Essay on Open Communication and Free Environment Effects on Education

Education is considered to be a practice of freedom and the way that educators disseminate information determines how the students will learn. Learning only becomes accessible to the individuals who believe that there is an aspect of that vocation that can be sacred. There are those who believe that they ought to share information so as to improve the intellectual and spiritual realm of the students. It is always good to teach in a way that makes the students spirit grow and also provide the conditions that will allow learning not to be aggressive but intimate.

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The educators who provide this type of closure to their students have been highly respected over the years and have been encouraged to transgress the boundaries that have been made to confine the pupils in a rote, assembly way of learning. The educators desire to respond to a unique being whereby they allow the formation of a relationship that is based on mutual recognition. About different teachers who have been found to be presenting those qualities, Thich Nhat Hanh, has been noted that he recognizes the teacher as a healer (Mezirow 7). He usually calls the student to link their awareness with practice. He offered the way of thinking as a pedagogy which emphasizes on a persons wholeness, mind, body, and spirit. He stated that students should not view their educators as people who are concerned with their minds (Mezirow 7). The teacher indicated that During my twenty years of teaching, I have witnessed a grave sense of disease among professors when students want to use them as whole human beings with complicated lives instead of simply being the seeker.

Handling open communication and providing a free environment usually encourages education to go on since the relationship that is build links with self-actualization. Most students are very fearful, and they time need to separate from their body, soul, and mind. Thitch had a very hard time when he listened to his students fearful comments about their future. He states that I had to listen to students express the concern that they might not succeed in the academic profession if they want to be well (Tagg, 2). The fear inflicted on them is due to the many professors who provide a hostile environment to the students making the students visualize like there is no space in the academic sector, and it is the best place to affirm actualization.

All the components of a human being like cognitive and emotional can be composed through various ways like the habit of mind and acting from the influence of assumptions. When individuals regard others who are below them as inferior, then one develops a complex feeling, beliefs, and attitudes of some specific individuals (Tagg, 2). Other individuals considered the fact that for the understanding of what it might take to learn, then the excellent description of what the students had learned should be like a description of how much they learn.

A scholar named Marton had identified that there are different kinds of students who can pursue their performance goals and there is another one who set performance goals in the act of learning. The students with the high category of learning may be known to have been changed by learning, but change can fail to capture the trajectory of all the students (Mezirow 7). Students can adapt to the curricular theory whereby they can choose to adapt to participating in learning or involve in some activities like co-curricular activities like sports. The way the educator communicates with the children allows them to have an existing peaceful relationship whereby everyone will learn in an efficient and comfortable approach.

Open communication can entail having an inherent logic idea and also purpose in the provision of education encouragement. Offering significant learning can provide the educator with a rationale for coming up with the best and appropriate education practices which are not using the traditional methods portfolio rather embracing open communication, objectives, and critical reflection.

Work cited

BIBLIOGRAPHY \l 1033 Mezirow, Jack. "Transformative Learning Theory." (1997): 8.

Tagg, John. "What We May Be Teaching Children." Why Learn (2004): 10.