| It is in the opinion of the author that effective | | | | Education should be about exposing the source of |
| education of the student is best accomplished | | | | the shadow to the learner. As a leader and an |
| through engaging and interactive environments. | | | | educator there is a larger role that learning plays |
| Education plays an integral role in expanding the mind | | | | within our lives and the general society. We must |
| and developing the ability of critical thought. | | | | remember the real concerns of institutions and the |
| Effectively developing learners for real world | | | | expectation of society that learning be of high quality |
| problems cannot be accomplished through simple | | | | and that knowledge must be for more than gaining |
| exercises of memorization and fact regurgitation. | | | | new work skills (Schrum, 2000). There is a deeper |
| This practice does not lead the learner to the path of | | | | purpose to what we learn, a deeper meaning. The |
| understanding and mastery. Students should be | | | | mere aggrandizement of our circumstances should |
| taught how to grasp the deeper underlining principle | | | | not be the sole focus of learning. There is an element |
| behind all knowledge, behaviors, and practices. Facts | | | | of responsibility that must be acknowledged. |
| and theories are simply manifestations of deeper | | | | It is charged upon those of us who teach and lead |
| principles. As learners we sometimes mistake the | | | | the responsibility of guiding others along the path of |
| manifestation for the thing itself. This practice is like | | | | self-directed thought. Obedient automatons that |
| one seeing the shadow of a tree mistaking the | | | | merely follow orders and await instruction do not |
| shadow to be the tree itself. To become | | | | improve the performance capacity of a society or |
| over-enamored with superficial representations | | | | organization. Sadly enough this is what many |
| prevents the learner from truly understanding the | | | | educational processes are training people to become. |
| cause behind the phenomena. | | | | |