Writing Systems II

Implications of the Five Dimensions of Education in Colombian

Contexts
Leslie Carolina Becerra Martnez
Isaac Hernndez Vesga
Teacher: Tatiana Mikhailoa
!niersidad Ind"strial de Santander
School o# Letters
$e%r"ary &'
th
( )**+
B"caramanga
Implications of the Five Dimensions of Education in Colombian
Contexts
It is easy to recall the im,ortance o# ed"cating ,eo,le in o"r cons"merist and
com,etitie society- .eryday li#e is a com,lete accelerated and %oring /orkaday
that oer/helms eery h"man %eing /ith its %ig cla/s almost as tho"gh li#e /as an
inordinate r"sh #"ll o# kno/ledge %"t lack o# loe and ,assion- 0arents ass"me that
their sons are %rilliant 1"st %eca"se they ,ass /ith #lying colo"rs or they are the to,
o# the class- It means that ,eo,le( since they are children( are %eing al"ed #or the
grades they hae got d"ring their entire s"%sistence- So( here lie some 2"estions:
hae ,eo,le eer tho"ght a%o"t the reality o# ed"cation in o"r co"ntry( es,ecially
.nglish ed"cation3 Hae ,eo,le eer tho"ght a%o"t the ha,,iness and cheer#"l
that co"ld %e 1oined to kno/ledge3 Hae ,eo,le eer tho"ght a%o"t their real
a%ilities and the /ay to e4,loit them3 In this case( %ased on the #ie dimensions o#
ed"cation ,ro,osed %y 5sho( the im,lications o# these dimensions in the .$L
learning and teaching conte4t in Colom%ia are going to %e sho/n-
Teaching .nglish in Colom%ia has %een ac2"iring more and more im,ortance
since ,eo,le hae realized that .nglish is the "niersal lang"age that can gie the
o,,ort"nity to trael aro"nd the /orld( to /ork in an international com,any or to
meet a good6looking ,artner- These co"ld %e some reasons( %"t the reasons to
learn another lang"age( di##erent #rom o"r natie lang"age( are dee,er than those
sim,le reasons e4,lained a%oe- 7ccording to 5sho( language connects people
and language disconnects too. One international language is absolutely necessary
as a basis for one world, for one humanity. So that, language is relevant to move
people feelings, to create multicultural conversations and create a brotherhood
coat
1
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Haing noticed the meaning o# kno/ing and s,eaking another lang"age( it is
time to e4,lain the #ie dimensions o# ed"cation haing into acco"nt the 5sho8s
,ers,ectie o# teaching- The #irst dimension is Informative, like history(
geogra,hy( and many other s"%1ects
)
- 7ccording to him( the in#ormation 9can %e
im,arted %y teleision and com,"ter:( haing the ,ro#essor as a middleman #or
",dating the ne/ in#ormation ,roided each day aro"nd the /orld- B"t( is it ,ro,er
to mention the ,osition that a ,ro#essor co"ld hae as a sim,le s",,lier and
,romoter o# that in#ormation( /hen the main reason #or ed"cating ,eo,le is to
teach them in a /ay that enco"rages them to loe learning and ac2"ire kno/ledge
as a /hole3- 7 teacher is someone /ho teaches not only /ith mind( %"t also /ith
heart- 7t this stage( it is noticed that com,"ters and teleision cannot teach /ith
heart-
St"dents8 needs and %ackgro"nds( on the other hand( are e4traordinarily dierse
and com,le4
'
( so( it is #o"nd that some learners in some regions do not hae an
access to internet and teleision( or sometimes they do not "se it as an ed"cational
tool- In this case( this #irst dimension m"st not %e im,lemented only ia internet and
teleision( %"t also /ith the coordination o# a teacher /ho can ans/er 2"estions
and enco"rage st"dents- 7 teacher can also do a lot o# more things that those
1
OSHO. The fve dimensions of Education. Oshos views of education
2
Ibid.
3
MARTIN-NI!"# $ise%%e O. Becoming a better teacher. !i&ht innovations that wo'(.
)nited States of A*e'ica+ AS,-# 2....".1.
technological deices cannot ,er#orm; These gadgets do not ans/er( do not s,eak(
do not realize /hich the %est /ay #or ,eo,le to learn is( and do not kno/ the
h"man /eaknesses and #ortit"des- 5n the contrary( a teacher can innoate
kno/ledge and create strategies to im,roe learning ,rocesses- 7 teacher can
,rod"ce disc"ssion s,aces to make learners think and sole ,ro%lems- 7t this
res,ect( <iselle 5- Martin e4,lains:
.ssential 2"estions can remind teachers and st"dents that learning is a 1o"rney(
that the 2"est to kno/ is neer6ending( and that the oyage can %egin at any ,oint
o# time- .ssential 2"estions can raise the leel o# disco"rse in a classroom %y
ena%ling eeryone to 2"estion and inestigate( to disc"ss and to de%ate- =)***( &>
?
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By the /ay( lang"age is 2"ite im,ortant in this #irst dimension %eca"se learning a
second lang"age is the %asis to kno/ the /orld@ it is the %ridge to comm"nicate
/ith eery%ody and to "nderstand /hat others #eel- Ao/adays( .nglish is the most
s,oken lang"age all oer the /orld /ith ?** million #irst lang"age s,eakers( B**
million second #oreign lang"age s,eakers( oer a %illion ,eo,le learning it right
no/; 7nd oer C*D o# the in#ormation stored in the /orld8s com,"ters is in .nglish(
more than hal# the /orld8s scienti#ic 1o"rnals are in .nglish- It8s the main lang"age
on the internet and so on
E
- So( /hy not to learn this %ea"ti#"l lang"age3
The second dimension is Science, /hich re#ers to reality- It is an e,och
characterized %y ,rod"ctie and instit"tional ,rocesses( dee, in kno/ledge-
/
Ibid.
0
Sou'ce found in+ htt1+22www.en&%ishschoo%.o'&.u(2
.idently( it is necessary to hel, st"dents "nderstand ho/ things /ork aro"nd in
eeryday lies and ho/ technology is im,roing as days go %y- 7lmost eerything
,eo,le o/n and "se is made to scienti#ic "nderstanding- $or instance( climate
change is related to science( gro/ing ,lants is related to science( driing a car is a
science( ,hysics( %iology( chemistry are sciences@ eerything has science
associated to it in some /ay- Th"s( it #acilitates ,eo,le8s inter,retation a%o"t /hat
is going on in the /orld and /hat is also going to ha,,en as years ,ass@ in #act( the
,"r,ose o# the science is to try and ,redict the #"t"re in some /ay- $or its ,art(
thro"gh science ,eo,le can hae the sol"tion to some ,ro%lems they come in
contact /ith or #ig"re o"t things %y st"dying /hat the e##ects and im,lications o#
millions o# scienti#ic ,rocesses are-
7#ter/ards( the third dimension o# ed"cating The Art of Living is sho/n- Li#e
m"st not %e shady and senseless as tho"gh it /as a race to /in the /orld( een
#orgetting the la"gh- Teachers are res,onsi%le #or teaching .nglish /ith #"n( cheer
and s,irit- Learning and teaching m"st not %e a %oring s"%1ect im,osed %y
com,"lsory /here ,eo,le cannot en1oy and hae #"n- 5ther/ise( ,eo,le co"ld
take delight in learning as /ell as teachers co"ld take delight in teaching- There
are many /ays to teach .SLFT.$L to ,eo,le( %"t one o# the most e4citing and
re/arding /ays to do it is %y making st"dents la"gh and "sing games- $"n .SL
games not only engage ,eo,le( %"t also teach thro"gh la"ghing and ,laying@ and
most o# the time learners do not een kno/ they are learning "ntil it comes to sho/
their kno/ledge- It is tr"ly ,ossi%le =and almost necessary> to create a classroom
/here the st"dents not only learn %"t also en1oy their time there- G- Hrishnam"rti
adertises:
9Boys /ho are ,re,aring #or all careers lie a common li#e in the same school( and
they can only %ecome "se#"l to the nation as men i# their school li#e is ha,,y- 7
yo"ng child is nat"rally ha,,y( and i# that ha,,iness is allo/ed to go on and gro/ in
the school( and at home( then he /ill %ecome a man /ho /ill make others ha,,y:
6

With this o%1ectie( liing li#e to its #"ll m"st %e one o# the main reasons #or
,eo,le to stay alie( and la"ghter m"st also %e one essential ingredient to #ill the
so"l- La"ghter is not 1"st good #or learning and teaching@ it can also %e %ene#icial
#or the %ody- It can ,rod"ce car%on dio4ide /hich is drien o"t o# the %ody and
re,laced %y o4ygen6rich air ,roiding ,hysical and mental #reshness- La"ghing can
,rod"ce anti6in#lammatory agents that can aid %ack ,ain or arthritis- La"ghing
enco"rages m"scles to rela4 and e4ercises m"scles all oer the %ody( #rom the
scal, to the legs- La"ghing e4ercises #acial m"scles to ,reent sagging- 5# co"rse(
as it /as detected( sense o# h"mo"r is cr"cial to reial st"dent8s interest in the
class and it makes them #eel alie-
What #ollo/s is to moe into the #o"rth dimension: Art and Creativity. 7t this
,artic"lar ,oint( 5sho remarks: 9you can choose through the whole rainbow of
creative arts, because unless a man learns how to create, he never becomes a
part of existence, which is constantly creative.

Creatiity a,,ears to %e an
3
RISHANAM)RTI# 4. Education as service. ,hica&o+ The Ra51ut "'ess. 1612.
7
OSHO. O1.cit.
im,ortant com,onent o# ,rograms and strategies to ,rod"ce ,ositie o"tcomes #or
.nglish learners- 0rograms that teach ,eo,le creatie ,ro%lem6soling skills hel,
them to %ecome s"ccess#"l ad"lts /ho can 2"estion the acc"racy o# in#ormation
and ,"t in#ormation to constr"ctie "se- Moreoer( st"dent inolement in creatie
actiities =s"ch as ,er#orming arts and gro",s actiities> has %een #o"nd to red"ce
dro, o"t o# school rates and to im,roe st"dent motiation- Creatiity can also
sere to ,resere st"dents #rom stress@ and creatie thinking allo/s ,eo,le to
aoid %oredom( to resole ,ersonal con#lict( to co,e /ith increasing cons"mer
choice( to acce,t com,le4ity and am%ig"ity( to make inde,endent 1"dgments( to
"se leis"re time constr"ctiely( and to ad1"st to the ra,id deelo,ment o# ne/
kno/ledge-
Incidentally( art and creatiity im,roes ,",il8s sel#6esteem( motiation and
achieement- They %ecome more inde,endent /ith #ree6thinking- They are o,ened
to ne/ ideas@ and learn ho/ to discoer things %y themseles- They are also keen
on /ork /ith others to e4,lore ideas- Ho/eer( teachers ,lay a key role in ,",il8s
creatiity since they ,ermit learners to talk( to ,artici,ate and to make contri%"tions
in class- So( the ma1ority o# learners8 artistic deelo,ment de,ends on the la%o"r o#
teachers /illing to %om%ard st"dent minds- Th"s( ,eo,le /ho are creatie and
,ractice some arts /ill %e ,re,ared #or ra,idly changing /orld( /here they may
hae to ada,t to seeral careers in li#etime- Teachers sho"ld gie them the
o,,ort"nity to %ecome creatie( innoatie( enter,rising and ca,a%le o# leadershi,
to e2"i, them #or their lies as /orkers and citizens-
Last o# all( The Art of Dying is the #i#th dimension- 7t this ,oint( 5sho
comments: 9in this fifth dimension will be all the meditations, so that you can !now
there is no death, so that you can become aware of an eternal life inside you
"
When a,,lying this in Colom%ian ed"cational conte4t( %ased on .$L learning and
teaching( it /o"ld %e com,letely odd to hear teachers talking a%o"t that eternal li#e
mentioned a%oe- 7ltho"gh ,eo,le sho"ld kno/ themseles ho/ to try and rela4(
they do not need to do meditation sessions@ this is really "n"s"al in Colom%ia- In
addition to this( he also cited( in this dimension( the martial arts like aikido( 1"1its"
and 1"do =the art o# sel#6de#ence /itho"t /ea,ons>- These martial arts are not
releant in the .nglish learning ,rocess in Colom%ia since these are ,ractised %y
ery #e/ ,eo,le here- Ho/eer( to de#end #rom others is seen as the %est /ay to
,reent %"rglaries and homicides( %"t it does not re#er s,eci#ically to ed"cation and
it does not hel, learners to im,roe their ,erce,tion o# kno/ledge-
In closing( it sho"ld %e said that teachers hae a ery in#l"ential role in
children8s .nglish ed"cation since the learning and teaching o# a #oreign lang"age
is a com,le4 ,rocess that inoles a limitless amo"nt o# commitment and
inolement as /ell as total ,hysical( intellect"al and emotional res,onse- 7ll o#
this is necessary #or the deelo,ment o# the #ie dimensions o# ed"cation ,ro,osed
%y 5sho- Those dimensions hel, teachers to "nderstand the im,ortance o#
in#ormation( science( lang"age( arts and creatiity and the arts o# liing and dying
in the .nglish learning ,rocesses- Teaching m"st not %e taken 1"st as a ,ro#ession(
%"t also as a /ay o# li#e- Teachers8 /ork sha,es st"dents8 attit"de to/ards the
/orld and ,eo,le( in#l"ence their e4,ectations and the /ay they /ant to lie- This
8
Ib9d.
#actor o# %eing a teacher /ill make it not so hard to discoer the methodology to
em,loy in di##erent conte4ts and aria%les "nder /hich teaching is al/ays
,resented-
BIBLIOGRAP!
BI5WA( Jo"glas- 0rinci,les o# Lang"age Learning and Teaching- Ae/ Gersey:
0rentice6Hall( Inc( &+CB-
HIISH7A7M!ITI( G- .d"cation as serice. Chicago: The Ia1,"t 0ress- &+&)-
M7ITIA6HAI.0( <iselle 5- Becoming a %etter teacher. .ight innoations that /ork-
!nited States o# 7merica: 7SCJ( )***-
M7IK7A5( Io%ert G- What /orks in schools- Translating Iesearch into 7ction-
!nited States o# 7merica: 7SCJ( )***-
5SH5- The #ie dimensions o# .d"cation. 5sho8s ie/s o# ed"cation-
S55A( H-V- and L.A<( Wai Chong- Children8s e4,erience o# Airana- 7 B"ddhist
,ers,ectie o# ed"cating the yo"ng-
htt,:FF///-englishschool-org-"kF
htt,:FF///-"nice#-orgFteachersFteacherFteacher-htm