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An Educational Question Does Exists Because We Want Education to Keep Growing

An education does exist because of living humans, and between human and education, if we can analogy it then education and human-like side-to-side of a flipping coin, we never can separate them. Especially, as a human that secretly like to grow up, then we always have tons of question, and those questions in fact can become evidence about our humanity curiousness to become better in the terminology itself. A terminology that can help us to get through a clear and clean definition like a crystal, which helps us with better understanding on terms and using it. An example academic question, like what is weight? In daily conversation we know weight means a quantity of our body relative mass, meanwhile in academic conversation, we know weight means an ability of someone or something to influence decisions or actions, and many more like in science, weight means our body relative mass throughout the gravity that pulling it. And, on the other hand, a question can lead us to the solutions on finding the wise answer for human development itself. Which mean, if human truly can have a great question, even though will need many experiments that are recognized as trial and error in real life, then we eventually will get an answer. An example like in Physics as we know for around 100 years ago, Albert Einstein has formulated some equations on his General Relativity Theory regarding the Gravitational Waves that exist in our universe, but up to till 2016 we finally get the result about these Gravitational Waves, which will benefit many of current scientist on further development to the knowledge of Physics in this case Astrophysics. Therefore, once a human can make a better question, then a question will automatically help us to become better and better, and as a result for our other side of the coin could become better and better as well.

However, the existence of humans and education that’s staying side by side has been centuries. In particular, how much better is better for the other side that we called education should become? To become much better and better also have consequences, which been mentioned by Elliot W. Eisner (2001), “what are the consequences of the approach to reform that we have taken and what should we pay attention to in order to tell, once the school that represented education is doing well?”, and that as we can find in our learning in Physics once there is an action then it will give us a reaction (3rd Law of Force by Issacs Newton). For all that, with current development that has been more than decades from Eisner mentioned, we may want to take a look at my teaching experience in Mathematics and Physics classrooms. As well as to answer two Eisner questions at once, like If it is not higher test scores that we are looking for, what is it? Then in my lesson, I often encourage my students on developing their useful skills, they may fail in their exam because of certain factors like having a stomachache during the exam, but they won’t lose their skill of learning that can be useful. Another related question from Eisner like: are students encouraged to wonder and to raise questions about what they have studied? Yes, and for this, my classroom will answer partially part of Eisner’s question itself, by the classroom get asked on providing multiple perspectives on what they learn at that time that reflect their passions of living. For these reasons, to become better and better in education, we should be looking at the passions that we can share with our learners and guiding their learning process as to how to want to be guided, exclusively school is the on-site place for us to share, to discuss, and to get help.

Lastly, according to another Eisner question in the article, “Can a more substantial and complex understanding of what constitutes good schooling contribute to better, more enlightened support for our schools?” The answer is yes, possible, and allow me to answer with a  quote from Richard Feynman “if we can think about it then we can try about it”, but we should also take a note from Arthur C. Clarke, “I don’t pretend we have all the answer, but the questions are certainly worth thinking about.” And that by allowing ourselves in our teaching and learning to encourage our learners on sharing their thought about the lesson after the lesson throughout their concept of understanding that applicable to their own passions. An example in one of my lesson discusses optics, which can truly be applied to some of our learners that passionate about photography on understanding how the lens work in camera, also surprisingly in 2018, one of our students can apply it to some practical content on historical learning, by applying to see from a different angle on how the light gets to come out, by solving the matter of history on how the better solution can be accomplished. But, to do this, we may need to have a place that we can share openly, and not only get trained but permission on doing trial and error and get feedback. This is because like IBE mentioned “what learners really learn to constitute the achieved or learned”, and this only can happen once intellectual, spiritual, and emotional intelligence can be synergy in terms of the pure cooperation’s between all components at the educational institution like administrative, teacher, parents, counselor, and students, but not an actor (as a person who’s just playing a role). In conclusion as humanity growing, then education also growing, and we are eager to become better, hence, to have a great question we need a marvelous statement with crystal purpose, as an analogy of flipping coin, but this time a question itself has two sides, either questions that encourage us or discourage us, by means like Albert Einstein been said “I think and think for months and years. Ninety-nine times, the conclusion is false. The hundredth time I am right.”


  1. Eisner, Elliot W. (2001). What Does It Mean to Say a School is Doing Well? Retrieved November 15, 2021 from:

  2. IBE-UNESCO. (2021). Different Meanings of “Curriculum” Retrieved November 15, 2021 from: Different meanings of “curriculum” | International Bureau of Education (

  3. Lexico. (2021). Weight. Retrieved November 15, 2021, from:

  4. Shao-Wen Su. (2012). The Various Concepts of Curriculum and the Factors Involved in Curricula Making. Retrieved November 15, 2021. From

  5. Sources-of_Insight (2011). Great Quotes on Thinking. Retrieved November 15, 2021, from Great Quotes on Thinking (


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