants.\nStrangers also abuse children. A young woman said when she was age eight she was abused by a bricklayer when she went with her parents to inspect the house they were building. Her parents were on the ground floor while the assault took place on the 2nd floor. He grabbed her and fondled her private part. It was the first time she would be meeting the man and she just didn’t know what to do.\n\nFor another young lady, it was a public bus driver who pulled at her breasts when she was about to alight from his public bus on her way to school.\n\nFor the head teacher of a primary school, it was her family doctor who abused her when she went for malaria treatment at his hospital when she was eleven years old. This doctor told the mum on the first visit to the hospital that she should send her back for check up the next day when they visited the hospital initially. So, the next day, she went alone because the mum couldn’t go with her, and then he fondled her all over.\n\nChildren in orphanages, remand homes, home for the physically and mentally challenged also experience sexual abuse perpetrated by some staff of these institutions.\n\nAs you can see, the abuser can be anyone, absolutely ANYONE! Be vigilant, empower the child to say NO to a ’bad touch’                             April Is Child abuse awareness month, let\'s break the silence, Let every victim know that he\'s not alone, Help us share #AprilIsChildSexualAbuseAwarenessMonth', 'Our Children and Sexual Abuse', '', 'publish', 'closed', 'closed', '', 'our-children-and-sexual-abuse', '', '', '2024-04-07 12:15:50', '2024-04-07 12:15:50', '', 13680, 'https://teachers.com.ng/forums/topic/our-children-and-sexual-abuse/', 0, 'topic', '', 0),
(13756, 1, '2024-04-07 12:19:14', '2024-04-07 12:19:14', 'Dear secondary school teachers and school owners, please, help the students and the public by ensuring that students in your school write examinations by themselves and merit the grades they brandish on their SSCE results. \n\nWe are tired of seeing students with A1 in Mathematics but cannot resolve the smallest of fractions. A student with distinctions in Physics and chemistry but knows next to nothing about chemical reactions or energy conversion. Students with distinctions in Literature, Government, and CRS, yet blank on the differences between Drama and Prose Fiction, the forms of Government, and the significance of Religious stories. \n\nI had to ask some year 1 students to look for a tutorial teacher to help them with JS 3 and SS1 mathematics recently. The whole 16 of them in my Engineering class with excellent SSCE results are visibly confused at the sight of any arithmetic work. Their last semester\'s performance betrayed the several A1s and B3s on the WAEC  they carry about. \n\nThese students you help acquire grades they can\'t defend are usually frustrated in the ivory tower. Save them a voyage of pain and regrets in the future by ensuring they are well tutored and allowed to prepare and write their examinations unaided.', 'THE PLEA OF UNIVERSITY LECTURERS TO TEACHERS IN PRIVATE AND PUBLIC SCHOOLS', '', 'publish', 'closed', 'closed', '', 'the-plea-of-university-lecturers-to-teachers-in-private-and-public-schools', '', '', '2024-04-07 12:19:14', '2024-04-07 12:19:14', '', 13744, 'https://teachers.com.ng/forums/topic/the-plea-of-university-lecturers-to-teachers-in-private-and-public-schools/', 0, 'topic', '', 0),
(13758, 1, '2024-06-03 12:36:03', '2024-06-03 12:36:03', 'Due to an incessant dollar rise or other factors, prices of   food and commodities rise. Commodities that are normally bought by traders from the company for N10,000 to be sold at N12,000 (20% profit N2000), when the company price rises to N20,000 the same trader will sell the commodities at N24,000 (20% profit N4000). The profit commensurates with the rise in inflation. Operation What we buy we sell. They control their own salary immediately.\n\nAt this particular time, the service providers like barbers, tailors, bricklayers and drivers will also double their prices or wages. Even the house owners will double their house rents. Operation We Must Also Survive They control their own salary immediately.\n\nAlthough they complain, they manage their ways out of the inflation. But, what of the salary earners? Nobody cares. Their employers also keep quiet, even when they gain more. Government are not ready to raise their salary immediately\n\nThe consequence is that the food supposed to be taken by one person from the salary will be shared by three or four people just for the 200% inflation rise. I will explain.\n\nThe feeding money allocated for one person will ordinarily be shared by two people when the costs are doubled. But the situation is worse than this. Other fixed expenses like house rent, electricity bill, transportation fares etc are to be paid. These are sometimes supplemented by the insufficient feeding money.\n\nHow will the salary earners survive in this type of situation. Yet, he must be punctual and hardworking with the little food in him. He must pay for the exorbitant transportation fare, maintain his or her family etc. \n\nHow can a responsible man earning N100,000 (total take-home) manage with a wife and three children? Has he gone beyond his boundaries? Please good economists, help in this regard!\n\nWhat if the price now rises up to 300%-400% depending on the various commodities and services as the case is now in Nigeria within the last four years?\n\nThe traders maintain their percentage profit while the service providers keep on increasing their charges to fit in. They control their salary at every moment\n\nThe government (employers) now are adamant on 100% increase after serious but non-conclusive series of dialogue. They earmarked more than million as their own basic and eventually earning roughly N40,000,000 monthly (based on the then data exposed). There was enough money in Nigeria for this but their was no enough money to pay for the minimum salary less than N100,000.  What a disgusting unjustifiable difference and a symptom of corruptive inequality!\n\nSince an objective dialogue doesn\'t seem to be in our political culture, the Labour Union now resorts to downing tools.\n\nKudos to the empathetic citizens who put their legs in the labour\'s shoes, realistic of the horror the labours had been passing through all this while. Inflation skyrockets, salary remains static. Yet, duties are to be diligently performed without bribery and corruption.\n\n However, some inconsiderate and selfish people consisting majorly of some traders and service providers are now blaming the indefatigable Labour Union of aggressiveness and inconsideration. This, apparently, must be out of selfishness, wickedness or sheer ignorance. They think only of their own. They control their earnings every moment, but want labour to remain static even after 4 years since the last 2019 salary increment.\n \nWhat we should bear in mind is that possibly, as usual, the inflation still continues rising, and that though the salary is increased, its value is not maintained. So the victory should be significantly achieved.\n\nMy humble submission here are these:\n\n1) Some objective yardsticks should be used in measuring the rate of inflation since the last salary increase in 2019. Is the average increase in inflation in the general cost of living 200%, 300% or 400%? The government should consider this rate in increasing the basic salary.\n\n2) These yardsticks should also be used every year (12 months) to consistently relieve the economic pressure on the salary earners by annual adjustment of the salary\n\n3) Government should set up objective Machineries to regulate prices and stabilize the economy.\n\nNIGERIA WE HAIL THEE', 'The Demands of the Labour Union - A Necessary Struggle for Survival', '', 'publish', 'closed', 'closed', '', 'the-demands-of-the-labour-union-a-necessary-survival-struggle', '', '', '2024-06-03 17:22:28', '2024-06-03 17:22:28', '', 13374, 'https://teachers.com.ng/forums/topic/the-demands-of-the-labour-union-a-necessary-survival-struggle/', 0, 'topic', '', 0),
(13759, 1, '2024-06-03 17:22:28', '2024-06-03 17:22:28', 'Due to an incessant dollar rise or other factors, prices of   food and commodities rise. Commodities that are normally bought by traders from the company for N10,000 to be sold at N12,000 (20% profit N2000), when the company price rises to N20,000 the same trader will sell the commodities at N24,000 (20% profit N4000). The profit commensurates with the rise in inflation. Operation What we buy we sell. They control their own salary immediately.\n\nAt this particular time, the service providers like barbers, tailors, bricklayers and drivers will also double their prices or wages. Even the house owners will double their house rents. Operation We Must Also Survive They control their own salary immediately.\n\nAlthough they complain, they manage their ways out of the inflation. But, what of the salary earners? Nobody cares. Their employers also keep quiet, even when they gain more. Government are not ready to raise their salary immediately\n\nThe consequence is that the food supposed to be taken by one person from the salary will be shared by three or four people just for the 200% inflation rise. I will explain.\n\nThe feeding money allocated for one person will ordinarily be shared by two people when the costs are doubled. But the situation is worse than this. Other fixed expenses like house rent, electricity bill, transportation fares etc are to be paid. These are sometimes supplemented by the insufficient feeding money.\n\nHow will the salary earners survive in this type of situation. Yet, he must be punctual and hardworking with the little food in him. He must pay for the exorbitant transportation fare, maintain his or her family etc. \n\nHow can a responsible man earning N100,000 (total take-home) manage with a wife and three children? Has he gone beyond his boundaries? Please good economists, help in this regard!\n\nWhat if the price now rises up to 300%-400% depending on the various commodities and services as the case is now in Nigeria within the last four years?\n\nThe traders maintain their percentage profit while the service providers keep on increasing their charges to fit in. They control their salary at every moment\n\nThe government (employers) now are adamant on 100% increase after serious but non-conclusive series of dialogue. They earmarked more than million as their own basic and eventually earning roughly N40,000,000 monthly (based on the then data exposed). There was enough money in Nigeria for this but their was no enough money to pay for the minimum salary less than N100,000.  What a disgusting unjustifiable difference and a symptom of corruptive inequality!\n\nSince an objective dialogue doesn\'t seem to be in our political culture, the Labour Union now resorts to downing tools.\n\nKudos to the empathetic citizens who put their legs in the labour\'s shoes, realistic of the horror the labours had been passing through all this while. Inflation skyrockets, salary remains static. Yet, duties are to be diligently performed without bribery and corruption.\n\n However, some inconsiderate and selfish people consisting majorly of some traders and service providers are now blaming the indefatigable Labour Union of aggressiveness and inconsideration. This, apparently, must be out of selfishness, wickedness or sheer ignorance. They think only of their own. They control their earnings every moment, but want labour to remain static even after 4 years since the last 2019 salary increment.\n \nWhat we should bear in mind is that possibly, as usual, the inflation still continues rising, and that though the salary is increased, its value is not maintained. So the victory should be significantly achieved.\n\nMy humble submission here are these:\n\n1) Some objective yardsticks should be used in measuring the rate of inflation since the last salary increase in 2019. Is the average increase in inflation in the general cost of living 200%, 300% or 400%? The government should consider this rate in increasing the basic salary.\n\n2) These yardsticks should also be used every year (12 months) to consistently relieve the economic pressure on the salary earners by annual adjustment of the salary\n\n3) Government should set up objective Machineries to regulate prices and stabilize the economy.\n\nNIGERIA WE HAIL THEE', 'The Demands of the Labour Union - A Necessary Struggle for Survival', '', 'inherit', 'closed', 'closed', '', '13758-revision-v1', '', '', '2024-06-03 17:22:28', '2024-06-03 17:22:28', '', 13758, 'https://teachers.com.ng/?p=13759', 0, 'revision', '', 0),
(13764, 1, '2024-06-14 17:44:40', '2024-06-14 17:44:40', 'I don\'t really understand the problems of Nigerians. Everything is politicized and treated with sentiments. What is the big deal about Tinubu slipping? So, a president never slips. Are they not human beings?\n\nTrump\n\n1. In 2017, Trump tripped on the stairs while boarding Air Force One at Andrews Air Force Base.\n2. In 2018, Trump almost fell while walking down a ramp at the White House during a ceremony.\n3. In 2020, Trump tripped on the stairs again while departing Air Force One at Joint Base Andrews.\n\nObama\n\n1. In 2009, Obama tripped on the stairs while boarding Air Force One at Chicago\'s O\'Hare International Airport.\n2. In 2011, Obama slipped on a wet pavement and almost fell while exiting a plane at Los Angeles International Airport.\n3. In 2012, Obama tripped on a rug while walking up the stairs at the White House.\n\nSleepy Joe\n\n1. In March 2021, Biden tripped on the stairs while boarding Air Force One at Joint Base Andrews.\n2. In June 2021, Biden stumbled and almost fell while walking up the stairs at the White House.\n3. In November 2021, Biden tripped on a wire and almost fell while exiting a stage at a campaign event in New York.\n\nGeorge W. Bush\n\n1. In 2005, Bush slipped on a wet pavement and fell while walking up the stairs at the White House.\n2. In 2006, Bush tripped on a loose paving stone while walking in Heiligendamm, Germany.\n3. In 2007, Bush stumbled and almost fell while walking up the stairs at the White House.', 'Much Ado About Tinubu Slipping!', '', 'publish', 'closed', 'closed', '', 'much-ado-about-tinubu-slipping', '', '', '2024-06-14 17:44:40', '2024-06-14 17:44:40', '', 13374, 'https://teachers.com.ng/forums/topic/much-ado-about-tinubu-slipping/', 0, 'topic', '', 0),
(13765, 1, '2024-06-21 17:05:36', '2024-06-21 17:05:36', 'THE WEAKNESS YOU IGNORE WILL TAKE ADVANTAGE OF YOU 🤗\nTHERE is a man in KADUNA who has repeatedly accused Governor El Rufai\'s Goverment of massive corruption through the Media Houses.\n\nThe young man named \'JARFA\' was one day invited to the Government house by the Governor, who directed Mr. Jarfa to charter a \'KEKE NAPEP\' that he (the Governor) will pay when he arrived and that he had already instructed the security details at the gate for his free passage...\n\nMr. Jarfa arrived as instructed and the Governor told him to let the KEKE man go and that his men will drop him later...\n\nHe gave Mr. Jarfa N200,000.00 to pay the KEKE man as a way of empowering the poor rider as well as to let the KEKE man always remember the very day he brought a passenger to the Government House....\n\nThe Governor asked Mr. Jarfa upon his return from paying the KEKE man, \'\'What was the reaction of the KEKE man after giving him such a huge amount?\nMr. Jarfa answered that the KEKE man was actually dazed with shock!!!\n\nUnknown to Mr. Jarfa, the security details at the 2nd gate had been asked to stop the KEKE man and bring him back...\nWhen the KEKE man was brought back to the Governor, the Governor asked him, \'\'How much did Mr. Jarfa give you???\nAnd the KEKE man said N2,000.00.\nThis happened in the presence of \'Holier-than-thou\' MR. JARFA!\n\nThe Governor smiled and said, \'\'You see... from N200,000.00 to N2,000.00, you have pocketed N198,000.00 in a space of a second, only you!!!\nYou have lost the chance to own a brand new car. Look at the key here.\nI thought you were a honest man. I was even looking forward to working with you, but you have messed up, you are even worse! You can leave now with your N198,000.00. Thank you very much for coming!!!”\n\nSince that very day, Mr. Jarfa\'s voice has disappeared from the radar of Media Airwaves!!!\n\nMay our loyalty and honesty never be tested!! Most of us are Mr. Jarfa waiting to happen on Nigeria.\n\nThis is one of the most challenging stories I will ever read. \nGod, help my faithfulness to be truly faithful.👋 That\'s the kind of followers we are, yet demanding much from leaders raised amongst us👆. \nReal Change begins with me and You\n\nMay God help us all.🙏', 'Are You Mr Jarfa? A Question for You and Me!', '', 'publish', 'closed', 'closed', '', 'are-you-mr-jarfa-a-question-for-you-and-me', '', '', '2024-06-21 17:05:36', '2024-06-21 17:05:36', '', 13578, 'https://teachers.com.ng/forums/topic/are-you-mr-jarfa-a-question-for-you-and-me/', 0, 'topic', '', 0),
(13766, 1, '2024-06-22 15:47:58', '2024-06-22 15:47:58', '', 'Motivation', '', 'publish', 'closed', 'open', '', 'motivation', '', '', '2024-06-22 15:47:58', '2024-06-22 15:47:58', '', 3592, 'https://teachers.com.ng/?post_type=forum&#038;p=13766', 0, 'forum', '', 0),
(13767, 1, '2024-06-22 15:47:55', '2024-06-22 15:47:55', '', 'Motivation', '', 'inherit', 'closed', 'closed', '', '13766-revision-v1', '', '', '2024-06-22 15:47:55', '2024-06-22 15:47:55', '', 13766, 'https://teachers.com.ng/?p=13767', 0, 'revision', '', 0),
(13768, 1, '2024-06-22 15:54:29', '2024-06-22 15:54:29', '<h2 style=\"text-align: center;\">A story of an exemplary resolution and inspiring sacrifice.</h2>\r\nIn 1980, a man named Richard turned on his television and saw a female player from Romania receiving a check for $40,000 after winning a tennis tournament. The whole scene was enough to shock Richard. This was more than his annual salary.\r\n\r\nWithin a few years, she decided that her daughters would also play tennis.\r\n\r\nAfter turning off the television, he sat down and wrote a 78-page document outlining a plan for his two young daughters to flee their hometown of Compton, California, an area known for notorious black gangster violence. Now there was also a problem that Richard didn\'t know anything about tennis, he didn\'t have the money to pay for his daughters to train for this expensive sport, and maybe it\'s incredible to you that his daughters weren\'t even born yet at that time.\r\n\r\nOver the next five years, he collected tennis-related magazines and video cassettes. He also taught himself to play tennis. Five years later, according to his plan, Richard had a tennis racquet in the hands of his two daughters, the same magazines and videos and what he had learned from them. All stopped, now he was also the father and coach of these little girls, he began to teach them the game of tennis. Unable to afford the basics of playing the game, Richard would go to local country clubs to collect used tennis balls from bins and load them into a shopping cart, so that his daughters could practice with these used balls on public tennis courts.\r\n\r\nRichard was overprotective and physically strong as a father, and was often beaten by local gang bullies while trying to protect his daughters from harassment during tennis training. On one occasion when he refused to leave the practice court with his daughters, they broke his nose, jaw and fingers, and knocked out several of his teeth. Richard wrote in his diary, \"After today, history will remember the \'toothless\' man as a monument of courage.\r\n\r\nSince tennis was a predominantly white sport at the time, people would stare and shout at the black family as Richard and his daughters traveled to various tennis courts for junior tournaments. Once the girls asked, \"Daddy, why do people stare at us so badly,\" to which he replied, \"Because they are not used to seeing such beautiful people before.\r\n\r\nThe wheel of time turned quickly and the calendar page turned sharply to the year 2000, when a tall, lean black girl set out on a journey to play the Wimbledon tournament final, and thousands of miles away from her native ghetto, Richard watched his eldest daughter play in the grass fields in front of London\'s elite, celebrities and royalty.\r\n\r\nThat was the time When no one had ever seen a tennis player with such a powerful serve and fast footwork, nor had they ever heard shots so loud. It\'s like every ball is being beaten and every ball is crying out in pain.\r\n\r\nWhen the girl reached a stage where victory was ahead of fear, the girl looked at her father standing in the stands who was encouraging her to achieve victory by shouting loudly. Richard always told his daughters, \"One day, we\'re going to win Wimbledon, and it\'s not going to be for us. It will be for the helpless and poor people of America. Richard\'s 20-year-long struggle plan had now reached a critical point in history.\r\n\r\nAs the opponent\'s ball hit the net, cameras caught a teary-eyed Richard dancing wildly as he watched his <strong>daughter Venus Williams</strong> win the first of her seven Grand Slam titles. Over the next several years, Richard also watched his <strong>youngest daughter Serena</strong> win 23 major tournaments and become one of the greatest tennis players of all time.\r\n\r\nFor all their success on the tennis court, what <strong>Venus and Serena</strong> endured off the court is the most impressive part of their journey. From spectators, who were given the nickname \"<strong>Williams Brothers</strong>\" because of their physique, to recent comments in the media calling Serena\'s mixed-race daughter \"chocolate milk,\" the two sisters\' resilient and kind personality had helped them stand up to racism and bigotry, their father said. The best way to avenge her is to answer with her racquet inside the tennis court, this inspiring struggle of these two sisters inspired black people and athletes around the world.\r\n\r\nRemember that a lonely person who has no one in the world except God, when he alone has a firm intention to achieve a goal, then the will of God is also added to that alone, which makes the impossible possible, you just have to choose your goal, then strengthen your resolve, and then trust in God and make every effort to achieve it, then you will reach this destination, and you will know that day that after every hardship, there is ease that is hidden from us.', 'How Richard Resolved to Sacrifice for Her Daughters\' Unique Victory', '', 'publish', 'closed', 'open', '', 'how-richard-resolved-to-sacrifice-for-her-daughters-unique-victory', '', '', '2024-06-22 17:00:46', '2024-06-22 17:00:46', '', 13766, 'https://teachers.com.ng/forums/topic/how-richard-resolved-to-sacrifice-for-her-daughters-unique-victory/', 0, 'topic', '', 0),
(13769, 1, '2024-06-22 16:54:35', '2024-06-22 16:54:35', 'serena venus richard williams', 'serena venus richard williams', '', 'inherit', 'open', 'closed', '', 'serena-venus-richard-williams', '', '', '2024-06-22 16:54:56', '2024-06-22 16:54:56', '', 0, 'https://teachers.com.ng/wp-content/uploads/2024/06/serena-venus-richard-williams.jpg', 0, 'attachment', 'image/jpeg', 0),
(13771, 1, '2024-06-22 16:58:08', '2024-06-22 16:58:08', '<h2 style=\"text-align: center;\">A story of an exemplary resolution and inspiring sacrifice.</h2>\r\nIn 1980, a man named Richard turned on his television and saw a female player from Romania receiving a check for $40,000 after winning a tennis tournament. The whole scene was enough to shock Richard. This was more than his annual salary.\r\n\r\nWithin a few years, she decided that her daughters would also play tennis.\r\n\r\nAfter turning off the television, he sat down and wrote a 78-page document outlining a plan for his two young daughters to flee their hometown of Compton, California, an area known for notorious black gangster violence. Now there was also a problem that Richard didn\'t know anything about tennis, he didn\'t have the money to pay for his daughters to train for this expensive sport, and maybe it\'s incredible to you that his daughters weren\'t even born yet at that time.\r\n\r\nOver the next five years, he collected tennis-related magazines and video cassettes. He also taught himself to play tennis. Five years later, according to his plan, Richard had a tennis racquet in the hands of his two daughters, the same magazines and videos and what he had learned from them. All stopped, now he was also the father and coach of these little girls, he began to teach them the game of tennis. Unable to afford the basics of playing the game, Richard would go to local country clubs to collect used tennis balls from bins and load them into a shopping cart, so that his daughters could practice with these used balls on public tennis courts.\r\n\r\nRichard was overprotective and physically strong as a father, and was often beaten by local gang bullies while trying to protect his daughters from harassment during tennis training. On one occasion when he refused to leave the practice court with his daughters, they broke his nose, jaw and fingers, and knocked out several of his teeth. Richard wrote in his diary, \"After today, history will remember the \'toothless\' man as a monument of courage.\r\n\r\nSince tennis was a predominantly white sport at the time, people would stare and shout at the black family as Richard and his daughters traveled to various tennis courts for junior tournaments. Once the girls asked, \"Daddy, why do people stare at us so badly,\" to which he replied, \"Because they are not used to seeing such beautiful people before.\r\n\r\nThe wheel of time turned quickly and the calendar page turned sharply to the year 2000, when a tall, lean black girl set out on a journey to play the Wimbledon tournament final, and thousands of miles away from her native ghetto, Richard watched his eldest daughter play in the grass fields in front of London\'s elite, celebrities and royalty.\r\n\r\nThat was the time When no one had ever seen a tennis player with such a powerful serve and fast footwork, nor had they ever heard shots so loud. It\'s like every ball is being beaten and every ball is crying out in pain.\r\n\r\nWhen the girl reached a stage where victory was ahead of fear, the girl looked at her father standing in the stands who was encouraging her to achieve victory by shouting loudly. Richard always told his daughters, \"One day, we\'re going to win Wimbledon, and it\'s not going to be for us. It will be for the helpless and poor people of America. Richard\'s 20-year-long struggle plan had now reached a critical point in history.\r\n\r\nAs the opponent\'s ball hit the net, cameras caught a teary-eyed Richard dancing wildly as he watched his daughter Venus Williams win the first of her seven Grand Slam titles. Over the next several years, Richard also watched his youngest daughter Serena win 23 major tournaments and become one of the greatest tennis players of all time.\r\n\r\nFor all their success on the tennis court, what Venus and Serena endured off the court is the most impressive part of their journey. From spectators, who were given the nickname \"Williams Brothers\" because of their physique, to recent comments in the media calling Serena\'s mixed-race daughter \"chocolate milk,\" the two sisters\' resilient and kind personality had helped them stand up to racism and bigotry, their father said. The best way to avenge her is to answer with her racquet inside the tennis court, this inspiring struggle of these two sisters inspired black people and athletes around the world.\r\n\r\nRemember that a lonely person who has no one in the world except God, when he alone has a firm intention to achieve a goal, then the will of God is also added to that alone, which makes the impossible possible, you just have to choose your goal, then strengthen your resolve, and then trust in God and make every effort to achieve it, then you will reach this destination, and you will know that day that after every hardship, there is ease that is hidden from us.', 'How Richard Resolved to Sacrifice for Her Daughters\' Unique Victory', '', 'inherit', 'closed', 'closed', '', '13768-revision-v1', '', '', '2024-06-22 16:58:08', '2024-06-22 16:58:08', '', 13768, 'https://teachers.com.ng/?p=13771', 0, 'revision', '', 0),
(13772, 1, '2024-06-22 16:59:40', '2024-06-22 16:59:40', '<h2 style=\"text-align: center;\">A story of an exemplary resolution and inspiring sacrifice.</h2>\nIn 1980, a man named Richard turned on his television and saw a female player from Romania receiving a check for $40,000 after winning a tennis tournament. The whole scene was enough to shock Richard. This was more than his annual salary.\n\nWithin a few years, she decided that her daughters would also play tennis.\n\nAfter turning off the television, he sat down and wrote a 78-page document outlining a plan for his two young daughters to flee their hometown of Compton, California, an area known for notorious black gangster violence. Now there was also a problem that Richard didn\'t know anything about tennis, he didn\'t have the money to pay for his daughters to train for this expensive sport, and maybe it\'s incredible to you that his daughters weren\'t even born yet at that time.\n\nOver the next five years, he collected tennis-related magazines and video cassettes. He also taught himself to play tennis. Five years later, according to his plan, Richard had a tennis racquet in the hands of his two daughters, the same magazines and videos and what he had learned from them. All stopped, now he was also the father and coach of these little girls, he began to teach them the game of tennis. Unable to afford the basics of playing the game, Richard would go to local country clubs to collect used tennis balls from bins and load them into a shopping cart, so that his daughters could practice with these used balls on public tennis courts.\n\nRichard was overprotective and physically strong as a father, and was often beaten by local gang bullies while trying to protect his daughters from harassment during tennis training. On one occasion when he refused to leave the practice court with his daughters, they broke his nose, jaw and fingers, and knocked out several of his teeth. Richard wrote in his diary, \"After today, history will remember the \'toothless\' man as a monument of courage.\n\nSince tennis was a predominantly white sport at the time, people would stare and shout at the black family as Richard and his daughters traveled to various tennis courts for junior tournaments. Once the girls asked, \"Daddy, why do people stare at us so badly,\" to which he replied, \"Because they are not used to seeing such beautiful people before.\n\nThe wheel of time turned quickly and the calendar page turned sharply to the year 2000, when a tall, lean black girl set out on a journey to play the Wimbledon tournament final, and thousands of miles away from her native ghetto, Richard watched his eldest daughter play in the grass fields in front of London\'s elite, celebrities and royalty.\n\nThat was the time When no one had ever seen a tennis player with such a powerful serve and fast footwork, nor had they ever heard shots so loud. It\'s like every ball is being beaten and every ball is crying out in pain.\n\nWhen the girl reached a stage where victory was ahead of fear, the girl looked at her father standing in the stands who was encouraging her to achieve victory by shouting loudly. Richard always told his daughters, \"One day, we\'re going to win Wimbledon, and it\'s not going to be for us. It will be for the helpless and poor people of America. Richard\'s 20-year-long struggle plan had now reached a critical point in history.\n\nAs the opponent\'s ball hit the net, cameras caught a teary-eyed Richard dancing wildly as he watched his daughter Venus Williams win the first of her seven Grand Slam titles. Over the next several years, Richard also watched his <strong>youngest daughter Serena</strong> win 23 major tournaments and become one of the greatest tennis players of all time.\n\nFor all their success on the tennis court, what Venus and Serena endured off the court is the most impressive part of their journey. From spectators, who were given the nickname \"Williams Brothers\" because of their physique, to recent comments in the media calling Serena\'s mixed-race daughter \"chocolate milk,\" the two sisters\' resilient and kind personality had helped them stand up to racism and bigotry, their father said. The best way to avenge her is to answer with her racquet inside the tennis court, this inspiring struggle of these two sisters inspired black people and athletes around the world.\n\nRemember that a lonely person who has no one in the world except God, when he alone has a firm intention to achieve a goal, then the will of God is also added to that alone, which makes the impossible possible, you just have to choose your goal, then strengthen your resolve, and then trust in God and make every effort to achieve it, then you will reach this destination, and you will know that day that after every hardship, there is ease that is hidden from us.', 'How Richard Resolved to Sacrifice for Her Daughters\' Unique Victory', '', 'inherit', 'closed', 'closed', '', '13768-autosave-v1', '', '', '2024-06-22 16:59:40', '2024-06-22 16:59:40', '', 13768, 'https://teachers.com.ng/?p=13772', 0, 'revision', '', 0),
(13773, 1, '2024-06-22 17:00:46', '2024-06-22 17:00:46', '<h2 style=\"text-align: center;\">A story of an exemplary resolution and inspiring sacrifice.</h2>\r\nIn 1980, a man named Richard turned on his television and saw a female player from Romania receiving a check for $40,000 after winning a tennis tournament. The whole scene was enough to shock Richard. This was more than his annual salary.\r\n\r\nWithin a few years, she decided that her daughters would also play tennis.\r\n\r\nAfter turning off the television, he sat down and wrote a 78-page document outlining a plan for his two young daughters to flee their hometown of Compton, California, an area known for notorious black gangster violence. Now there was also a problem that Richard didn\'t know anything about tennis, he didn\'t have the money to pay for his daughters to train for this expensive sport, and maybe it\'s incredible to you that his daughters weren\'t even born yet at that time.\r\n\r\nOver the next five years, he collected tennis-related magazines and video cassettes. He also taught himself to play tennis. Five years later, according to his plan, Richard had a tennis racquet in the hands of his two daughters, the same magazines and videos and what he had learned from them. All stopped, now he was also the father and coach of these little girls, he began to teach them the game of tennis. Unable to afford the basics of playing the game, Richard would go to local country clubs to collect used tennis balls from bins and load them into a shopping cart, so that his daughters could practice with these used balls on public tennis courts.\r\n\r\nRichard was overprotective and physically strong as a father, and was often beaten by local gang bullies while trying to protect his daughters from harassment during tennis training. On one occasion when he refused to leave the practice court with his daughters, they broke his nose, jaw and fingers, and knocked out several of his teeth. Richard wrote in his diary, \"After today, history will remember the \'toothless\' man as a monument of courage.\r\n\r\nSince tennis was a predominantly white sport at the time, people would stare and shout at the black family as Richard and his daughters traveled to various tennis courts for junior tournaments. Once the girls asked, \"Daddy, why do people stare at us so badly,\" to which he replied, \"Because they are not used to seeing such beautiful people before.\r\n\r\nThe wheel of time turned quickly and the calendar page turned sharply to the year 2000, when a tall, lean black girl set out on a journey to play the Wimbledon tournament final, and thousands of miles away from her native ghetto, Richard watched his eldest daughter play in the grass fields in front of London\'s elite, celebrities and royalty.\r\n\r\nThat was the time When no one had ever seen a tennis player with such a powerful serve and fast footwork, nor had they ever heard shots so loud. It\'s like every ball is being beaten and every ball is crying out in pain.\r\n\r\nWhen the girl reached a stage where victory was ahead of fear, the girl looked at her father standing in the stands who was encouraging her to achieve victory by shouting loudly. Richard always told his daughters, \"One day, we\'re going to win Wimbledon, and it\'s not going to be for us. It will be for the helpless and poor people of America. Richard\'s 20-year-long struggle plan had now reached a critical point in history.\r\n\r\nAs the opponent\'s ball hit the net, cameras caught a teary-eyed Richard dancing wildly as he watched his <strong>daughter Venus Williams</strong> win the first of her seven Grand Slam titles. Over the next several years, Richard also watched his <strong>youngest daughter Serena</strong> win 23 major tournaments and become one of the greatest tennis players of all time.\r\n\r\nFor all their success on the tennis court, what <strong>Venus and Serena</strong> endured off the court is the most impressive part of their journey. From spectators, who were given the nickname \"<strong>Williams Brothers</strong>\" because of their physique, to recent comments in the media calling Serena\'s mixed-race daughter \"chocolate milk,\" the two sisters\' resilient and kind personality had helped them stand up to racism and bigotry, their father said. The best way to avenge her is to answer with her racquet inside the tennis court, this inspiring struggle of these two sisters inspired black people and athletes around the world.\r\n\r\nRemember that a lonely person who has no one in the world except God, when he alone has a firm intention to achieve a goal, then the will of God is also added to that alone, which makes the impossible possible, you just have to choose your goal, then strengthen your resolve, and then trust in God and make every effort to achieve it, then you will reach this destination, and you will know that day that after every hardship, there is ease that is hidden from us.', 'How Richard Resolved to Sacrifice for Her Daughters\' Unique Victory', '', 'inherit', 'closed', 'closed', '', '13768-revision-v1', '', '', '2024-06-22 17:00:46', '2024-06-22 17:00:46', '', 13768, 'https://teachers.com.ng/?p=13773', 0, 'revision', '', 0),
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(13786, 1, '2024-07-06 16:28:50', '2024-07-06 16:28:50', 'PUBLIC NOTICE FROM THE NIGERIAN ELECTRICITY REGULATORY COMMISSION (NERC)\n\n@NERCNG is the body empowered to meet the yearnings of Nigerians for stable, adequate and safe electricity supply. The Commission, in a public notice released on Saturday, said it has taken the bull by the horn by releasing to the public, the rights of every electricity consumer to curb arbitrariness by the DisCos and aid consumers in fighting for their rights.\nThe NERC Acting CEO/Chairman, Dr. Anthony Akah, who personally signed the public notice titled “Good News For Electricity Consumers!” also said that henceforth.\n\n *1*. The Nigerian Electricity Regulatory Commission (NERC), has declared that it is illegal for any electricity Distribution Company (DisCo) to carry out disconnection of a customer’s power supply without prior notification in writing.\n\n *2*. “All new electricity connections must be done strictly on the basis of metering before connection. That is, no new customer should be connected without meter first being installed.\n\n *3*. “It is the customer’s right to be notified in writing ahead of disconnection of electricity service by the electricity distribution company serving the customer in line with NERC’s guidelines,” the public notice read.\n\nOther rights of the electricity consumer as contained in the public notice are as follows:\n\n *4.* “A customer who elects to procure meter under the Credited Advance Payment for Metering Implementation (CAPMI) Scheme must be metered within 60 days, after which the customer will neither be billed nor disconnected by the electricity distribution company.”\n\n *5.* “It is the customer’s right to transparent electricity billing. Unmetered customers should be issued with electricity bills strictly based on NERC’s estimated billing methodology.”\n\n *6.* “It is the customer’s right to prompt investigation of complaints arising from the customer’s electricity service disruption”.\n\n *7.* “It is not the responsibility of electricity customer or community to buy, replace or repair electricity transformers, poles and related equipment used in the supply of electricity.”\n\n *8.* “It is the customer’s right to contest any electricity bill. Any unmetered customer who is disputing his or her estimated bill has the right not to pay the disputed bill, but pay only the last undisputed bill as the contested bill goes through the dispute resolution process of NERC.”\n\nThe commission urged customers to send all complaints on electricity supply and other billing issues to the nearest business unit of the electricity company serving their premises.\n \nHowever, NERC said,\n\n *9.* “If your complaint is not satisfactorily addressed, you can forward your complaint to the NERC Forum Office within the coverage area of your electricity distribution company. Customers also have the right to appeal the decision of the forum at the NERC headquarters in Abuja.”\n\nThe Commission also published NERC Zonal Office Contacts for easier access and these are:\n\n• Joseph John *South-West* (08164201445)\n• Tony Ray Ene *South-South* (08130363581) \n• Ekeh Samuel Chukwuemeka *South-East* (08062219714) \n• Hassan GWANDU *North-West* (07061117416) \n• Mohammed Umar Fufore *North-East* (07061097132) \n• Friday Sule\n *North-Central* (07036948408).\n\nThe Commission urged customers to share this information and “help us protect your rights” but however warned against neglecting their obligations.\n\n“Note that you have an obligation to pay your valid electric bills, avoid meter by-pass or stealing of electricity and protect power infrastructure from being vandalised,” the agency stated.\n\n#KemKem', 'PUBLIC NOTICE FROM THE NIGERIAN ELECTRICITY REGULATORY COMMISSION (NERC)', '', 'publish', 'closed', 'closed', '', 'public-notice-from-the-nigerian-electricity-regulatory-commission-nerc', '', '', '2024-07-06 16:28:50', '2024-07-06 16:28:50', '', 13578, 'https://teachers.com.ng/forums/topic/public-notice-from-the-nigerian-electricity-regulatory-commission-nerc/', 0, 'topic', '', 0);
