The definition of success varies from person to person. It can be changed viewing from a different perspective. Education is what makes a person fit to live and serve a greater cause in modern societies. It plays the most important role in shaping and sustaining human civilization. So, how a student is going to be educated is as important as any other aspects of a society. The given statement is a little complex. In the sense that, educational institutions should not actually deter students from the fields they want to study, even if they are likely to fail. Institutions should just create the appropriate environment in which students can find their forte of their own by the help of his mentors. That is indirectly dissuading too, but in a good way. So that the fine line between directly dissuading and indirectly dissuading is very important to recognize and maintain.
Every person has some inherent qualities. Some of them remains dormant, some of them expresses themselves in the appropriate milieu. At the start of their academic life, a student doesn't know what they are good at or what their goal is. At those initial stages, a single course plan is applicable for all the students. Eventually, they would be doing well in some fields and would hate some. Educational system must recognize these choices and change the course plan accordingly for those students.
In some countries, like Russia, even the very existence of 'Chess School' shows the adaptive nature of their education. Students who are not interested in conventional studies and tends to pursue a sporting career do get institutional support from the state. It is not a wonder why so many chess grand masters are of Russian origin.
The case when the institution is directly hindering the students desired path, deeming that he would fail is unacceptable, even borders to a vacuousness claiming that it should be a responsibility to prevent students from pursuing their dream.
It could be argued that, teachers know more than students and could direct them to a better path than the students thought for themselves. However, it is from mistakes, that people learn. Its better to know one possible and nine impossible way to do something rather than just knowing one certain way.
I would strongly posit that educational institutes should no way hinder, deter or dissuade a students pursuit. Rather it should actively engage in creating the appropriate surroundings where students would prosper by finding his own bent.
Every person has some inherent qualities. Some of them remains dormant, some of them expresses themselves in the appropriate milieu. At the start of their academic life, a student doesn't know what they are good at or what their goal is. At those initial stages, a single course plan is applicable for all the students. Eventually, they would be doing well in some fields and would hate some. Educational system must recognize these choices and change the course plan accordingly for those students.
In some countries, like Russia, even the very existence of 'Chess School' shows the adaptive nature of their education. Students who are not interested in conventional studies and tends to pursue a sporting career do get institutional support from the state. It is not a wonder why so many chess grand masters are of Russian origin.
The case when the institution is directly hindering the students desired path, deeming that he would fail is unacceptable, even borders to a vacuousness claiming that it should be a responsibility to prevent students from pursuing their dream.
It could be argued that, teachers know more than students and could direct them to a better path than the students thought for themselves. However, it is from mistakes, that people learn. Its better to know one possible and nine impossible way to do something rather than just knowing one certain way.
I would strongly posit that educational institutes should no way hinder, deter or dissuade a students pursuit. Rather it should actively engage in creating the appropriate surroundings where students would prosper by finding his own bent.
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