Growth vs Fixed Mindset Essay

Growth vs Fixed Mindset Essay.

Keeping a positive attitude, having perseverance and staying motivated while attending school is paramount to achieving educational success. However, what if I told you there is an idea more powerful than any of these notions, one that is a game changer, both academically and in life, AND that we are in complete control of it. This idea is how we perceive our brains and whether our intelligence is something that is fixed or something that can grow and change.

“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits.

They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.” A person having a fixed mindset also perceives effort and learning as something that isn’t required – if you have to work hard for something, this means it doesn’t come naturally. The less effort that is put in, the more setbacks you incur and, “those with a fixed mindset were more likely to say that they would feel dumb, would study less, and seriously consider cheating.

“In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point.” People with a growth mindset see challenges, obstacles, mistakes or failures as ways of becoming smarter as you learn from each and every one of them. The harder you work and the more effort you put forth, the more you grow. Specifically, when students face a setback in school, they would study more or maybe in a different style instead of giving up. Students with growth mindset see their education and life as something to conquer, that learning is something you have to work at and that you get what you put into it – education, and life, is not handed to you.

I believe that anyone, including someone with a fixed mindset, can develop a growth mindset. All it takes is the right person with the right influence- whether it be a math teacher and an article he hands out on the first day of class. Or maybe it’s a basketball coach who instills in a player that practice makes perfect and ensures him that success isn’t handed to anyone; even Michael Jordan had to work hard. I, myself, have a growth mindset. Over the last 3-4 years I have made major changes in my life, both spiritually and physically- including going back to school (not only to get a degree but to learn and soak up all the information). I believe having a growth mindset affects me in nothing but positive ways. I see failures and set backs as learning opportunities and remind myself that practice makes perfect. One of my favorite quotes that relate to the growth mindset, “I remind myself that Oak trees grow strong in contrary winds and diamonds are made under pressure.”

Growth vs Fixed Mindset Essay

Annual Accomplishment Report Essay

Annual Accomplishment Report Essay.

I. INTRODUCTION:

The Alternative Learning System, since its implementation, saw the great success of its programs. As an alternative way of learning, it provides a viable alternative to the existing formal educational system. Its two major programs the Accreditation and Equivalency Program (A&E) and the Basic Literacy Program (BLP) become the new hope for our out-of-school youths and adults in fulfilling their dreams since some of them haven’t been in school for such a long time.

Another program of ALS, the Informal Education (InfEd), is a lifelong process of learning by which every person acquires or accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself.

Alternative Learning System has been a very important component of our educational system to achieve quality and access to education as envisioned in the Education For All 2015 (EFA). Its main goal focuses on the eradication of illiteracy and poverty alleviation and among its key functions are: to promote, improve, monitor and evaluate alternative learning interventions for functional literacy of out-of-school youth and adults.

II. ALTERNATIVE LEARNING SYSTEM – GOALS, MISSION & VISION:

Sustainable human resource development through quality basic education.

Empowerment of learners for a literacy learning who can contribute for the social, economic, cultural and values development resulting to improved quality of life.

It is envision in Pangasinan II that every ALS learner will become functionally literate, productive, and effective members of the society, useful, caring and patriotic citizens.

III. ACCOMPLISHMENTS:

As a newly-hired mobile teacher, I started to lay out my plans for the ALS program in the month of June. I went to different barangay of Natividad especially in identified areas where most of the residents belong to marginalized group of learners and are underprivileged. I coordinated with community leaders and conducted advocacy campaign to identify potential learners. I recruited learners for the A&E and BLP Programs. I also conducted the Functional Literacy Test to assess the learner’s level of learning and competency.

I coordinated with the school ALS coordinators in identifying in-school overaged learners by the middle of June. I assisted my learners to fill – up their ILA and prepared for them an individual portfolio. I encouraged them to register for the A&E Examination.

I assisted in the consolidation of Literacy Mapping in July and in the succeeding months. In celebration of Nutrition Month, we were able to put up a vegetable garden around the CLC. I also prepared the MIS and LIS of my learners. By the end of July, I assisted in the A&E registration. I also provided my learners with individual copy of A&E reviewer at my own expense.

For the month of August and September, I accomplished the Learner’s Reference Number through online encoding.

I attended the three-day Municipal-Based Kalusugan Pangkalahatan Training Seminar at Batchelor East, Natividad, Pangasinan in October, and also a three-day seminar of Gender and Development at Urdaneta City in November.

From July to November, I conducted a regular learning and review sessions to my learners in preparation for the A&E Test.

By December, I was able to assist my learners to take the A&E Test at Binalonan, Pangasinan. Also, I was able to accomplish all the reports and requirements to be submitted to the Division Office on time.

IV. STRATEGIES, INTERVENTIONS AND ACTIVITIES FOR IMPROVEMENT:

Varied forms of teaching strategies were employed during the implementation of the program. Implementer used interactive modules and applied various approaches and mode of delivery such as face-to-face, group session, individual tutorial, guidance and counseling and the learning session approach.

V. IMPROVEMENT IN EDUCATIONAL METHODS, PROCESSESS BETTER  ASSESSMENT METHODS:

To hasten the process of learning, I shouldered the reproduction of some of the modules and review materials for our learners. I also provided all of them with necessary school supplies facilitate the learning session process.

VI. INSTRUCTIONAL MATERIALS AND KITS:

ALS Learning Modules
Accreditation and Equivalency Reviewers
Mobile Teacher Tool Kit
ALS Core Competencies
Functional Literacy Test Sheet
Basic Literacy Program Learning Modules
Dictionary
Reference books, booklets and pamphlets
White board & marker
Laptop computer
Charts

VII. PHYSICAL INPUTS – (Community Learning Center):

Natividad District is very lucky enough to have a Community Learning Center intended for ALS Learning Session at Natividad Central School. In other barangay, we seek the permission and assistance of school head or barangay official for us to utilize vacant classroom or barangay hall where we could conduct our learning sessions. In some instances especially in areas where school or community hall is not available, we occupy any space where session can be conducted.

VIII. PROBLEMS ENCOUNTERED & ACTIONS TAKEN:

Some of the learner especially adult learners are affected with their life problems and insecurities. They have their minds on so many things about their family life. The fact that they belong to indigent population attending classes at their age is no longer their top priority considering their economic status. Adult learners are often worried since they haven’t been in school for such a long time. Being the ALS Implementer, counseling, individualized attention, and plenty of encouragement help a lot in such situation.

Other problems encountered during the implementation of the program are the sustainability of the program with regards to its contact hours, absenteeism and laziness. The learners also come in the learning center according to their own flexible time that’s why Instructional Manager makes continuous repetition of the lesson. With regards to these problems, home visitation, tutorial, giving assignments and encouragement through relating personal experiences were the actions applied.

IX. CONCLUSION:

I therefore conclude that the ALS workforce in Natividad District & Local Government Unit should work hand in hand to promote the welfare of our learners in the implementation of its programs and projects. Every member of the community plays an important role for a wider coverage of the program.

X. RECOMMENDATIONS:

To facilitate the smooth implementation of the program implementers must have the necessary training and orientation before taking the post. The agency or agencies concerned must provide complete set of learning modules, reviewers and all other necessary learning materials for the course. Multi-media based learning session must also be encouraged to upgrade the teaching and learning process.

You may also be interested in the following: accomplishment report, accomplishment report example, how to make an accomplishment report, accomplishment report in narrative form, how to make an accomplishment report in school, how to make accomplishment report, sample of accomplishment report, sample accomplishment report, example of accomplishment report, accomplishment report format, accomplishment report sample

Annual Accomplishment Report Essay

Bodily-Kinesthetic Intelligence Essay

Bodily-Kinesthetic Intelligence Essay.

Harvard University professor and author of many books and articles, Howard Gardner (1983) changed our views about intelligence forever when he proposed in his famous book, Frames of Mind: The Theory of Multiple Intelligences, that there are actually seven kinds of intelligences as opposed to the singular type of genetic intelligence that had built the foundation of the Stanford-Binet IQ Test.

According to Gardner’s theory of multiple intelligences, it is possible for a child to be a genius in terms of interpersonal intelligence, and a nerd in logical-mathematical intelligence, and yet fail in school because his or her greatest strength lies in a high level of bodily-kinesthetic awareness and the teacher of the pupil does not know how the child must be taught with special reference to his or her principal abilities.

Thomas Armstrong, the author of Multiple Intelligences in the Classroom, states that children with a higher than usual degree of bodily-kinesthetic intelligence should be taught spelling, for example, by associating it with movement.

As an example, “a teacher might try to connect sitting with consonants and standing with vowels” (Willingham, 2004). Indeed, Gardner’s theory of multiple intelligences has led not only to new ideas like the one put forth by Armstrong, but it has also led to a revolution in the study of intelligence.

In his groundbreaking book, Frames of Mind, Gardner discussed the following seven kinds of intelligences that the academic world was especially required to pay attention to for student evaluations as well as teaching (that is, for special learning styles based on specific kinds of intelligences): (1) linguistic intelligence, described as a “sensitivity to the meaning and order of words;” (2) logical-mathematical intelligence, or the “ability in mathematics and other complex logical systems” such as software programming; (3) musical intelligence, which is “the ability to Bodily-Kinesthetic Intelligence 2

understand and create music;” (4) spatial intelligence, defined as the “ability to ‘think in pictures,’ to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper;” (5) bodily-kinesthetic intelligence, or “the ability to use one’s body in a skilled way, for self-expression or toward a goal;” (6) interpersonal intelligence, also called social intelligence, which is “an ability to perceive and understand other individuals – their moods, desires, and motivations;” and finally, (7) intrapersonal intelligence or “an understanding of one’s own emotions” via introspection (Guignon, 1998).

Also according to Frames of Mind, an individual does not have to possess all of the above seven intelligences in order to be “smart. ” Rather, anybody who possesses and/or expresses a higher than usual level of a particular type of intelligence happens to be smart in her or her own way. The body smart people, according to Gardner’s theory, are those who possess and/or express a higher level of awareness with respect to the use of the body. Gerald Grow explains Gardner’s bodily-kinesthetic intelligence theory further:

The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and capacity to handle objects skillfully. Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. Along with these, you often find a high degree of fine-motor control and a gift for using whole body motions. These abilities may not seem very impressive, at first glance. Bodily intelligence is not widely appreciated in our culture.

Calling it an “intelligence” is almost startling, though less Bodily-Kinesthetic Intelligence 3 so after Gardner has called upon Marcel Marceau, athletes, actors, inventors, and dancers to make his case for a bodily intelligence. Gardner cites a dancer’s conviction that we all have the capacity “to apprehend directly” the actions, feelings, or dynamic abilities of other people, without help from words or pictures. Dancers and actors draw on this ability; so do architects, who speak of “feeling in their bodies” the mass and proportion of a building. Surely this ability is at work when I waltz out

of an early Charlie Chaplin movie, feeling as though my whole being has been taught to dance. What light does it cast on writing if you assume–with Gardner–that people function with a bodily intelligence of equal status to the linguistic and logical intelligences? Consider how many kinesthetic expressions apply to the experience of reading. We speak, for example, of being “touched,” “taken,” “gripped,” “led,” “held. ” We “grapple” with difficult subjects, and have “gut wrenching” experiences. Our stomachs turn. Our hearts leap. Our breathing quickens.

We may tremble, sigh, and be “moved. ” These responses are rooted in kinesthetic experience. One of the principal ways of examining the development of a child is to look at his or her motor coordination, which is actually an essential part of bodily-kinesthetic intelligence. In order to successfully perform various motor skills in their everyday life, human beings have to “coordinate movements of different body parts. ” There are countless “combinations of movements” that humans can perform with individual parts of the body. Moreover, it has been Bodily-Kinesthetic Intelligence 4

found that humans are capable of producing precise as well as consistent patterns of movement in innumerable situations (Planinsec & Pisot, 2006). M. T. Turvey (1990) clearly linked motor coordination with general intelligence when he wrote that there are two defining characteristics of coordination, that is, the use of appropriate parts of the body or limbs, and the connection of coordination with time as well as space. In other words, an athlete or a dancer must not only know how to use the body for an effective performance, but also how to time the bodily movement in the given space with maximum accuracy.

This requires a high degree of “cognitive functioning” for sure, according to Planinsec & Pisot, who published a study in the journal, Adolescence, to help us understand the relationship between motor coordination and general intelligence in adolescents. According to K. A. Leithwood (1971), the process of learning new bodily movements is an intellectual one. Furthermore, researchers have found that children with above average cognitive skills are better performers of motor coordination tasks than are children with below average general intelligence.

More importantly, it is known to psychologists today that children with greater intelligence are better able to perform complex motor coordination activities (Planinsec & Pisot). Planinsec & Pisot similarly found that there is definitely a relationship between motor coordination and intelligence level. Their study confirmed the existence of Gardner’s proposed bodily-kinesthetic intelligence, and that, in fact, this type of intelligence is an important part of general intelligence.

The researchers also found that after taking an intelligence test that measured “fluid intelligence” in particular – that is, “the general neurophysiologic capacity of the Bodily-Kinesthetic Intelligence 5 central nervous system for information processing” – adolescents with a higher level of fluid intelligence performed better on the motor activities presented to all adolescent participants in the study. While individuals with high levels of bodily-kinesthetic intelligence may be generally intelligent, it is possible for them to lack skills in other areas that are important to everyday living.

Researchers can expect intelligent people to handle their bodily movements better than the average. All the same, it is possible that a world-class dancer is musically unskilled or very poor at interpersonal relations. A skilled musician may similarly have problems learning new words or a dance step, even though he or she is musically gifted. Gardner’s theory of multiple intelligences does not necessitate an overall intelligence incorporating all types of abilities.

What is more, the author has been adding to the multiple intelligences over the years (Aborn, 2006). The fact remains, however, that there may be an unlimited number of skills that a human being may learn with the use of the different intelligences propounded by Gardner. Not all of the intelligences have to be high at the same time. Instead, it is possible for an individual to be musically gifted as well as generally intelligent, at the same time that it is possible for an individual to be a highly talented dancer and quite low at intrapersonal intelligence.

People who are gifted in any area of intelligence, such as bodily-kinesthetic, are most likely to be high in other type(s) of intelligence, although they do not have to be high in all areas of intelligence to be body smart. Additionally, even though it is possible for a body smart individual to make excellent crafts, it may be that the same individual finds it difficult to learn ballet. Bodily- Bodily-Kinesthetic Intelligence 6 kinesthetic intelligence may not be ‘overall’ either; it may be concentrated in a single part of the body or especially expressed through a particular bodily movement.

Another important characteristic of Gardner’s theory of multiple intelligences is that these special abilities may be learned. Bodily-kinesthetic intelligence may be improved through sports and dance education, in addition to school theatre, crafts, cooking, and computers (Seitz). Children may also increase their bodily-kinesthetic intelligence by breaking and fixing things (Keith, 2007). Even so, there are many bodily gifted persons who do not require formal training to express their bodily-kinesthetic intelligence.

Michael Jordan, Jackie Joyner Kersey, and Babe Ruth are among the many people who did not need formal training to show their high levels of bodily-kinesthetic intelligence. Scientists are additionally aware that body movements are controlled by the two hemispheres of the brain. In apraxia or other brain conditions, it may become impossible for the sufferers to control their muscle movements (Carvin). Hence, it may be possible that some people would never grow in bodily-kinesthetic intelligence, while others with brain circuitries conducive to high achievement in sports may be able to show high degrees of the same intelligence.

Psychology has no way of controlling the biological bases of intelligence. Nevertheless, the science of the brain does allow for gradual enhancements in the brain circuitry when an individual learns or practices certain tasks, and improves performance in those tasks. Although Gardner’s concept of bodily-kinesthetic intelligence is said to be “controversial” because people like to take bodily movements in their stride – the fact is that bodily-kinesthetic intelligence continues to be an extremely important criterion for the evaluation of pupils’ Bodily-Kinesthetic Intelligence 7 performance in early school years (Carvin).

Bodily-kinesthetic intelligence also remains a fundamental part of our visual culture. Hence, Gardner and others continue to study this type of intelligence to increase our understanding of its relationship with overall intelligence. Bodily-Kinesthetic Intelligence 8 References Aborn, Matt. (2006, September 22). An intelligent use for belief. Education. Carvin, Andy. Bodily-Kinesthetic Intelligence. Ed Web. Available 14 May 2007, from http://www. edwebproject. org/edref. mi. th2. html. Gardner, Howard. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books. Grow, Gerald.

“The Bodily-Kinesthetic Intelligence. ” Writing & Multiple Intelligences. Working Paper. Florida A&M University. Available 14 May 2007, from http://www. longleaf. net/ggrow/7In/Bodily. html. Guignon, Anne. (1998). Multiple Intelligences: A Theory for Everyone. Education World. Available 14 May 2007, from http://www. education-world. com/a_curr/curr054. shtml. Keith, Kimberly L. (2007). Activities for the Kinesthetic Child. About. Available 14 May 2007, from http://childparenting. about. com/cs/k6education/a/kinesthetic_2. htm. Leithwood, K. A. (1971). Motor, cognitive, and affective relationships among advantaged preschool children.

Research Quarterly, 42(1), 47-53. Planinsec, J. , & Pisot, R. (2006, Winter). Motor coordination and intelligence level in adolescents. Adolescence. Seitz, Jay A. The Development of Bodily-Kinesthetic Intelligence in Children: Implications for Education and Artistry. School of Education, Adelphi University. Available 14 May 2007, from http://york. cuny. edu/~seitz/HolisticEd. html. Turvey, M. T. (1990). Coordination. American Psychologist, 45, 938-953. Willingham, Daniel T. (2004, Summer). Reframing the mind: Howard Gardner became a hero among educators simply by redefining talents as “intelligences. ” Education Next.

Bodily-Kinesthetic Intelligence Essay

Is intelligence innate? Essay

Is intelligence innate? Essay.

For many years, there had been a debate over whether genes alone can determine one’s intelligence or whether the environment and training can increase one’s intelligence. Some scientists think that people behave as they do according to genetic predispositions. This is known as the “nature” theory of human behavior. Other scientists believe that people think and behave in certain ways because they are taught to do so. This is known as the “nurture” theory of human behavior. Intelligence can be employed to indicate the amount of knowledge available and the rapidity with which new knowledge is acquired; the ability to adapt to new situations and to handle concepts, relationships, and abstract symbols.

Scientists have known for years that traits such as eye color and hair color are determined by specific genes encoded in each human cell. The Nature Theory takes things a step further to say that more abstract traits such as intelligence, personality, aggression, and sexual orientation are also encoded in an individual’s DNA.

Therefore, it is argued that intelligence is innate. People are born with it. There are also beliefs that the more folds you have in your brain, the more intelligent you are as your brain contains more neurons. Intelligence can be inherited. This can be used to explain why people say that Jews are smart. According to adoption studies, adopted children have more similar intelligence scores than their adoptive parents who reared them from birth.

Supporters of the Nurture Theory do not deny that genetic tendencies may exist, but believe that they ultimately do not matter. Our behavioral aspects originate only from the environmental factors of our upbringing. Therefore, intelligence can be increased or augmented if one goes through training. The importance of twin studies is evident if we look at the studies objectively, if intelligence is basically hereditary, identical twins who have the same genetic legacy. Jones’s study (1946) shows that there is a modest difference in the intelligence test scores of twins reared apart, and the more divergent the environments, the greater the difference.

I believe that it is a combination of both nature and nurture. Intelligence can be increased by training, but how much it can be increased very much depend on one’s innate intelligence. We are all born with a certain I.Q.. Some people may have higher intelligence than others. However, if both a high I.Q. person and low I.Q. person goes through similar training, they can both increase their intelligence, but it would be easier for the high I.Q. person to increase his/her intelligence.

I feel that it is not possible for one’s intelligence to be solely determined by the genes. If this had been the case, we would be living in a scary world. Our intelligence would be decided once we are born, and there is nothing we can do to change it. We have to live with it for the rest of our lives. I believe our environment plays a part. We can only fulfill our genetic potential by first, optimizing our environmental factors. For example, people living in third world countries may be born with the same intelligence level as other people in first world countries. However, they do not have the optimum environment to realize their potential, thus they fare much worse than others in first world countries.

Genes only serve as guidelines. The rest is derived from interactions with the environment. Individual intelligence and human behavior cannot be predicted based on knowledge of genetics and the environment. When something is considered determined, free will is destroyed.

Is intelligence innate? Essay

Spearman VS. Gardner Essay

Spearman VS. Gardner Essay.

Charles Spearman (1904) defined and developed a unilinear testing approach to general intelligence (g), which is based on a positive correlation among varying subjects like math, earth sciences and vocabulary. Gardner (1983) proposed there were multiple intelligences (MI), or seven areas of intelligence, linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal, and interpersonal, and that each person has more than one of these skills. While testing of g intelligence is still used to assess overall IQ, universities and corporations look at the wider consideration offered by Gardner.

Spearman’s theory creates an environment that places strong emphasis on getting a high IQ score and high scores on a number of placement tests useful for schooling. However, as Gardner has said, these place too high an emphasis on IQ and test scores, and in ignores certain intelligences and abilities that people can bring to the workforce. Relying solely on IQ test scores not only can exclude an individual with superior a talent (g) from getting a proper education in the area of expertise, but can eliminate the individual from the education and professional arena altogether.

We are all endowed with multiple, genetically determined forms of intelligence that can be enhanced through practice and learning, yet this is ignored in the process of rewarding individuals for high IQ according to Spearman.

Unfortunately, MI theory is only just being put into practice at the educational level. Wallace Shilkus, a middle school technology education teacher in Illinois, “wanted to know how relevant technology education was to middle school students; whether his methods of instruction made a difference in the classroom; and whether Gardner’s multiple intelligences had a role to play in the classroom.” (Merrill, 2004, 6). Shilkus tied the in-class study to action research to document his teaching methods and benefits to his students in 2001, and found (using CO2 cars as the activity) that his students demonstrated “most of the intelligences. Throughout this process, Shilkus noticed differences in himself as the teacher and his students as the learners. Moreover, Shilkus discovered that by presenting the material and requirements of the CO2 car activity in different forms, the students excelled.” (Merrill, 2004, 6).

Spearman’s theory still reigns, as Gardner’s theories are just being put into practice, making one wonder what would happen to IQ testing and educational systems if, based on Shilkus’s success, Gardner’s MI were put into practice on a scale approaching that of Spearman. Apparently, Gardner’s theory that students are being held back is supported and if his theory were put into practice, all students could “excel” and increase their chances for success in the workplace.

I believe that Gardner’s Multiple Intelligence in more inline with society today. Knowledge cannot be put into just two types and tested that way. There are many different types of knowledge and if you included more of them into tests and stopped timing people on tests there would be a clearer understanding of why there are so many people failing the tests. You would know exactly what is wrong and could teach them more in-depth on that subject. Common sense is also a type of intelligence that needs to be tested if testing for the perfect IQ. A person could be a genius when it comes to academics, but have no understanding of common sense. You would have to be a genius in both to truly be a genius. IQ tests are not very accurate and do not go in depth enough on subjects. There may not even be a way to fully test to see if someone is a true genius. It would be a challenge to come up with a test to see if someone is an all around genius.

References:

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Merrill, C. (May 2004). Action research and technology education. The Technology Teacher, 63, 8, 6.

Shepard, R; Fasko, D, Jr; & Osborne, FH. (2004). Intrapersonal intelligence: affective factors in thinking. Education. Available: http://elibrary.bigchalk.com/libweb/elib/do/document?set=search&groupid=1&requestid=lib_standard&resultid=1&ts=BA95D521D01A59E9BB67234C183BF7B4_10891053177

Spearman VS. Gardner Essay

Importance Of Historical Knowledge Essay

Importance Of Historical Knowledge Essay.

Learning about our past is vitally important to the present and future of our civilization. We must learn to grow from our past successes and mistakes. It is human nature to make mistakes, but the less we make, the stronger and smarter we become. The drawback is to go through the process of learning. It is impossible to grow and learn from if we don’t know or analyze our failures and mistakes.

I feel the most important thing we can do with our history, is to take advice from it.

When terrible things occur in history, it is recorded in textbook and encyclopedias as a bad thing. As intelligent being, it’s our job to read this, comprehend what is being said, and try to prevent future occurrences. History advises us that certain events are failures because millions were killed, or property was severely damaged, and our fragile eco-system was damaged. If we can’t learn from these past mistakes, we won’t have to worry making future one because we won’t have a future to screw up.

The human race would probably not survive another world war, so we must prevent one from ever occurring again.

Another great advantage of knowing our history is being able to improve our quality of life, as well as helping wild life prevail. By learning about old technology we can improve upon inventions making them faster, stronger, smaller, bigger, lighter, more accurate, and/or more reliable. If Henry Ford had not learned from his first attempts on the internal combustion engine, we may have a very different lifestyle today. If nobody came along after Henry Ford to improve upon his engine, we wouldn’t have nearly as powerful, reliable, and luxurious cars as we have now. We could still be driving model A’s. There is also the ability to take past inventer’s failures and turning them into a success. Inventers can apply new ideas of their own that have never been tried before to past failed inventions to get them to fulfill its purpose.

Religion is important in most people’s daily life. By studding world history we can dig deeper into the origins of our religions, as well as learn to understand and tolerate other religions. As America is becoming more and more divers, we are commonly coming in contact with new, and sometimes odd customs. I feel that it is important to understand others differences so not to become prejudice against others. If you can understand others difference, they don’t seem so odd and it is easier to relate and communicate with others. If people understood each other better and wouldn’t judge others just on their beliefs or race, we would have much less world conflict, since most wars are started over religion and differences in beliefs.

History plays a huge roll in the existence or our race and the world we live in. With out the historians who archeologists that research and record it, we would be lost. Besides, history is cool anyway.

Importance Of Historical Knowledge Essay