Education Theories

EducationTheories

EducationTheories

Educationis a fundamental right that every person eligible should subscribeto. It guarantees the basic understanding of life in a deeper senseof opportunity evaluation and decision making. It was hence importantthat every person achieves to align himself/herself with therealities of life though acquiring the necessary education. This wasthe inspirational understanding about education that Ryerson felt wassufficient and necessary in the society. During that moment,education was class-based. It was for a particular class of people inthe society, particularly the royal and the higher social classes.However, having had an opportunity to enjoy the higher social class,Ryerson never thought of hoarding education in protection of theinterest of the a few members of the society. He instead identifiededucation as a tool for achieving social equity. He foresaw a greatersuccess and opportunity in the society resulting from properdissemination of the education. Even though basic, education had aroot in the success and progress of the community. He thereforeembarked on doing something tangible to disseminate education to thebenefits of the common man. He built education on the aspiration anddream he had for the overall society. This alone was literally odd ofa person of his nature, profession and social class. He became amaster who serves the purpose of his dream over his own interest andthat of his allies. Throughout his career, he taught the word ofsalvation and the word of truth. The clear point here is that Ryersonwas not only a teacher but also relevant to the society. He taughtand preached the gospel of the truth. Faith alone would not save thepeople but as well the reality of life that people faced daily, sowas the importance of education in understanding their own lives.This was way out of his class. As a royal guy, Ryerson was expectedto be cool, focus in his career, leave politics to politicians andmuch concerned on self development.

AdophusEgerton Ryerson wasbornon 24th March 1803 in theCharlottesville Township of Norfolk County. Hegrewup with theinspirationof a revolutionist whodesiredchangein thesociety(Putman, J. H., &amp Ryerson, A. E. 1912, p. 38). Thisis evidentfrom a numberof instancesthatheappearedbefore thesocietyappealingfor transformationin someof theacronyms of thethenleadership,particularlyfrom thereligionperspectivethathemanagedto encroachinto during thetenderagesof his youth.Hemadehis movesinto thesocietythrough his religiousconversionsandfirmnessof his thoughts.Apparently,as a growingyoungman,Egerton knewsowellthatthere is a placeforeducationandreligionin one`s life.Suchdrovesohighhis aspirationsin life.Italsomarkedthebeginningandoriginof his philosophicalthoughts.Hemergedreligionandeducationthatheextremelybelievedwasinterdependent andwould be theprimarydeterminers of socialandeconomicgrowth.Unlikemostphilosophersandthinkersof his generation,Egerton wassogentle,whatthemodernagewould term as beinghumblein theLord (Jackson, S. M., &amp Loetscher, L. A. 1977, p. 43).Ittaughthim whatto say,whereto sayitandhowto sayit.Egerton wasa staunchAnglican, to which hewasborn.However,henevermanagedto walkin theAnglican way,andlatercrossedoverby beingconvertedto Methodist Episcopal Church in 1827. His conversionmarkedthebeginningof his aggressionin thesociallifeandinfluencein thesociety.Apparently,eventhenatureof him changingchurchmarkeda greatimpacton thesociety.Havingbeingbornin a loyalreligiousfaith,his conversionreadbeyond thewordsandlettersthat werewrittenin thefaceof his community(Westfall, W. 1990, p. 37). Peoplebeganto readhim different.Hetoomanagedto capturetheattentionof his societymoreandmore.Two yearslater, in 1829, heassistedin theformationof theChristian Guardian. TheChristian Guardian is believedto be thesourceof his thoughtabout education.Heknewsowellthattheinterceptionof Christian Guardian pulled into thesocietyanothersegmentof life,education.Egerton beganformulatingwaysof havinga schoolto teachabout theissuesof thechurchandits management.Growthof thechurchrequirededucatedpeoplewhowould writeand read. HethefoundedtheUpper Canada Academy becomingthefirstprincipalof thesame.His contributionto thechurchandsocietygrewdayby daywith a pullof massbehind him. Asevidentin his motives,hehadalreadycreatedmayhemby 1826 that gavehim therelevancein his society.Heledattackson theassumptionsandprerogativesmadeby theChurch of England which madetheclaimsof beingtheonlyrelevantchurchin thehistoryof Canada. Healsointertwinedtheclergyreverts by thesamechurchin an attemptto pushforpurityin thepracticeof worship.Nevertheless,his effortneverwentunrewarded. Hewasduring thesametimeappointedas a Methodist clergy.Hegrewthrough the ranks to theheadof thechurchin 1878. Healsoworkeda politicaladviser.Asa familyman,Egerton toohadan impressivefamilyin his view.Hegotmarriedto Hannah Aikman in 1832 andwasblessedwith two children(Loetscher, L. A., &amp Jackson, S. M. 1949, p. 61). Helatermarrieda secondwife,Mary Armstrong in 1833 in Toronto andhadtwo childrenwith her too.

Egertonsuccumbedto two circumstancesin his lifethat influencedthewholeof his careeracross theboard.Helearntafollower’smovefrom his fatherJoseph whoservedas a loyalistto theAmerican Revolutionists in US borderbutlatermovedup to his placeof birthupon the end of his careerin theorganization.His fatherworkedhardandmanagedto geta substantiallandgrantaround Vitoria to which theysettledas the capitalof theLondon District. Theloyalistbackgroundgavehim thefoundational beliefin lifethat would laterimpacthis lifealong.Helearnedhowto comply andstayrelevantandfocusedon factorsof growthin life.Egerton learnthowto createnewprojectsandstayby thenat allcodesof his life,relatingwellfrom theevil.Healsohadtheloyaltyof thereligiousandinbuilt faithof his fatherandtheMethodist thathebelievedwasa goodvirtuemover. Asanyotherstrongbeliever,Egerton linkedreligionto success.Hebelievedthatforan individualachievementin his, one hadto putforth certainlevel of faithin contestfortheoutcomeexpected.Suchappliesto theusuallymodernreligiousbeliefthatwehaveas eitherChristian orIslam orBuddhist. Religiongavehimdirectionandhopein life.In a numberof books,itis referencethatEgerton hada higherbeliefin thefaithof his religion.Thesemandate theprogressandmarkingof renounce successforhis pushforeducation.Hedidsosince thismergedinto his centerof interest,religion,as a churchleader.

Thesecondfactorbelievedto haveinfluencedEgerton`s careerwashis evangelicalfaith. Religion gave him enough motivation and optimism. Egerton wasbornin a Christian familythat gavehim thefoundationof thefaithhehadin his career.Hegrewup in thedirectionof thewell-described dos anddon’ts of his time.Thefaithgavehim thestrengththrough which hetackedhis problems.Itisalsoarguedthathefirstbecomesa religiousfigurebefore socialandpoliticalvalue.Thecommunitythereforeidentifiedwith a certainlevel of respectas a religiousfigurein theCommonwealth. His centerof influencehencebecamestronger.Thiswasthesourceof thepowerandfollow-up that Egerton enjoyedbecausereligiousleaderswererespectedandsowasthevirtueof thecourse.Above all,Christianity shapeshis life.Itwould havebeenhardforhim to supportrighteousnessin thestateof a nonbeliever. Thecommunityof Norfolk wasChristian, andtheonlywayof penetratinginto them wasto usetheir faithas thefoundationfortheargument.There are reportsthathis consciousnessof guiltandsinfulness washumbling, oppressiveanddistressing. However,hemanagedto attainhis reliefandgracethrough prolongedfasting andprayersthat gavehis a clearviewof thefutureandhis plansforthesociety.Thisstatementshowshowdedicated Egerton wasto his religion.Heneverat anytimemixedhis politicalrolesto thereligiousfunctionshehad.HesortsGod at timesof hardness to softenhis ways.Hedesiredandachievedto liveholy,holyin his plansandlife.Thiswasa uniquewayof livingas a leader,buthemanagedto reachit.ItimpliesthatChristianity significantly shapedEgerton`s life.Hehada lotof hopein religionthat gavehim thestrengthandaudacityto moveforthwith his plans.Similarly,religionputin him thevirtuesandtraitsthat weredesiredby him suchas thehumility,meekness,love,charity,dedication,andsincerity.Hehencebuilta lotof trustin him by thepeopledue to his reactionsandloveforthefuture.

Ryersonhadtheopportunityto attendtherightschoolsduring hidthetimethat promotedhis aspirationforimprovingandexpandededucation.Asa growingchild,his family`seconomicpositionenabledhim to takeadvantageof thelimitededucationalfacilitiesavailableat thetime.James Mitchell trainedhim at theLondon District School of Grammar in Vitoria wherehegrewup. His humblegroundandloyaltyof attributedto thefamilyenablehim haveaccessto theeducationat theprovidedlevels of studyto completion.Heservedas an assistantto his brotherGeorge whowasa masterto t thesameschool.During thismomentas an assistantto his brother,Egerton tookin theessentials of English andclassicaleducationhavingbeingintroducedto whatwould becomehis influenceof life,promotingeducation.Helatermovedt Gore District Grammar School with an intentionof doinglawwerehis closeallyJohn Law was.However,Egerton abortedhis studyof lawdue to a longillnesscausedby winterin Gore School. From thispoint,Egerton gota revelationthathehadbeenpreservedfrom deathby God to servehim as a spiritualminister.Hegotsavedin his 22th birthdayandbegunhis ministerialworkas a gospelminister.ThismarkedEgerton`s entryinto a newlifewhereheundoubtedlybelievedthatsurvivingGod through teachinghis wordwould onlybe thewayto savemankind.

Egerton`sconvictioninto full-time ministryunder theMethodist markeda new phase of his life. He desireda changeforthecommunity.Hewasalsowellendowedwith graveexperiencein thereligion.Hewasraisedin a Christian familythat greatlynaturedthevaluesandvirtuesof his life. Hewashencecapableofridingout thenone-functionalities in thesystem.There werea numberof factorsthat shapethelifeof Egerton into his ministryas a gospelministerandas a socialmover. Suchincludehis education,familybackground,andreligion.

Egerton`sfamilyseemedto be pro-Christianity. Theyhada strongervirtueaspirationthat wasbuiltin everychild.Assuch,Egerton hadtheopportunityto facethebestmentorship programsin thehistoryof his life(Dallaire, M., &amp Miller, J. P. 2011, p. 26). Theloyaltyfameof his parentsfollowedhim in his daysof lifeevenafter his entryinto thegospelministryin theMethodist Church. Thevirtueof obediencemovedhim into higherranksin thereligionthat movedhim from one placeto another.Egerton thereforegrewup with thevirtuesof respectinghis seniors,takingup ordersas givenandperforminghis rolesto theexpectations of themandateof thecourse.Thiswasthemostsensitivevirtuethat would lateraffecthis worksinto thecommunity.Hebegangivingto thecommunitythrough primarytrainings.Nevertheless,evenfrom thebeginningof his work,Egerton believedthathewasbroughtup therightwayandas suchdeterminedto trainmorepeopleto his status.Hethereforethoughtof introducingeducationinto it.There wasa mismatch in thesystemthat heworked.Herealizedthatpeopleneedededucationandsowasimperativein spreadingthegospel.With theintroductionof missionarywork,Egerton determinedto introduceeducationto assistin theinterpretationof thewordof faith.Thiswasto beachievedthrough basictrainingof peoplein thebasics andfoundationsof English language.

Egerton`seducationalexperiencegreatlyinfluencedhis career.Helearnedthebasics of his foundational educationwhenworkingas an assistantto his brother.Heusedthatknowledgegatheredto createsmalllearningcentersas a missionary to teachpeopletheBasic English languageandacademic motivation for the next generations. He experiencedtheimportanceof educationin his ministrywhich inspiredhim to beginmoreschoolsin Canada. Heunderstoodtheonlywayto givehisfollowersstrengthto spreadthegospelwasto teachthem basiclanguagethat wasusedin preaching.Theywould henceuseacquiredknowledgeto translatethewordinto their remotelanguages.Ryerson understoodthatpeopleexpressedthemselves bestin their nativelanguagesandas suchwantedto takeadvantageof thatopportunityto promoteandspreadeducationto thepeople.

RyersonEgerton was optimistic about educationto which hewassurethatan individuallevel of understandswasa factorof a givenlevel of education.Moreover,theinteractionandconfusionbetween social,politicalandeconomicaspectsof lifewasa livingparadoxof his time.Asa Methodist missionaryin Canada, Ryerson realizedthatthepoliticalaspectof thesocietywassomuchinfluential amongst thelivesof thepeople.(Semple,N. 2005, p. 42). Hehenceactedtomergepolitics,religionandsocialismwith an expectation of creatinga betterunderstandingto thelivesof thepeoplearound him. Thismarkedhis philosophicalthoughtof educationas a social investment. Asa trainedtrainerof thesame,Egerton knewthateducationcreateda profitablefutureforthecommunity.Hecombinedhis religiousinfluencein thecountryto a noble,statesmanlike, to a divineworkof raisingand elevated,moral-sensitive andintelligentpopulation.

Ryersonrealizedthatpolitics,religionandeducationcould nolongerbetreatedas separate entities.Theygavetheframeworkof moralandpsychologicalfoundationof thecountryupon which religiousandpoliticaldeterminationscould beattained.ThisthoughtsawRyerson dedicatetwo yearsin pressuringtheAnglican Church through theGuarding to keepan undividedclergyreservesystemin thecountry.Itallaimedata bettereducationas thespotlightof thecountry`sgrowth.However,this facedan immensechallengebeingthatthere werea numberof missionariesin Canada particularlyfrom theWesleyan Missionaries who werenot tunedto theestablishmentof theAnglican Church (Mcdonald, N., &amp Chaiton, A. 1978, p. 51).Thisstrugglecontinuedup to 1940 with Ryerson adforadvocatingfor equitableprivilegesforallreligiousgroupsthat practicedin theUpper Canada. HeusedtheGuardian columnsto addressmostof his grievanceandalsomadea numberof communicationsto thethenColonial Secretary, Lord Normandy. In theearly1941, Ryerson gavea papersubmissionto theregionalheadsrequestingfora formalexceptionof Canada andissuance of constitutionalcountry.Hethoughtgivingthepeoplefreedomwould be a betterchanceforthem to incorporateeducationin thenewmodularity of thegovernment.

Accordingto Ryerson, anindividualanda governmenthasa placein eachothers’function. All thatmatteredwastheorderandpreferencesetagainst eachwait.Hetransferredthesameinterpretationandperceptionto education,politics,andreligioninterdependemce.Accordingto his schoolof thought,religionwithout educationwasneedlesssince such a casewould givenoattemptto theexpansionof thefaith.Ryerson thereforeassumedthatthethree institutionswere interdependent, butmostimportanteducationwould not besubstitutedfor any(In Grant, J. W. 1966, p. 37). Heusedof educationas a through-wayforthegospel.Itwaspredominantly smoothandefficientto preachthegospelat pointswhereknowledgeof thenecessarylearningalreadyexists.The congregation was expectedto readandwrite.Hegavehis coursethededicationto themannerof his religiousfunction.In an attemptto boostitmore,heincorporatedpoliticsinto themix (Public Archives of Canada, 1979, p. 39). Egerton realizedtheimportanceof thethree aspectsof lifejoinedtogether.Asa religiousleader,heunderstoodthefactthathewould not makeanyconstructiveprogressin his careerwithout education,hesoresorted to puttingita realityin thetimesof thedeadhopes.Hedesiredto learnandsowishto puthis desiresa realityin thesocietyby supportingeducational.

Ryersonheldan educationalphilosophythat knowledgeis power.Hebroughtup thisphilosophyin defenseof thesocialtheoryand beliefthateducationwould addnovaluein thelivesof thepeople.Accordingto Ryerson, educationwasasimportantas anyotherbasicneed(Semple, N. 1996, p. 45).Heproclaimedthatknowledgeis a basicneed,one that gavea differentinterpretationandoutlookin thephaseof thesocialconservatives.Justto mention, the communityhadtheir waysof learningculturalcustomsthat they concluded necessaryin thelivesof thepeople.Ryerson wasthereforeby anychanceintroducingsomething newto thesociety,educationas asupportof humanthought.Hebelievedthateducationenlightensour todayabout tomorrowandthereforepeoplewhopartookof educationapparentlymadea fortuneout of their future.Itaffectedthemannerto which theyreasonedandpresumedfactorsof their lives.Literally,onlya handsomeof peoplewould makea livingout of educationsince therewere noas suchmodifiedprofessionalcourseas ittoday(Barnard, H. 1856, p. 39).Nevertheless,Ryerson neverheldto thefactthateducationin thenatureof book-learned skillsto improvetheearnestnessof their kinin readinessof futureaspirations.Hestoodforthebook-learned knowledgein anticipationof buildinga higherunderstandingforthelearnersandthepeopleabove.Hestoodfirmto rebukethemisunderstanding of usingmoneyto obtaininstructionfrom others as thereverts alwayssaidit.The reverts were the conservatives who voted for maintaining ofstatus quo.Ryerson knewthiswastheillreasoneverto givein opposingeducationbecausehewasfullyconvincedthateducationwasthebestthingevercan be obtainedin a socialsetup.His opposers had no good reason rather than keeping the society inthe dark at the expense of few elites who took advantage of thesociety’s ignorance. Giving people education was a huge threat totheir ill motives against the society. Ryerson therefore focused toenlighten the society through education.

Ryersonadvocatedfor traditionaleducation.Educationwasbuiltandbased on theinterestof thesocietyas a whole.Itdoesnot implythateverypersonwasdeemedto attendtheclassesat thewill of thecommunity,but your own(Di, M. A. 2012, p. 45). Thechoiceof attendingornot wasbasedon an individual.However,there comesa timewhenthedesireof the societyoverlookedthegilt andself-interest of a person.This was the social backing of Ryerson’ education project enjoyed.Egerton wantedto putin thesociety.Hemanagedto giveeducationa freemarket.Educationcreatedthewayforits own.Hemadeeducationa buildingblock in thesociety.Thisexplainsthepurposeof theRyerson increasingthenumberof schoolsandlibrariesin Canada. Hemanagedto putaside his desiresat theexpense of thecommunity.

EgertonRyerson’s plan for education was more comprehensive and comparativethan people thought. He thought outside his social class and groupjust to provide a unifying education for everyone. According toRyerson, education was universal and sufficient for life. Hetherefore assumed that every person with breath had the right toassess quality education in preparation of their life. He reasonedthat education prepared him to be whoever he so and so determined anyother Canadian, believer or not had the right and chance to assessthe same education he had. His dream for education was just awesomeand he managed to achieve it in decentralizing the very asset thatprepared him for great understanding of humanity. This was hisgreatest motivating factor. He was motivated by the desire to allowothers achieve what he had achieved, a selfless leader of the olden.It is also such that still makes Ryerson high above today’sleaders. He saw beyond what his social class termed leadership andsuccess. As a religious leader, he was expected not to mingle intothe social affairs of Canada but not only did he mingle but caused agreat change in the lives of the people. He never wanted to maintainthe status quo but desire equality which he meant would be achievedthrough education to all.

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