Does Education Makes Us Respectful


I’ve noticed that a lot of students treat their teachers, classmates, parents, and the larger community with disrespect. Bullying in schools is a well-known issue that has been researched and re-researched, but as it has persisted for generations, there is still no cure. Additionally, once we leave school, we continue to treat coworkers, bosses, and the general public with disrespect. In certain instances, disrespectful behavior develops into harassment and other odd behaviors like stealing and murder


What purpose does education serve? And why worry if these signs are present in our societies? Do we have something missing? What is it, if so? Are we implying that persons who bully and engage in other negative social behaviors lack education? Or perhaps we were unable to modify them to meet our needs? Sometimes, I have a tendency to think that if religion and education are combined and taught well, they may prevent people from acting inappropriately toward one another. Then again, I see numerous schools with mosques, temples, and chapels inside them that are included in the curriculum but nevertheless encourage disruptive behavior from students.


I believe there are six categories of people:

  1. The type that is adaptable and desires to contribute to society and effect change
  2. The borderline personality will continue to act in accordance with their personal preferences and just take from society without contributing. Nevertheless doing no harm
  3. The kind who inspires others to act politely and makes us want to behave similarly just by being around them
  4. The sort who is capable of leading and will go to great lengths to do so
  5. The kind of person who is a leader and others will follow him or her without needing to be persuaded that he or she is a leader.
  6. Lastly, but certainly not least, is the kind that has been overlooked and allowed to rot, doing further harm to society.


If I were in charge of a school, I would choose the sixth type and instead of teaching kids math or science, instill values such as respect, leadership, excellent behavior, and interpersonal and communication skills. Of course, there are many additional abilities I’d like to impart to them, as well as test them in society, assign them tasks and employment, meet with their parents, and talk about ways to change their behavior. Persuade them that they don’t want to be used as test subjects and that they must participate since that is why we are all here—to contribute to society.


To get rid of all remnants of this disorder from their minds, I will expose individuals who might engage in sexual behaviors (harassment) to extensive psychological research. We shouldn’t remain silent about what we are seeing in the world today, especially because anything may become viral online. There are some things in which we as educators must intervene. Not simply better students, but better individuals as well, need to be the outcomes of our teaching strategies.


The first system that comes to mind is the Finnish educational system, which places a strong emphasis on empathy, communication skills, play, and the pleasure of learning. It also teaches respect for others. These systems have emerged in other parts of the world.


Finland places a high priority on the “formal learning of reading and mathematics” as well as the development of cooperation and communication skills in high-class childcare and nursery-kindergarten programs. Up until the age of 7, this preparation phase is in effect. Please note that formal education is listed last on this list, followed by lifelong learning. We will learn about respect, love, and other life skills as well as how to live in peace as a result of lifelong learning.


Each child’s personality is emphasized in early childhood education; they are all recognized and treated as individuals! recognizing that no two kids are the same and that every child is special. Therefore, if a child has a tendency to hoard toys, educators will help him or she learns how to interact with others and develop social skills, particularly the ability to pay attention to others’ needs, care about others, and have a positive outlook on people in general, other cultures, and their environment. Sometimes the child is so preoccupied with meeting or her own demands that they lose sight of the people around them. Early childhood education emphasizes developing this aspect of the child. The second goal is to prepare children to care for themselves as adults, be able to make decisions, participate in social activities, and take an active role in their communities and cultures.


I don’t know if you already know this, but as part of their maternity package, new parents get three books: one for the mother, one for the father, and one for the baby! They contend that if we introduce reading at a young age, a culture of reading will develop. They also contend that 85% of neural pathways form prior to entering school and that early education accounts for 90% of brain growth that occurs in the first five years of life (according to Eeva Hujala, early childhood development specialist) Early reading to a child enables schools to concentrate on play-based learning.


As a result, the fundamental tenet of Finnish education is to use play and the communication skills that children acquire to solve the myriad issues that the world faces due to “troubled minds.” Basically, solving the issues that exist in our nations. Making each child special helps the child realize “that I am a nice person,” making the child glad to be good.


The Rudolf Steiner-Waldorf educational system is the second system that can address the issues raised above. It is one of the oldest systems that emphasizes holistic learning and views the child as the source of knowledge, so, as they say, we don’t need books to teach the child because the child himself is the book. Through the integration of a child’s practical, intellectual, and aesthetic growth, the Steiner method focuses on the use of imagination in learning.


The Steiner approach does not have a curriculum; rather, it offers broad principles about “what inspires children” at various ages. Some schools combine the nation’s official curriculum with additional components aimed at strengthening the students’ talents. Students are taught skills including setting up tents, growing food, writing about their experiences, and sketching what they see while in the environment. The pupils also learn to appreciate, communicate, work together, and assist their fellow students throughout this period. Many educators believe that the Steiner system is very old, very structured, and possibly out of date, but I think that even if it is old and out of date, the structures on which the theory is based are sound, and my extensive research into this led me to believe that it is similar to the Finnish system.


The organization of Steiner-Waldorf schools in the United Kingdom, according to a review, indicates that children develop in three phases, with each stage having its own characteristics and learning methods. Each stage awakens a particular attribute, and occasionally multiple attributes are awakened simultaneously. The methodology used is designed to encourage the child’s creative and analytical thinking, and the characteristics are related to the physical, behavioral, emotional, cognitive, social, and spiritual aspects of the child’s development. According to the report, Steiner schools are effective at fostering children’s “creative, social, and other talents crucial to their overall development.


The Steiner-Waldorf educational approach does not require any books. Where is the book that a teacher can read to learn more about teaching? This book is the kids themselves. We should only learn to teach from the book that is open in front of us and contains the actual children.


I’m not sure why the Steiner system, which dates back more than a century and is the focus of about 1000 schools worldwide, did not earn as much acclaim as the Finnish system did. Both of these methods, in my opinion, are excellent since they put an emphasis on the child and his or her learning capabilities and results rather than limiting themselves to a curriculum that can impair the child’s skills. Both emphasize learning through play and exploration, educational games, and class teachers rather than a teacher for each subject.


These educational systems must be implemented since they emphasize the traits needed to survive in the modern world (Rudolf Steiner and the Finnish systems). The “respect part” will be an added benefit because the system can produce intelligent youngsters who are able to coexist peacefully in the modern world.