Stepping into the 21st century, effective learning methods have become a topic of broad interest to the general public. While there is a widely held view that notional knowledge merits more serious considerations, it is my fervent conviction that realistic ways of teaching should be given more focus in universities.
Admittedly, it is true that theoretical knowledge is of enormous significance to the well-being of the contemporary education. There is no disputing the fact that theories and principles play a pivotal part in the development of various fields, such as Mathematics, History and Physics to name but a few. It is no exaggeration to say that such knowledge serves as a bedrock for further advancement in human evolution and thus its power and importance should not be underestimated.
However, I strongly believe that universities should shift more focus from on-paper knowledge to real-life practices. This is rooted in the fact that such approach can afford students realistic opportunities in the distant future when they grow up. There seems to be mounting evidence that employers have the tendency to place a premium on practical knowledge obtained from real-life situations and experience. Accordingly, over-reliance on academic knowledge would more or less catalyze a lower job prospect, which is a prerequisite for unemployment and, in some cases, delinquent behavior. Equally important is that realistic way of teaching can reignite students’ enthusiasm in theoretical subjects. A telling example is ambiguous exercises in technology that are liable to plague students can become more appealing if realistic models are applied for students to directly work with.
From the preceding discussions, one can conclude that although the role of notional knowledge should not be overlooked, it is more advisable for tertiary education to integrate more realistic ways of teaching into the curriculum.
Stepping into the 21st century, effective learning methods have become a topic of broad interest to the
general public
. While there is a
widely
held view that notional
knowledge
merits more serious considerations, it is my fervent conviction that
realistic
ways of teaching should be
given
more
focus in
universities.
Admittedly
, it is true that theoretical
knowledge
is of enormous significance to the well-being of the contemporary education. There is no disputing the fact that theories and principles play a pivotal part in the development of various fields, such as Mathematics, History and Physics to name
but
a few. It is no exaggeration to say that such
knowledge
serves as a bedrock for
further
advancement in human evolution and
thus
its power and importance should not
be underestimated
.
However
, I
strongly
believe that universities should shift more focus from on-paper
knowledge
to real-life practices. This
is rooted
in the fact that such approach can afford
students
realistic
opportunities in the distant future when they grow up. There seems to be mounting evidence that employers have the tendency to place a premium on practical
knowledge
obtained from real-life situations and experience.
Accordingly
, over-reliance on academic
knowledge
would more or less catalyze a lower job prospect, which is a prerequisite for unemployment and, in
some
cases, delinquent behavior.
Equally
important
is that
realistic
way of teaching can reignite
students’
enthusiasm in theoretical subjects. A telling example is ambiguous exercises in technology that are liable to plague
students
can become more appealing if
realistic
models
are applied
for
students
to
directly
work with.
From the preceding discussions, one can conclude that although the role of notional
knowledge
should not
be overlooked
, it is more advisable for tertiary education to integrate more
realistic
ways of teaching into the curriculum.