Absolute Teaching
Modernschoolshavebeen interestedinthe absoluteteaching,which
suppliesthe pupils with noexpertsor socialinteraction.Filling upthe
pupils’ minds with sciences and knowledge is powerless on the indi-
viduals’livesunless itaccordstheirfactualities.Unfortunately,thema-
jorityofschoolsisuninterestedinthiscoursesincetheyhavebeencaring
forfinishingtheteachingcoursesinanyform,andthestudents’mostin-
teresting matteris passing the scholastictests successfully.Surveys on
the graduated studentshaveproven that passing the testssuccessfully
hasnotbeenanadequateproofofastudent’ssuccessinthepracticallife.
Plentyofacademicallysuccessfulstudentsfailedintheirpracticallifebe-
cause of the educational defects.Thus,the consciouseducation under-
ratestheabsoluteknowledgethatisobtainedviainanimateornegative
processesofteaching.Italsodevaluatestheknowledgethatisdisconnec-
ted to the environment or the general life.
Theprocessesofteachingshouldbetotallystreamedinthechildren’s
powersthatoughttobediscoveredfortraining,developing,andguiding
suitablysothatapupil wouldearn beneficialmental,physical,andso-
cialhabitsandskillsthatconditionhisbehavioraccordingtothevarying
circumstances.Aswell,educationoughttopouronthepupils’response,
tastes,andemotionstocomposelivelyspiritsofrightandjustice.Theac-
tualeducationandteachingarethemeansoforganizingman’scapabilit-
iesofacquiringbehaviorsthatarecongruoustothe socialsystemsina
way warranting the individuals’good mannersandaptitude of condi-
tioning with the social world.
Theknowledgethattheteachersprovidefortheirstudentsdemarcates
the process of teaching. Those students gain such knowledge in the
scope of acquisition. Knowledge is not a triumphunless itsmeanings
andpurportsareperceivedandutilized,individuallyandcollectively,in
thelifeandbehaviors.Thisisinapplicableunlesstheteachingprocesses
careforthelearners’intellectualities,tendencies,activities,powers, and
behaviorin anaspectthat ispositively materializedinthe current and
future actions..