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Education for Life

Written by: Muhammad Aftab Alam

clickaftab@yahoo.com

Education for Life is a viewpoint of holistic education that highlights experiential

knowledge, spiritual enlargement, & practical skills for existing such as deliberation, self-
discipline, & compassion. The basics of the philosophy are explained in the manuscript Life
Education, by J. Donald.
The basis of the Education for Life lies in the idea of Paramhansa Yogananda, writer
of life story of a Yogi. Yogananda highlights the unison of all religions & their common
objective in helping people understanding joy, peace and love.
At present, life can not be overlooked school. Education is one of the parts, but how
to accomplish; people have dissimilar views of their practice have met many problems.
Education for Life in schools require to carry out the next points clear: Education for Life
should not only be exercised as a tool to resolve social problems, but should peak to the
person's overall improvement, a holistic learning, Education for Life should not only
obedience permeation friendship, & should be autonomous of set courses, Education for Life
curriculum must not be the logical institute of knowledge & activities should be organized a
inclusive activities program.
The twentieth century, late 90s, Education for Life from Hong Kong was initiated to
China, & attracted considerable consideration. With the omission of theoretical study,
Heilongjiang, Shanghai, Hunan, Liaoning, and other places also expanded the practice of life
education, but in perform, some of the problems encountered in confined life education. This
essay attempts an analysis of personal interpretation of ‘education for life’, with critical
discussion of curriculum reform in Hong Kong.
Tin Shui Wai of Hong Kong Education for Life began in 1996, then Shap Pat Heung
Committee of Rural She Secondary School of Kung Yik course on “Education for Life "
course, a large number of societal organizations & religious groups affix great substance to
carry out Education for Life. Zhouhui & Guoqiang analysis pointed out that the grow of
Education for Life in Hong Kong the latest increase in suicides inducement, particularly in
the Asian financial crisis, views for a lot of Hong Kong people are blurred, confound, lost
their self-belief. But they also consider that our Education for Life is not a easy solution to
the financial crisis reasoned by loss of self-confidence, whereas the underlying causes for
this: This is modern development of Hong Kong, resulting in a Hong Kong spotlight on
material life, centering on financial returns, disregarding multiple values & the cultivation of
the mentality & spirit, & a high degree of societal division of labor, thus people relations are
more vulnerable or unstable. They believe that life education of Hong Kong must be a
fundamental response to the profound social & cultural issues, govt., & poor people's
psychological problems. “Education for Life is to coach students in the own sense, passion,
will & balanced development of all features of the body & with us, others & the environment
to found mutual respect, and the relationship between communiqué & responsible, at last,
mature & happy life as the target of the training.” Accordingly, Education for Life in Hong
Kong does not only to check suicide, but the treatment of human passions, feelings &
physical & mental improvement, to enlarge the depth & breadth of life, teach students to suit
wise, & the pursuit of brilliance will be moved round.
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Education for Life through the personality mind & body trying to or awareness of the
balanced expansion of means to attain with other ones, nature, the world of mutual respect &
responsibility to create a harmonious relationship. Consequently, the Education for Life is
concerning the "Human & Self,"… "Man & others"… " Man & Nature "…" Man & the
Universe, "these four features. These four features are distinctive not only for Education for
Life, & other disciplines will also engage one or more features, in this work, it also entails a
separate education for life settings? Several people consider that the content of Education for
Life in schools has many a disciplines, such as life, sports & fitness, ethical & societal, & life
sciences, usual to study these issues were Education for Life is not compulsory to make life
education was also proposed that since the primary & secondary schooling in the discussing
disciplines in the substance with life, we can formulate use of these contents, to make
stronger its sense of Education for Life, the exercise of discipline infiltration approach, there
is no want to set up autonomous Education for Life curriculum. In reality, there is no
distinction between two types of knowledge; the previous study other subjects that were of
course Education for Life, which only highlights the knowledge of other disciplines,
Education for Life should willfully. These two thoughts, whilst not denying the realization of
Education for Life, but advocates are subject penetration, fusion-style Education for Life.
Education for Life advocates who congregated penetration that arrangement a
separate Education for Life curriculum will not only raise the academic load on students,
however also in content, the "outmoded" in a sense, this is not necessary. This type of
perceptive or even come into view in the Education for Life materials among critics, who
lives in the research of education matters, it appears that other disciplines are before now in
force to keep away from the content of the content of Education for Life as a accompaniment
to other subjects. Actually, this practice is not accurately understood the Education for Life
content & the dissimilarity between the content of further disciplines, the similar content,
Education for Life & other subjects of apprehension to special focus, understanding unlike
perspectives. For example biology regarding "sex", centering on the physical point of the
"healthiness" of "safe sex" & Education for Life is to complain "the nature of morals." So,
Education for Life & other sciences will not only an "outmoded" questions, but also
accompaniment each other well. As Education for Life courses set whether to enlarge
students’ load, depending on Education for Life, & how to assess, how to apply.
Actually, to say the slightest, even if boosted academic burden on students, although
students in disciplines related to life & values matters such as the sense of life in a
materialistic era "exam" of the backdrop, are biased nears academic knowledge & skills of
education to talk about the sense of life & neglect cases, a separate set of Education for Life
courses to specialized in a logical way to discuss the "settle down" dilemma, is still especially
worthwhile & essential.
I have no protestation to the way other disciplines from side to side the penetration of
the education of life style, & even sponsor the whole school atmosphere to create & even
family; the school co-education is basic for life. Bar the life of conscious concentration
education, not only destroyed the original subject its uniqueness, is not encouraging to the
accomplishment of Education for system. Links to open paper get each discipline has its
distinctive perspective, chooses a subject, denotes in accordance with its vision select &
organizes materials. The content of the discussing subjects may have some extend beyond
with the Education for Life, but to appear on the perspective was dissimilar. In curriculum
reform of today, a subject matter the value of the load too many have gone its own. Still some
aspects of education for life & should be shared to the potential addition in the disciplines,
however does that mean for the addition of these aspects is the way to train all of what
Education for life? Answer is refusal. So, I think that even if the subject can penetrate assured
Education for life, but this penetration is not inclusive and systematic. Education for Life can
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not be changed with its exceptional, has its joined content, there is essential to set up
autonomously.
If the distinguished need for a split set of Education for life courses, then how the
course should be organized? Should be a logical organization of facts, or to actions of
organizations? Actually the method in which Education for Life courses, ultimately on the
education of our life perceptive. If we set the rationale of Education for Life to be aware of
time, to master the law of the improvement of life, considerate the rules of life & activities of
replaces, the development of good quality habits such as cognitive goals, Education for Life
curriculum of course acquire the form of knowledge management, making it a inclusive
course covering compound disciplines. Yet, if the Education for life curriculum is not only
located in the accepting of life, & the safety of life is to master the skills & contemplation on
the sense of life, after that the curriculum is visibly the knowledge organization unsuitable, it
should be stand on life as the base of activity axis, the organization incorporated activity
curriculum. Inclusive knowledge of occasions in the life course does not oppose the value of
education, not above the knowledge of life.
Analysis of life at home & abroad, printed educational materials, & some is visibly a
knowledge centered curriculum org. The 1st lesson in 7th grade "responsible for health" and
the set of knowledge objectives are: three elements of the fitness of what? What factors affect
fitness? Guidance of health behavior treads? How to put health goals? wording shows about
these targets were "these three elements of health" "affecting factors of health," "How
guidance of health behavior" & how to "build up a health goal." workbook emphasizes the
top 10 skills, for example use of communication skills, conflict resolution, the use of
resistance skills, set health goals, build responsible assessments, etc., are assembled in the 1-2
types of each lesson skills guidance, however these skills are too reserved, with no actual
content of the wording links. Domestic Education for Life materials are fundamentally
stories, the narrative story, case-based, allow students to a little discussion & reflection,
dialogue & thinking, whilst this is dynamic, but more of a thoughts activity, and not the
practice. Such types of activities, students can enlarge rational judgments & choice; however
the lack of right feeling in the doings Experience is not helpful to feelings, manners & values
formation.
As Education for Life in the awareness points & the first of a lot of disciplines is a
chance, Education for Life is not to reiterate the knowledge, or the further relevant
knowledge, however to inclusive utilization of such knowledge to resolve the puzzle of life.
Hence, I think that Education for Life activities should be systematized core curriculum,
learners encounter every day life around the assorted biological phenomenon, in the course of
the exercise so that learners master the proficiencies of life protection, & direct students to
feel, judge, practice their own experience, the chief use of activities & scenarios way to
practice the true life of education moved, alarmed the mind & into human existence.
Action is the organization of Education for Life courses, where printed in the Sheng
Kung Hui of Hong Kong here "character education" element as an instance to illustrate the
research of forms. The cause of this module: give attention to the members by helping daily
acts of bad character, and bad character instigated them to comprehend who is complex to be
understood, will influence their affiliations, on the different, if we can have fine moral
conduct, simple to make people believe.
Education for Life is indivisible from the actions of the students, but not Education
for Life actions in the cognitive commotion, but from the students’ lives, facing the trouble of
cut, accordingly that students get right knowledge from practice, genuine love, true feeling.
Thus, the Education for Life curriculum should is "inclusive activities plan." Hong Kong, the
“Education for Life” as a 9 year integrated curriculum, "included Activities," the selected unit
to make sure that their teaching timings shall not be less than the spot of Integrated Activities
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ten percent of the overall number of hours. Education for Life is an important field of study to
develop and create positive thinking in students. By the use of this field, Hong Kong with a
good and timely curriculum can provide knowledge, skills and abilities in people to lead in
the world with a unique confidence.

References:
1. Anthony J. Solloway (Jan 26, 2010); “Does It Have To Be Like This? Education and
Socialisation in Hong Kong”; CreateSpace; San Diego.

2. Ruth Hayhoe (Jan 31, 2005); “Full Circle: A Life with Hong Kong and China”; University
of Washington Press; Washington.

3. Unknown; (1983); “A study of Hong Kong school youth: Report on the Family Life
Education Survey” Family Planning Association of Hong Kong; Hong Kong.

4. www.yearbook.gov.hk/2004/en/07_07.htm