Education Knowledge, Diversity and the Term Paper

In this regard, the instructor's individual characteristics should be secondary to the readiness of the instructor to recognize individual learning strengths and needs in the students.

Diversity:

Diversity is often taken as a term which refers particularly to difference in race, ethnicity, gender, religion or sexual orientation, to name just a few categories of cultural distinction. And indeed, it does refer to this within the context of education. However, there is yet another level to the discussion on diversity which concerns education in particularly, relating to the individual nature of learning styles. It is therefore necessary for the teacher to channel a recognition of learning styles and cultural diversity into a unified approach to the classroom. This tends to reinforce the position taken throughout this research, which is that the successful teacher will, therefore, tend to an educational strategy which diverts from strict academic prerogatives and instead approaches its subjects with an appreciation for the individuality of critical thinking processes. Generally speaking, it will require the confident and experienced educator in order to demonstrate a break from formerly indisputable notions regarding the singularity of instructional approaches, of curricular frameworks and in the development of a theoretically sound learning environment. Just as conventional modes of instruction are eschewed in the effective, experienced and engaging instructor, so too are conventional impressions of that which constitutes a right answer, a demonstration of intellect or even a 'good' student. The more elastic conception of knowledge and the infinitely diverse representation of knowledge are factored here into the framework for an educational mode that is concordantly flexible and made thusly possible by the wherewithal of the instructor with a reflective approach to self-regulation.

Conclusion: The recurrent finding in this discussion, and thus a primary imperative driving my own educational philosophy, is that individual students require an atmosphere which nurtures rather than stymies these instincts for individualism and the informal creation of knowledge.

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