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The Persistence of Human Nature in Achieving Personal Growth by Implications in the Development of STEAM Education

Alberttls. 2023, , Mar 10. Guts. Retrieved from http://www.alberttls.us

Guts on Mission. Guts to Vision. Guts on Goal.

#2023. W 23 D 2 GMT +08:00. Indicate #208 days to go in 2023. As human beings, we often do something that is repeated. Even if humans had to repeat, we gave it all and became the human we want to become. A soul like that, with the guts to stick it out, no matter what. That is what the Educational Institute needs. Certificate or not, it does not matter in the end, as humans have to go and do it. Especially once humans put everything we practiced into action naturally and did an imperfection in the perfection to completeness on the flawless job as we develop implications of STEAM.

Abstract

This paper delves into persistence in human beings as they strive for personal growth and develop their desired identities. It highlights the significance of persistence and its implications for educational institutions, irrespective of the acquisition of certificates. The focus is on integrating repetitive actions, determination, and resilience within educational contexts to foster the growth of individuals. Furthermore, the paper explores the importance of embracing imperfections in pursuing perfection and its relevance in STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. By examining the interplay between persistence, imperfection, and practical application, this paper provides insights into how educational institutes can cultivate a holistic learning environment that equips students with the necessary skills to thrive in STEAM fields. The findings emphasize the need for educational institutions to bridge the gap between theory and practice, enabling students to develop a deep understanding of STEAM concepts and enhance their critical thinking and problem-solving abilities.

Introduction

 As human beings, we often engage in repetitive actions to achieve personal growth and become the individuals we aspire to be. Whether we receive a certificate or not, what truly matters is the determination and resilience we exhibit throughout our journey. This paper explores the significance of persistence and its relevance to educational institutions, emphasizing the need for students to apply their acquired knowledge naturally and embrace imperfection in pursuing perfection. Furthermore, we will discuss the implications of this approach in the context of STEAM (Science et al.) education.

Persistence as a Catalyst for Personal Growth: 

 Human beings possess an innate drive to excel and constantly seek self-improvement. When combined with unwavering dedication, the act of repetition serves as a catalyst for personal growth. Despite obstacles and setbacks, individuals who persist in their endeavors exhibit the resilience to overcome challenges and achieve their goals (Duckworth et al., 2007).

The Role of Educational Institutes: 

 Educational institutes play a vital role in nurturing and fostering the persistence required for personal growth. By providing an environment that encourages experimentation, a growth mindset, and the acceptance of imperfection, institutes can instill in students the essential skills needed to face real-world challenges (Dweck, 2010).

Embracing Imperfection in the Pursuit of Perfection: 

 In the educational context, emphasis should be placed on achieving flawless results and embracing imperfections as stepping stones toward progress. The willingness to learn from mistakes and seek continuous improvement cultivates a growth mindset among students (Boaler, 2016). Encouraging students to view imperfections as opportunities for growth promotes resilience, adaptability, and creative problem-solving, essential traits for success in STEAM fields.

Implications of STEAM Education: 

 STEAM education focuses on integrating interdisciplinary knowledge from science, technology, engineering, arts, and mathematics. The development of STEAM education requires students to apply theoretical concepts in practical, real-life scenarios. By engaging in hands-on activities and problem-solving exercises, students learn to connect knowledge across various domains, developing a holistic understanding of complex problems (Honey et al., 2014).

Bridging Theory and Practice: 

 To fully leverage the potential of STEAM education, educational institutes must bridge the gap between theoretical learning and practical application. By encouraging students to apply their knowledge in real-world settings, institutes enable learners to experience the challenges and complexities inherent in STEAM disciplines. This experiential learning approach fosters a deeper understanding of concepts and enhances critical thinking and problem-solving abilities (National et al., 2000).

Conclusion: 

 As demonstrated through repetitive actions, persistence is a fundamental trait that drives human beings to achieve personal growth. Educational institutes are crucial in nurturing this persistence by fostering a growth mindset and embracing imperfections as learning opportunities. In STEAM education, applying the acquired knowledge in practical scenarios is pivotal for holistic understanding and problem-solving skills. By integrating these principles into their educational programs, institutes can empower students to become well-rounded individuals prepared to tackle the challenges of an ever-evolving world.

 

References:

  • Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching. John Wiley & Sons.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and social psychology92(6), 1087–1101.
  • Dweck, C. S. (2010). Mindset: The new psychology of success. Random House.
  • Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
  • National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
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