Cognitive perspective claims that it is very much possible that a person is highly trained but he is not educated. It implies that we agree and approve the fact that a person is highly skilled and has an expertise in his field. He may also be strongly dedicated to his profession. For example, if X is a C.A. engaged in the cause of making other students C.A. i.e. giving coaching to the future CAs, he may have an extremely strong command on this subject, he might be waking for the nights to prepare his lesson well but he is unwilling to teach anyone who can’t afford to pay his fees or he may have an allergic attitude for a poor person dreaming to be C.A. or he can’t treat rural learners at par with urban learners, he can be called highly trained, but not educated.
If a teacher shows such an attitude, he has no commitment to the cause of what he is engaged in. It is necessary to have a vision for the activity one is engaged in to be called educated. This is called cognitive perspective. From this point of view, an ice cream seller is more educated when he sells ice cream with a view that he is spreading happiness to the children and does not mind giving ice cream to one or two poor children per day, however, he may not be highly trained. Therefore, when we say Education of the whole man it expects a conceptual connection between education and seeing what is being done in a broader perspective.
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