Characteristics of an educated person

Educated person should possess the general knowledge needed for making informed rational decisions and inferences in their personal and intellectual life. One of the problems with this definition of an "educated person" is that it is extremely vague and open to interpretation. While it seems to provide a rather specific definition, it contains terms such as "informed rational decision," and "inferences in their personal and intellectual life." But what is an informed rational decision, or what is the logic behind a proper inference? Different people will have different answers for these questions based on their personal experiences, cultural backgrounds, and a variety of other factors. However, in the 21st century, the cultural and economic history, as well as the political landscape of North America make it possible to create definitions for these terms; definitions based on a common belief in what is considered "success."

In the modern world, certain skills are necessary for an individual to be successful, regardless of their particular career choice; including critical thinking, problem solving, informed literacy, global awareness, knowledge and the ability for complex analysis. (Rotherham, 2009, p.16) These skills and abilities are considered essential for a person to be successful, and therefore are becoming more important in the educational system. And if the educational system is a measure of what modern society considers to be important for a person to be an "educated person," then the modern definition of an educated person must include learning the skills and abilities necessary for success in the modern world. As a result, the original definition of an educated person presented can take on new meaning and what seemed originally ambiguous can now be understood in terms of 21st century skills and abilities. Informed rational decisions and logical inferences must be based on the general knowledge delivered through the educational system, and this general knowledge must convey the skills necessary for individual and collective success.

According to the Ontario Skills Passport: Skills and Habits for the Workplace, there are certain "Essential Skills and Work Habits in the OSP;" and lists a number of specific skills necessary for success. The skills are divided into three categories: Language, Numeracy, and Thinking skills, and "provide people with a foundation for learning other skills, and enhance their ability to adapt to change." ("Essential Skills") at the core of these skills is the ability to read, write, and perform basic math skills, however, document and computer use, as well as oral communication are also considered to be 21st century essential language skills. Basic math skills must include financial math, scheduling and budgeting skills, measurement and calculations, data analysis, and numerical estimation. ("Essential Skills") These tangible skills are necessary so that at person can engage in the third aspect: thinking, which includes planning and organizing, decision making, problem solving, and the ability to find and properly use information. ("Essential Skills")

What began as a vague definition of an educated person, open to interpretation, cultural bias, and economic circumstances has been more narrowly defined as those skills and abilities that are necessary for success in North America the 21st century. General knowledge, rational decision making, and logical inferences can all be specifically defined as language, math skills which give a person the ability to use thinking skills to solve real world problems and challenges.

Student Success Strategy

Studies have demonstrated that if a student drops out of school and does not receive a high school diploma, they not only can expect to be less successful in life, but also tend to be more likely to need social assistance, be overly represented in the prison population, nor be as healthy as someone who has received their high school diploma. ("The Student Success Strategy") Therefore it is in society's best interest to have in place an educational system that can promote and encourage each student to receive their diploma, and any other secondary training or education they can receive. This means that the education system must begin early in a high school student's education, teaching and reinforcing the necessary skills that will translate into later success. This could include "Elementary to Secondary School Transition" programs as well as "Student Success Teams" that can tailor their assistance to the individual needs of a specific student. ("The Student Success Strategy") but it must also include such things as early childhood learning, parent involvement, better facilities, smaller class sizes, and an emphasis on character development and engagement with the students. ("Energizing Ontario Education")

It is hoped that through these initiatives the education system can realize higher levels of student achievement, while reducing gaps in student achievement, and increasing the public's confidence in public education. ("Energizing Ontario Education") in order to accomplish this, there have been a number of proposed initiatives including allowing students to engage in career building programs while in high school, providing more hands-on learning, using the internet as a teaching/learning tool, beginning credit rescue and recovery programs, and enacting new school board requirements for alternative learning programs. ("The Student Success Strategy") These proposals are intended to help energize the students by providing them with the necessary skills and abilities to successfully enter and maintain their position in the modern workforce. By providing these skills and abilities, the education system can "help all students reach their full potential, and promote their participation in our society." ("Energizing Ontario Education") and if successful, then these students will not be economic failures, become a drain on social services, possibly engage in criminal activity, and maintain better health and a longer and more active life.

Three Important Contextual Factors

When discussing specific factors that I consider important in the teaching/learning process, it is important that these include factors from every point in the educational process. Therefore, it is important to begin at the beginning and emphasize the importance of "a comprehensive written guidance and career education program plan…." ("Choices into Action," 1999, p.11) Because this plan must include all the abilities a student must possess for different career choices, as well as a process for receiving individual assistance in gaining those abilities, a process by which to evaluate the student and the plan, and strategies for providing up-to-date information, it should be able to provide the student with everything necessary for success in the modern workforce; and most educators believe it is important that these programs begin in the 7th grade, well before high school.

A second important factor that is important in the learning process are career exploration activities. By the time students enter grades 7 to 12, they "are more concerned about their futures and how they will fit in at high school, university, or college, during apprenticeships, or in the world of work." ("Choices into Action," 1999, p.19) and in order for each student to discover their true vocation, they must be exposed to the variety of career opportunities available to them in their communities as well as in the wider world. By providing students with this exposure to different career possibilities, students can then tailor their education needs to the career choice they want to pursue, ensuring that every possible advantage can be taken to give the student the best possible chance to succeed in the modern world.