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ERIC Number: ED492140
Record Type: Non-Journal
Publication Date: 2004
Pages: 12
Abstractor: Author
Toward a New Conception of Educated Person
Mehrmohammadi, Mahmoud
Online Submission
Many conceptions of the educated person have been suggested by philosophers and thinkers on education. A brief overview of a selection of these conceptions appears in the first section of this article, and sets the analytical stage for the presentation of the conception of the educated person embodied in the Theory of Question Oriented Education (QOE). The Theory of Question Oriented Education is believed to introduce yet another definition of a genuinely educated person, positing that the ability to generate thoughtful questions is the most important characteristic of the educated person. The author submits that, by identifying the basic quality differentiating an educated from an uneducated person as the capacity to generate questions in any domain of knowledge, an additional and alternative conception of the educated person has been added to the educational field. Following the overview, the definition and rationale for the Theory of Question Oriented Education is elaborated upon. The next section introduces a summary of different views of the educated person and categorizes them under four genres. In this section the author also analyses and critiques these different views to further clarify the main features of his proposed conception. An image of the learning process commensurate with this theory (QOE) is presented and discussed in the next section. The learning process is captured in a model called "Dynamic Learning Model" (DLM), conceptualizing authentic learning as learning which is spiral and dialectic. Three practical implications of the theory addressed only to practicing teachers will appear in the concluding part of the article. (Contains 1 figure.)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A