Freehand writing
“Trainers train to be skilled, but educators educate to be educated.” - write
down the perception of this statement.
Education and training are two concepts with different implications, often used
interchangeably. The process of training focuses on imparting specific skills
and knowledge necessary to perform a particular task or job.[1] In contrast,
education is a comprehensive process that includes learning, critical thinking,
problem-solving, and the addition of knowledge and skills to enable individuals
to make informed decisions and engage in lifelong learning. The quote
"trainers train to be skilled, but educators educate to be educated" highlights
the importance of education as a tool for personal and professional growth.[2]
Trainers develop specific skills and knowledge for a task. Educators prioritize
the development of critical thinking and problem-solving abilities that can be
applied to different contexts, resulting in a more comprehensive and versatile
skill set.
Both educators and trainers have individual benefits and drawbacks
concerning the learning process. Teachers who experience the material
first-hand are great at quickly imparting information. It may lead to more rapid
outcomes and practical training. Trainers may, however, be constrained in
their approach and rely on rote learning techniques, which can be
uninteresting for students.[3] Contrarily, educators prioritize the students'
improvement of critical thinking and problem-solving skills, allowing students
to gain a more complete and adaptable set of transferable skills that can be
used in various circumstances.[4] The need for lifelong learning gets
emphasized by educators as well, but for students who need detailed
information and abilities for a profession or activity, this process can be
time-consuming and burdensome.
In terms of personal and professional development, skills and education each
offer distinct advantages and drawbacks. One of the benefits of talents is that
they can be learned via practice, making them functional and instantly usable
in the profession. It can result in a shorter learning curve and more production.
Yet, depending entirely on skill development may result in a narrow skill set
that is not transferrable to other disciplines or settings.[5] On the other hand,
education stresses critical thinking, problem-solving, and broadening one's
knowledge base, which can lead to a more well-rounded and adaptable skill
set. This strategy also promotes lifetime learning by preparing students to
continue learning and adapting to new surroundings and difficulties.[6] On the
other hand, education can be time-consuming and costly, and it may give a
different amount of practical, hands-on experience than skills training. Talents
and knowledge in a mixture may be the most successful way to achieve
personal and professional development.[7]
Finally, the remark "trainers train to be skilled, but educators educate to be
educated" emphasizes the distinction between training and education.
Educators encourage critical thinking, problem-solving, and a broad basis of
knowledge that allows students to consider creatively and apply their abilities
in various situations, whereas trainers focus on teaching particular skills and
information required for instant practical application.[8] Education likewise
promotes lifelong learning and adaptation, preparing students to meet
changing needs and situations. In other circumstances, skills could be more
effective and practical, allowing for targeted skill learning and quick application
on the job. Finally, the decision between training and education on the
individual's goals and circumstances is determined. Combining the practical
skills and information gained through training with the broader perspective and
adaptive attitude produced by education can be the most effective strategy to
accomplish personal and professional progress.[9]
References
1. Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning:
Evidence-based guidelines to manage cognitive load. John Wiley & Sons.
2. Dweck, C. S. (2006). Mindset: The new psychology of success. Random
House.
3. Gardner, H. (2006). Multiple intelligences: New horizons in theory and
practice. Basic Books.
4. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.
Routledge.
5. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning
and development. FT press.
6. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral
participation. Cambridge university press.
7. Piaget, J., & Inhelder, B. (2013). The psychology of the child. Routledge.
8. Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Harvard University Press.
9. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.