There are many theories of education. And many of them are hinged on how they view the communication-learning process.

Some people view students like Beakers that need to be filled with knowledge. Thus, in this view, children (and young adults) would be empty and would need “filling” with knowledge. Something like gas-tank, writing on a blank-page, pouring knowledge into a person.

Others view the students as a collection of Bricks… where an educator is seen to be a builder. The educator would recognise that the student has a foundation, already laid by someone else, and they student may even have many rooms, walls completed. The educator’s role would be to add more bricks, break a few walls, and even correct the foundation… but never to start a new house. In fact, the smart educator would realise that the student is not a blank-slate, an empty vessel and would rather work within the student’s understanding to help them grow better.

A third kind of educator would believe in the “matrix of learning” where a student is not seen as an object of either filling-knowledge, nor even the educator as a house-builder… (giving too much importance/significance to the teacher). But rather those who hold this view would believe that the student, whether child, teen or adult, have valid/legitimate perspectives within their conditioned reality. The role of the educator is to dialogue with these realities, that may change and become something new, but the dialogue will never create a replica of the teacher, but always something unique. Inversely this dialogue happens the other way round, where the educator can/and does in fact change because of the learner. for the educator too is influenced by his/her ‘students’ and thus… there is a deconstruction of hierarchies… and a desire for the spiral growth of learning.

I hope, as is evident by the positioning of these paragraphs, that I will be an educator for the latter, I want to view ‘students’ as equals, never exerting personal power over them, presenting information (exposure) and drawing out critical thinking from their own resources… and always realising that because their perspecives are alien to me, they may actually have something important to say, not only to me, but to the world.