the flipsic*e

Reod the folawins arsuments ond olterndtive orqunents ondJiI inthe exonples wherc necessary.

Education

1. Concept/lssue: Function and purpose ofeducation (for the individual)

Question: ls education a form of liberation?

Answer: Education sets one free from the chains that bind and limit one's development and growth,
for example poverty, discrimination, economic backwardness etc.)

Education is a tool for social mobility. lt liberates The role of education to liberate is limited, if it is
people from the clutches of povedy through used by governments as a propaganda tool to
suppress their people.

Educatlon is a means to free oneselffrom In developing countries where there js insufficient

economic and technological backwardness.
Education allows people to make informed
decisions. This frees them from indecisions and
bad choices.
funds for education, people would not be
educated holistically, resulting in inadequaie
dcv"lopmFnl ot Indrv dudl , d1d I he .ountry

Mora educatlon can reduce narrow thinking and

discrimination.

Creative thinking and the development of

cognltive processes can liberate people from strife
and war, through problem solving and negotiation

2. Concept/lssue: Function and purpose of education (for the individual)

Question: As5ess the role of education in the development of the individual

Answer: Education is capable of developing different aspects of an indlvidual (physicaily, socially,

emotionaliy, cognitively, aesthetically etc.). Thls empowers them to be ready for work, fo.
membership in society etc.

Arguments
Education empowers individuais to be ready for
\^ork. No_ only . adL, drion d ooor ro.arper
opponunities, it also equips indivlduals with the
skills needed for them to be adaptable to the
unceftain world.
ln this constantly changing world, there ls a limit to
which education ls able to develop the individual.
Much ofthis depends on the individual himself-
his attitudes, his life experience, willingness to
aoolv what he has learnt etc.
 the flipsie$e

Education is crucial in developing national
consciousness in the individual, so that the
individual would become a socially responsible
citizen.
An exam oriented education system can result in
less €mphasis being given to other non academic
aspects of develoPment.

Education also prepares individuals for

membership in societY They learn and develop
skills that are relevant to their roles as mother,
husband etc.

3. concept/lssue: Function and purpose of education (for society)

Question: The only means to effect social change is through the schools?

system is often the

Answer: When a government wants to effect change in society, the education
first area the government changes Theschooliscertainlythekeyplaceforchangeinsocietv'butit
is not the onlV institution that can effect change.

tl,tany beliefs are instilled in us through schooling'
As people grow older, they tend to hold firmlV to
the beliefs that theY were infused with since theY
Fdu.ation does not onlV serve to impart
knowledge and skills, it also serves to develop
one's character, beliefs and values, which are
critical to effecting social change-
Even before a child enters school, his education
has alreadv stafted. Prior to attending school, the
child's parents would have had 5 6 years to mould
his value system and beliefs. The role ofthe
pdr"nl s in.hap nB lhe oevPlopmPnl ollhair
child pn .dnnot bF under\lateo. lh Js .hdngp\ in
society must also come from the home,
Even though a schooling child spends a large
proportion of his life in school and at home, the
adults that make Llp the general environment also
affect his development Adults in society have to

4. concept/lssue: Function and purpose of education (for society)

this true?
Question: Education is all about economic suruival in the future To
what extent is

can contribute
Answer: Althollgh one of the functions of education is to ensure that the individual
economicallv in the society, there are also other objectives in education'

Wosrucenzoos
 the fXlpside
ln education today, the skills and knowledge
obtained are for the purpose of stretching and
developing the individual in all aspects.
The objectives of education is to;
a. Develop the intellectual faculty
b. Build a virtuous character (integrity,
honesty etc.)
c. lnstil moralvalues
d. Nurture independence of thought
ln the increasingly globalised and competitive
world, the focus ofeducation does seem to be
centred around economic survival (e.g Singapore's
education policies etc.)
Skills and knowledge are designed so that students
can survive and succeed economicallV in the world
today. This is done through the development of a
broad based education, creative thinking skills,
passion for life long learning etc-)

5, concept/lssue: Successful education

Question: How can we t€ll whether someone is an educated person?

Answer: Educational attainment and paper qualifications are not the only means to decide if a

person is educated.

Arguments
To evaluate whether a person is educated, you Many ofthe criteria mentioned are subjective and
should not only look at whether he is endowed difficult to measure. lt is faster and more
with knowledge/ skills/ understanding ofthe convenient to use grades and paper quallfications
soc;ety/ world, you also need to evaluate how he to make an immediate assessment of an educated
uses what he knows/ learns to lead his life and
how he decides on appropriate courses of action.

The evaluation can be based on some ofthe

criterion below:
a. A learned person who is knowledgeable
b. Competency in his area of specialisation
c. A critical thinker
d. Of sound character
e. Socially responsible citizen Ie.g
participating in civlc life (voting,
volunteerism etc.), being an active
member of society and making valuable
contributions.

W @sRtc GP 2009
 tkre flipside
6. Concept/lssue: Successful education

Question: 'lt is possible to store the mind with a million facts and still be uneducated.'
Do you agree?

Answer: A person can have a mind stored with countless facts, but his views and actions may be
deemed by others as uneducated-

Arguments Alternative views

Although memorising facts may be inevitable, the ln education, memorising and storing fads in the
facts need to be complemented with application- mind is necessary and inevitable.
related skills- lf one lacks the discernment to use
one's knowledge j udiciously, one is considered
uneducated and an impediment to himself and
society.

Knowing a lot is not enough because it is notjust

quantitv but qualitv and relevance ofthe facts that
matters. (e.g The facts stored should not be
trivial, the person should know enough to deal
with situations in his life etc.)

Learning does not only refer to facts obtained

from textbooks/classroom learning- Life skills
intuitively/consciously learnt are key to navigating
complex situations,

The standard forwhat it meansto be educated has

chdnged whdt iL mean\ to be edu(dLed hd5
evolved wrlh lima. lhe emphasis in recenr years is
to be able to apply knowledge.

Learning is also not a once off undertaking.

obsolete knowledge should be unlearnt and

ro @SRJC GP 2009
 the f!if;sie$e
7. Concept/lssue: Successful education

question: Education does not guarantee success in one's lif€, To what extent do you a8ree with this
statement?

Answer: lnstitutionalised formal education does not necessarily guarantee success in one's life. This
is because merely textbook information may not equip us wiih the skills needed {or success (socially,
economically, spiritually etc.)

Define "Education"
FormalEducation
The hierarchically structured, chronologically graded 'education system', running from primary
school through the university.

lnformalEducation
The lifelong process whereby every individual acquires attitudes, values, skills and knowledge from
daily experiences and the educative influences and resources in his or her environment-

ArBUments
Paper qualifjcatlons may not guarantee one the ln a paper chase society and an economic-driven
best job. For example, one may not be in a job society, education is perceived as a passport to a
with remuneration proportionate to his better Iife-
qualification or one may end up in a job for which
he is not trained. Al pra<ent. p.per qJdhlr.a_ ons "r" .lrll 'h" Tdir
yardstick to judge one's abllity, potential and
Formaleducation and paper qualifications do not worth in society.
reflect lQ-EQ relationship. Today, with so many
people having the same high levels of knowledge
and technical expertise, what s€ts people apart
now aae their abilities to manage themselves and
develop productive relationships with others; it
depends on emotional intelligence.

Success is a relative concept. A person who values

ljfe success as beyond the material may not find
contentment with what he has supposedly
d, hrFVcd wrlh hr. pducdtio ,"1 q rdlit,, dflon.

WWfolnrceezoos
 tfre ftipside
8. Concept/lssue: Measuring success ofthe education system

Queston: Can Singapore's education system succeed in 'moulding the future of the nation'?

Answer: Singapore's education system can succeed if it prepares allcitizens to achieve their goals
and fulfil their potential. In so doing, the country would be prepared io achieve her goals in all
aspects (social, political, economic etc-)

8v ensurinR universal and equal access to Singapore's education system is still tailored to the
education, the needs of the minorities (e.g special demands ofthe economy and nation building.
education, students from low-income families etc,) .Thus thefocus is on the majority ratherthan the
are met. This ensures thatthere are opportunities minority; efficiency and needs driven
for social mobility.
Singapore's education system has failed to provide
Singapore's education system can succeed ifit an all rounded education. There is less emphasis
continues to be responsive to the developments on .hara.ter and moral education.
and demands ofthe modern world {e.g emphasis
on intellectual capital science and engineering) The system of meritocracy has its limits. The
education system closes its door to those who fa re
Providing an all-rounded education that caters to poorly in the national examinations, as academic
lhF drvp'sp dbil tip , lalpn < i1ier",ls dnd led nrnB achievements are still key in this competitive
5 yle\ or r,ldividudl.. I hir ( an b" done b\ pldLinC
p.\ pflphd\is or d, ddpmi, ai h.evp'np.1t,. g,vrng
ereater flexibilitv and choices (e.g lP schools, new
'O' level subjects etc.) etc, This ensures a well
educated, well trained and skilled population that
can compete in the global market forjobs and
businesses.

QualitV education is ensured through innovations

in teachlng practices, curricula etc-

9. concept/lssue: Approaches to Education (Education and technology)

Question: The traditional c assroorn is no longer relevant today? Do you agree?

Answer: ln the age of information technology, it may appear that the traditional classroom has
become obsolete. However, there is still some value to the traditional classroom today.

OSRJC GP
 tl're flips*de
Arguments
Traditional classrooms are still relevant for the The traditional classroom is outdated in the age of
transmission of desired values, because values can technology, where there are new ways of learning
only be instilled through the child's interaction such as virtual learning/ learning mainly through
with adults and his peers. the use ofthe computer.

The traditional classroom is the ideal location for
building community bonds and nurturing the social
being. Besides merely obialning information, the
traditional classroom provides opportunities for
group and social learning-
Traditional classrooms are still necessary for the
provision of laboratory facilities to carry out
Knowledge is constantly changing and thus the use
ofthe internet is integralto education today. The
traditional classroom is slow to keep up wlth
changing information.
The traditional classroom does not teach practical
life skills- Knowledge should extend beyond the
physical classroom,

10. Concept/lssue: Approaches to Education (Science Vs A.1s)

Question: Should the humaniiies be ignored ln education. Comrnent

Answer: In the age oftechnology, many developed countries have placed increased emphasis on
science education, as a foundation in science and mathematics are essential for industrial and
economlc development. However, there is also vaJue in the humanities, as it serves the purpose of

At the most baslc level, education prepares a human being for survival alone or in a group. At the
highest level, educatlon prepares a person for greater, independent learning, especially through the
ability to questiof and form hypotheses, equips him with a set of values and helps him appreciaie
and create beautv.

5kills
The humanities develop the skills of analysis and
evaluation. More importantly, ihese skills are
transferable.
For example, the abilityto perform close ana ysis
ofthe text (a skillfrom literature and history)
would be of tremendous help to a lawyer
The ability to take an overview of a situation and
make sense of multiple inputs in a system that is
so complex it needs to be simplified with
The sciences can also teach the skills that the
humanities teach, especially at the university
(However, in sclence up to the A levels, the
emphasis is on exploring what is already known in
order to provide a firm foundation from which to
explore the less known at the university level. This
sometimes means that scientific facts are largely
memorised.)
 the {li pscdc
assumptions and a reduced set of factors
considered is a geographer's skillthat has use in
any situation in life.

loqic and worldview

Language - Beyond learning how to speak a
particular language, language is itself a
phenomenon for study- A language reflects how a
group of people view their world and their
response to it. Language is also a vehicle for logic.

Questions about life, art etc.

Philosophy means 'love of knowledge'. Philosophy
addresses the fundamental questions about life,
creation, a higher inteliigence, art, beauty, our
surrounding, nature etc.

In addltion, the philosophicalmethod of

questioning, generating and evaluating answers
can also be used in our everyday life. Philosophy is
the study of man's thinking.

ldentitv and national consciousness

History is a story of people's developmeni over
time- Knowing our human heritage is important, as
it helps us to develop our self identity and plays an
important .ole in nation building.

Consider other subjects in the humanities:

Anthropology, Sociology, Political science,
Psvchology, Literature, Fconomics etc.

clossary

a soclo ocica conceprwhlch de5cribesthe movement

oflndivldua s and famlle5 mov ng up or down the
social cl.55es based on thelr a.hievemef ts or factors

t is the bellelor attit!de that a 5e ect group of

lnd viduals witho!ctanding abllities, intellect, wedlth
orotherdistincrve att.ibutes, are those whoie vlews
should caiiv nore welghtj orwhose skilh, abllties or

w @SRJC GP 2009
 the flIpsicle
wisdom render them esFeciallv fit to sov€rn.

3 Knowledce-basedeconomy where knowLedg€ is used asa toolto p.oduce

Asystem in which personsare award€d and advanced

basedontheirabilityandtalentratherthan on.lass

5 rt ls the ob igauon of or8anlsauon managementto

make decisions and take actions that wilL enhance the
welfare and interesls ofsociety:s wellas the

6 rr G concer.ed with the development ofindivlduaLs in

m! tip e aspects-intelLectual, emotiona,
psycholoel.al, sociaL, physica, artistic, splrit!a etc.

A mea5ure of the economlc va ue ofan emp ovee's

skillset.Theconceptof hLmancapita .ecognisesthat
not labour ls equal and that the quaLity of the
aLl

employeescan be mproved bV investine inthem.

8 lnf otmation revolution Theerploson intheava labi ty ofinfo nat on due to

the u5e of.omp!te6, the nternetandolhet

9 CoLlege5 and unive.stieswhich have a reputauonfor

hieh schoiasucachlevenentand so.la p.estige.

The:rt orrlence ofbelnga teacher. Theterm

generaLly refe.s to strategies ol instruction, ora stvle

Experiehtial Education The orocess ol a.tivelv engaging stldents in an

autheft c experience thatwiLlhave benefits and
consequences. Students nake dlscoveries and
experlment with knowLedge themselves.

72 Ab.oad te.m lor special practices, procedures and

theories lsed if the educatlon o{childrenwho have
been denufied as Cilted orta ented.

riot", art *""nqt *" yjlb[l!!t9t849fu!!!l jPL lhese wads nav hove diJJe.ent nedninqs in diJJe'ent
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