Children as Small Men

Perceptions about human nature are highly influenced of its time: more and more knowledge are being considered in play. Knowledge progresses from the collection of knowledge itself.

Children, as an example, were previously viewed as incapable of developing powerful reasoning to a rational conclusion. Nowadays, children are being given more independence in their own choices with regards to their individuality: sexuality, identity, and faith, as examples. This is highly contradicting to previous beliefs and approaches regarding the physical, intellectual, and moral faculties of men, including of children a.k.a. “small men.”

The perceived battle between human progress versus governance of law, faith and God, and physicality and sensuality. This can be evident in the changing curriculum of various boards that foregoes previous assumptions regarding human progress.  

Additionally, students in today’s society have more power of voice and self-advocacy. Battling the ideology that adults are responsible for disciplining and organization of children that necessitates their control to protect or strengthen their innocence. Given the fact that this control can be tainted by the adult’s pessimistic opinion, assumptive fallacies, and outdated definitions.

Thus, the need for continual professional and personal development of teachers and educators is necessary to advance their own ideologies and philosophies, and to avoid their concept of self being a hindrance in quality education.

Furthermore, the whole system itself must be continually kept in check in the changing concepts and knowledge of human nature as time goes, to serve not just its society, plus each and every individual for that matter.

Reference

Prentice, A. (2004). Introduction and Human and child nature. In The school promoters: Education and social class in mid-nineteenth century Upper Canada (pp. 13 – 44). Toronto: University of Toronto Press.