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Every Mortgage Loan Originator licensed in the United States must complete Pre-License Education in order to obtain a license and Continuing Education each year in order to renew the license. There is a federal mandate that each state require at least 20 hours of Pre-License Education and at least 8 hours of Continuing Education each year after the license is approved. And many states have decided to require additional “state-specific” Pre-License and Continuing Education on top of the federal what career is right for me mandated minimum requirement. If a Loan Originator obtains licenses in many states, there could be a lot of Continuing Education required each year, which brings us to our main topic. How do you choose a Mortgage License Education Course Provider that can make this process as simple and painless as possible?

Availability of Courses – Each Mortgage License Education Course Provider must get their courses approved through the NMLS (Nationwide Mortgage Licensing System). Some Course Providers only get the main 20 hour Pre-License Education and 8 hour Continuing Education, so if you are licensed in any states that require state-specific education, you’ll have to do that part with another Course Provider. Most Course Providers only get some of the state-specific education approved for the larger states, because it is very time consuming to get approved and maintain if they don’t have enough customers taking the courses. Very few Course Providers get the state-specific Mortgage License Education Courses approved by the NMLS in every state that requires it. If licensed in many states, it is best to find one of these few Course Providers that offer all courses.

Course Formats – The Course Providers are able to provide Pre-License Education in 3 formats: Classroom, Webinar, and Online Instructor-Led. Classroom is a live course in-person. Webinar is a live course via a webinar online. And Online Instructor-Led, which is by far the most popular, is an online course at your own pace with a small amount of instructor involvement to meet the NMLS requirement that there be interaction between the student and the instructor. Due to the instructor interaction, the Online Instructor-Led courses must be done within a certain window of time. Usually 2 days for a few hour course up to 12 days for a 20 hour course. For the Continuing Education, Course Providers are able to offer all of the same course formats as the Pre-License Education plus an Online Self-Study format. The Online Self-Study format is virtually identical to the Online Instructor-Led format, except that there is no window of time that the course must be completed in and there is no instructor interaction. For most people, the Online Self-Study format would CCNA Training be the best option for the Continuing Education. Not all Course Providers offer all Course Formats, so you will want to find a Course Provider that offers the formats you prefer.

Technology Platforms – Specifically for the most popular Course Formats, Online Instructor-Led for the Pre-License Education and Online Self-Study for the Continuing Education, the technology platform of the Mortgage License Education Course Provider is critical to making the process smooth. The NMLS has specific guidelines on how the Education Course must operate regarding timing of the course, instructor interaction, timing out after a certain period of inactivity, verifying that the person taking the course is the actual Loan Originator, etc. However, the Course Providers have a lot of flexibility in making the compliance with these requirements as painless as possible. There is a huge difference between Course Providers so you may even want to ask to test their systems out before purchasing courses, especially if you are licensed in a lot of states or are making the decision of what Course Provider to use for many Loan Originators.

Customer Service – In my experience, this is by far the most important factor. Issues will come up such as courses not reporting to the NMLS properly, course bookkeeping training windows ending before the course is completed and the need to reschedule, questions about what Mortgage License Education Courses are required for a new license or continuing education to renew your Loan Originator Licenses, or even just issues navigating their website. When these issues come up, you want to have someone at their office that always answers the phone during normal business hours so you can quickly resolve these issues. I have found that not all Education Course Providers have the same excellent customer service that you would expect. This is critical. If you start finding that the responses from customer service are slow or inadequate, then it is probably time to start looking for a new NMLS Mortgage License Education Course Provider.

Since Mortgage Licensing Education is such a large part of the requirement to obtain and maintain a mortgage loan originator license in each state, Integrity Mortgage Licensing has partnered with a mortgage education company to give our customers.
Education before the 20th century was once treated as a domestic phenomenon and institutions for learning were once treated as local institutions. Prior to the 20th century, education was usually limited within the confines of a country, exclusively meant for the consumption of its local citizens. Scholars or college students did not have to travel miles away from their countries of origin to study and to gain skills which they needed in order to traverse the paths of their chosen careers. Moreover, national borders served as impenetrable walls in the name of sovereignty. Gaining a college degree and the skills entailed with it were merely for the purpose of staunch nationalistic service to one’s land of origin. Furthermore, knowledge of the valleys and the oceans encircling the world map, as well as foreign languages and international political regimes were not much of an imperative. Intercultural exchange was not massive and sophisticated, if not intricate. Acceptance and understanding of cultural diversity were not pressured upon anyone, as well as the lure to participate in a globally interconnected world. In other words, before the 20th century, scholastic work were predominantly simple and constrained in the local, the domestic, the nearby. They were limited to one’s own village, one’s own region, one’s own country. A student had his own neighborhood as the location where he is to be born, to be educated, and later to be of service to – the local village which is his home, his community, his country.

Nevertheless, the world has been in a constant state of flux. In the 20th century onwards, the phenomenon called globalization rose and became the buzzword. Anything which pertained to the term globalization was attributed to modernization, or anything that is up-to-date, if not better. Part and parcel of this trend is the advent and irresistible force of information technology and information boom through the wonders of the Internet. The idea of cosmopolitanism – a sense of all of humanity, regardless of race, creed, gender, and so on, living in a so-called global village – is another primary indicator of globalization. Moreover, international media as well as trade and investment have been unbridled and have occurred in a business analyst training transnational nature. Finally, globalization has involved the uncontrollable movement of scholars, laborers, and migrants moving from one location to another in search for better employment and living conditions.

Apparently, globalization seemed to be all-encompassing, affecting all areas of human life, and that includes education. One indicator of this is the emergence of international education as a concept. Internationalization of education is manifested by catchphrases like The Global Schoolhouse, All the world’s a classroom, One big campus that is Europe, Think global. Act local, and Go West. Students from the world over have been ostensibly persuaded to learn about the world and to cope with technological advancements, if not to become a Citizen of the World. Moreover, globalization and international education are at play, for instance, when speaking of Singapore being branded as the Knowledge Capital of Asia, demonstrating the city-state as among the world’s academic powerhouses; De La Salle University in Manila, Philippines entering into agreements and external linkages with several universities in the Asian region like Japan’s Waseda University and Taiwan’s Soochow University for partnership and support; the establishment of branch campuses or satellites in Singapore of American and Australian universities like the University of Chicago and the University of New South Wales, respectively; online degree programs being offered to a housewife who is eager to acquire some education despite her being occupied with her motherly duties; students taking semesters or study-abroad programs; and finally the demand to learn English – the lingua franca of the modern academic and business world – by non-traditional speakers, like the Chinese, the Japanese, and the Korean students exerting efforts to learn the language in order to qualify for a place in English-speaking universities and workplaces. Apparently, all of these promote international education, convincing its prospective consumers that in today’s on-going frenzy of competition, a potent force to boost one’s self-investment is to leave their homes, fly to another country, and take up internationally relevant courses. Indeed, globalization and international education have altogether encouraged students to get to know their world better and to get involved with it more.

Boston College’s Center for International Higher Education director and International Education expert Philip Altbach asserted in his article “Perspectives on International Higher Education” that the elements of globalization in higher education are widespread and multifaceted. Clear indicators of globalization trends in higher education that have cross-national implications are the following:

1. Flows of students across borders;
2. International branch and offshore campuses A+ certification training dotting the landscape, especially in developing and middle-income countries;
3. In American colleges and universities, programs aimed at providing an international perspective and cross-cultural skills are highly popular;
4. Mass higher education;
5. A global marketplace for students, faculty, and highly educated personnel; and
6. The global reach of the new ‘Internet-based’ technologies.

Moreover, European Association of International Education ecd expert S. Caspersen supported that internationalization influences the following areas: Curriculum, language training, studies and training abroad, teaching in foreign languages, receiving foreign students, employing foreign staff and guest teachers, providing teaching materials in foreign languages, and provision of international Ph. D. students. Nevertheless, globalization’s objective of a “one-size-fits-all” culture that would ease international transactions has not seemed to be applicable to all the nations of the world. In the words of Nobel Laureate economist Joseph Stiglitz, globalization’s effects are dualistic in nature. Globalization itself is neither good nor bad. It has the power to do enormous good. But in much of the world, globalization has not brought comparable benefits. For many, it seems closer to an unmitigated disaster. In Andrew Green’s 2007 book, “Education and Development in a Global Era: Strategies for ‘Successful Globalisation’”, he asserted that optimists would refer to the rise of East Asian tigers – Japan, China, and South Korea – as globalization’s success stories. But these are just a minority of the world’s two hundred nations. A majority has remained in their developing situations, among these is the Philippines.

In terms of international education being observed in the Philippines, universities have incorporated in their mission and vision the values of molding graduates into globally early childhood development competitive professionals. Furthermore, Philippine universities have undergone internationalization involving the recruitment of foreign academics and students and collaboration with universities overseas. English training has also been intensified, with the language being used as the medium of instruction aside from the prevailing Filipino vernacular. Finally, Philippine higher education, during the onset of the 21st century, has bolstered the offering of nursing and information technology courses because of the demand of foreign countries for these graduates.

In terms of student mobility, although gaining bookkeeping courses an international training through studying abroad like in the United States is deemed impressive, if not superior, by most Filipinos, the idea of practicality is overriding for most students. Study-abroad endeavors are not popular among the current generation of students. The typical outlook is that it is not practical to study overseas obviously because of the expenses – tuition fees, living costs, accommodation, and airfare. Although financial aid may be available, they are hugely limited. There may be several universities that offer merit or academic scholarships, talent scholarships, athletic scholarships, teaching assistantships, research assistantships, full or partial tuition fee waivers, but actually there is certainly not a lot of student money. Apparently, international education is understood as a global issue, a global commodity, and above all, a privilege – and therefore, it is not for everyone. Hence, studying in America is a mere option for those who can afford to pay the expenses entailed in studying abroad.

The Philippines is a Third World country which is heavily influenced by developed nations like the United States. Globalization may have affected it positively in some ways, but a huge chunk of its effects has been leaning to the detriment of the Filipinos. Globalization has primarily affected not only the country’s education system but even beyond it – economically and socially. These include brain drain, declining quality in education because of profiteering, labor surplus, vulnerability of its workers overseas, and declining family values.

For one, the Philippines is a migrant-worker country. This phenomenon of sending its laborers (also known as Overseas Filipino Workers or OFWs) abroad to work and to send money back home has been intensified by globalization. Brain drain – or the exodus of talented and skilled citizens of a country transferring to usually developed nations for better employment and living conditions – is one problem that has been stepped up by globalization. The Philippine foreign policy of labor diplomacy began in the 1970s when rising oil prices caused a boom in contract migrant labor in the Middle East. The government of dictator Ferdinand Marcos, from the mid-1960s to the mid-1980s, saw an opportunity to export young men left unemployed by the stagnant economy and established a system to regulate and encourage labor outflows. This scenario has led Filipinos to study courses like nursing which would secure them employment overseas rather than in their home country. For more than 25 years, export of temporary labor like nurses, engineers, information technology practitioners, caregivers, entertainers, domestic helpers, factory workers, construction workers, and sailors were sent overseas to be employed. In return, the Philippine economy has benefited through the monetary remittances sent by these OFWs. In the last quarter of 2010, the Philippine economy gained roughly $18.76 billion in remittances which largely came from OFWs based in the United States, Saudi Arabia, United Kingdom, System network training Japan, United Arab Emirates, Singapore, Italy, Germany, and Norway.

Second, the demand for overseas employment by these Filipino professionals has affected the quality of the local education system in the form of fly-by-night, substandard schools which were only aimed at profiteering. A Filipino legislator, Edgardo Angara, once aired his concern over the spread of many schools which offer courses believed to be demanded in foreign countries and the declining quality education. Angara observed that the Philippines has too much access to education versus quality education. For instance, for every five kilometers in this country, there is a nursing school, a computer school, a care-giving school, and a cosmetic school. Angara suggested that lawmakers and educators should find a happy formula for quality education.

Third, labor surplus is another dire effect of globalization. In trade schools in texas 2008, the phenomenon of brain drain started to subside in the Philippines. This period was when the United States started to experience a financial turmoil which was contagious, distressing countries around the world which are dependent to its economy. In the Philippines, it has been surmised that the demand for nurses has already died down because the need for them has already been filled. For instance, the United States has decided that instead of outsourcing foreign nurses, they have resorted to employing local hires to mitigate its local problem of rising unemployment. As a result, this incident has receded the phenomenon of a majority of Filipino college students taking up nursing. And the unfortunate result is the labor surplus of nursing graduates. This dilemma which has been caused by a Third World country such as the Philippines trying to cope with globalization’s feature of labor outflows has left Filipinos on a double whammy. Over 287,000 nursing graduates are currently either jobless or employed in jobs other than nursing. Nursing graduates nowadays suffer job mismatch, taking on jobs which are different from their field of specialization like working for call centers, serving as English tutors, if not remaining unemployed because the Philippine hospitals have little to no vacancies at all which are supposed to be occupied by the large number of nursing graduates. Furthermore, these professionals are accepted by hospitals or clinics as volunteers with little to no monetary benefits, or as trainees who are burdened with the policy of forcibly paying the hospitals for their training.

Fourth, a dilemma that globalization has burdened the Philippines is the vulnerability of its overseas workers. For instance, Saudi Arabia, Yemen, United Arab Emirates, and business analyst certification Taiwan, have had no choice but to lay off and repatriate their Filipino guest workers in light of the global financial crisis. Furthermore, the threat of Saudization is a present concern in the Philippines nowadays. Presently, around 1.4 million OFWs in Saudi Arabia are in danger of losing their jobs because the Arab nation is implementing a Saudization program which will prioritize their Arab citizens for employment. To date, with more than 1.5 million OFWs, Saudi Arabia is the country which has the greatest concentration of OFWs. It is the largest hirer of Filipino Workers and has the largest Filipino population in the Middle East. As Saudi Arabia hosts a majority of OFWs, the problem of these Filipino workers losing their jobs and returning to their homeland where employment opportunities are scarce is a national threat. Furthermore, the current national instability in countries like Syria and Libya has threatened the lives of the OFWs, who still have chosen to stay in their foreign workplaces because of economic reasons which they find weightier vis-à-vis their safety.

Finally, globalization has resulted to social costs which involve challenges to Filipino families. Possessing close family ties, Filipino families sacrifice and allocate significant amounts of financial resources in order to support their kin. Filipino parents have the belief that through education, their children are guaranteed with promising futures and achieving decent lives. Thus, given the limited employment opportunities in the Philippines which are unable to support the needs of the family, one or both parents leave to work outside the country. As a result, Filipino children, although their educational goals and well-being are sustained, would have to survive with one or both parents away from them. They would then have to deal with living with an extended family member such as aunts, uncles or grandparents who are left to take care of them. This has deprived Filipino children of parental support and guidance as they are separated from the primary members of their family.

In reality, even though Filipino families have experienced sap hana training the monetary benefits of a family member uprooting himself from the country to work overseas, this trend has not been enjoyed by the majority of Filipinos. The poorest of the poor cannot afford to leave and work overseas. Also, with volatile market forces, the value of the US dollar which is used as the currency of OFW salaries vacillating, rising gas prices and toll fees in highways, and the continued surge in the cost of living in the Philippines, in general, globalization has precluded long-term economic growth for the country, with the masses suffering a great deal. Moreover, with human capital and technological know-how important to growth, the Philippines suffered with globalization by losing its professionals to the developed countries which, on the other hand, experienced “brain gain”.

Indeed, globalization has both positive and negative effects, but in the Philippine case, it is more on the negative. It is justified to say that globalization is an “uneven process” and that most least developing countries did not grow significantly in light of globalization. Those which predominantly benefited are the affluent and powerful countries of the Western world and East Asia.

The Philippines was once considered as the “knowledge capital of Asia”, particularly during the 1960s and the 1970s. Its system of higher education was marked by high standards comparable to its neighboring countries, much lower tuition fees, and the predominant use of English as the medium of instruction. The Philippines, consequently, was able to entice students from its neighboring nations, like the technical schools near me Chinese, the Thais, and the Koreans. However, presently, this once upbeat picture has now been replaced by a bleak one because of several problems which has long confronted the system like budget mismanagement, poor quality, and job mismatch, thereby seriously affecting its consumers and end products – the Filipino students. Making matters worse is globalization affecting the graduates of Philippine universities by luring them to choose to work overseas because of the greater monetary benefits vis-à-vis the disadvantage of leaving their families home and not serving their countrymen. Now that the world is undergoing financial turmoil, the Filipino workers would then have to cope with these dire effects of globalization.

Apparently, the Philippines has remained stagnant, as opposed to the goals of increasing equality, rapid economic growth through integration into the global market, and the wide distribution of social improvements in less developed countries. These fruits of globalization, unfortunately, did not trickle down a great deal to the Philippines. Hence, although overseas employment has been a legitimate option for the local workers, it is high time that the Philippine government encourage colleges and universities to provide programs that are relevant to the nature of this substantially agricultural country like agriculture-related courses as these would play a significant role in setting the Philippine economy in motion towards development. The population boom in this country, which is commonly reckoned as among the country’s predicaments as the surging number of Filipinos is indirectly proportional to the employment opportunities available, should be taken advantage of by encouraging the surplus of people to develop employment and improve the rural farmlands. Affluent vocational school near me Filipino families who own large conglomerates should also participate in creating more employment opportunities and encouraging dignified labor conditions so as to mitigate the dismal trend of labor migration. Moreover, instead of adopting policies imposed by powerful Western countries like the United States and going with the flow, the Philippine government should work in reinforcing the welfare of its citizens more than anything else.

Education is something that many have said much about. Most of these are complex or vague. Consider the Greek philosopher Aristotle’s saying that education is ‘an ornament in prosperity’ and ‘a refuge in adversity’. There have been a great many attempts to explain this description, but none have quite succeeded in satisfying my curiosity. Alternatively, this is what the English essayist Joseph Addison has to say on education: What sculpture is to a block of marble, education is to a human soul. This too, has a great many explanations and elaborations. But does it really tell us what education is? Does it tell us why we need education? Not really, since the concept of the soul is, till date, a shadowy area. So how can we begin to comprehend what everyone claims is essential to life nowadays? To put it simply, education is a process of training our mind so that we can apply it in a field of our choice: which is why we have education not as a single seamless entity, but as a whole made up of various divisions: music education, scientific and technological education, art education, even teacher education!

Education can be considered similar to picking and eating a fruit. Picking a particular fruit on the tree is akin to choosing a field to get an education of. When we bite into it, we get our first taste of the subject. As we chew on the bitten portion, we begin to understand its various aspects – the tastes, textures, intricacies and complexities of it – and when we are ready to move on to the next portion, we swallow what we have assimilated so far so that it can be used for further application. The tree we get the fruit from is the entire body of past thinkers’ teachings and the voice that tells us which fruit to pick is the interpreter of that knowledge: the teacher.

Throughout the lifelong course of education (no, it’s not like school or college which ends after a fixed period of time), we get to know about things that always were, still are and always will be around us, waiting to be recognized and acknowledged. Light plays a central role in education – both literally and metaphorically – for visual inputs are the best learnt and without light – of the sun or electrical – we would be missing out on a whole world of knowledge. In fact, this is where phrases like ‘light of knowledge’, ‘throw light on the matter’, ‘kept in the dark’ and so on came from.

You might be thinking, how can we narrow the infinite field of knowledge to select what we will need or want to know? This is where the part on ‘training the mind’ comes in. The mind, as psychology tells us, is the centre of cognitive faculties which enables consciousness, thinking, perception and judgement. It is the kitchen for the information we acquire, where we can season and prepare the bits and pieces of data into comprehensive knowledge. Like any good kitchen, the mind has infinite capabilities (which is often the reason for confusion among us youth when it comes to deciding on a particular field to ‘specialize in’ for higher education) and therefore needs to be trained in order to make this choice clearer as every good chef needs to know what to or not to use for a dish. Unfortunately, the world we live in does not allow us to experiment with our capabilities without being ostracized or reduced to penury. Thus the need for specialization. And thus the need for education.

Another obvious question would be: how can we get education? It’s easier to use metaphors and analogies when describing something like this, but a parallel in the real world is sometimes hard to provide. One answer could be a school, college or university. There are also other means to formally get education. Such as home-schooling, distance learning etc. All of these provide us with a forum to exchange knowledge – where we can gain as well as give. This is a guided and restricted form of education, especially in the Indian scenario. It is difficult to find a good school where we can tailor our education according to our needs and interests. Often, we fail to avail of the opportunity even if it is within our reach. Peer pressure, our parents’ and elders’ wants, whims and wishes and societal trends all play a role in influencing us. And this very often has an adverse effect with the student being unable to cope with the contradictory inputs and buckling under the combined pressure. An educational system where students can fulfil their desires and not bow to transient trends is necessary for proper development and realization of one’s full potential. An example of how this can help could be the famous English poet John Keats. Trained to become a doctor, Keats renounced his apothecary’s license to follow his desire, eventually creating a path for himself that no one else has quite been able to match.

Education is not just a pathway to money, as is often considered nowadays. The fact that it provides a doorway to affluence is secondary. Education is first and foremost, I believe, a source of joy and pleasure that is also a means of enhancing our capabilities. It is a landing that provides us with infinite doorways to choose to continue into, each leading to a different yet interconnected walk of life (after all, how can we forget that science and philosophy, despite being ‘at odds with one another’ go back beyond human comprehension?).

The needs of the human in order to lead a productive and satisfactory life have long been debated. Yet one point stands clear in this debate: along with the basic necessities of food, clothing and shelter, education is extremely necessary, especially in today’s material world. After all, without education, one cannot gain employment and without employment, one cannot fulfil his/her basic needs and is considered a failure by modern society.

The knowledge we gain through our guided education is definitely useful for life in the sense that they will be required to succeed in gaining and maintaining employment, a must to be accepted in society. Not having a job is enough to have you labelled lazy, a failure, even weird or odd. And any employer will require you to have a thorough knowledge of your field, which is easily available for the taking through education.

Education provides us with an endless canvas. How much of it we put into use is up to us. New fields seem to emerge everyday – parapsychology, particle physics, noetics, to name a few. Although relatively ‘unknown’ or ‘obscure’, these have as much importance as the others we know of. The flood of engineers and accountants that India is facing seems to know no end. Easy money is apparently all people seems to think of. They are becoming flat characters in the play of life: although given names like ‘security of future’, lust for a fat wallet seems to be the only motivation.

On the other hand, there are billions of people around the world who want to get an education but are unable to due to poverty, geographical isolation, familial conditions or ignorance. Like the Lady Law, education is blind to the faults or favours of those who take a sip from its pool. The people who are not able to get to its banks because they are dragged back by the brambles of shortcomings – economic, social or cultural – have to endure a life full of superstition, fear, hopelessness, helplessness, poverty and exclusion. The literate but uneducated are considered equal to the illiterate as their life pretty much goes to waste (not everyone is the Old English poet Cædmon, after all). We must, however, keep in mind that this ‘education’ is totally career-oriented – a trait that has emerged in the past decades.

Let us now consider another angle. So far we talked of the relevance of education in the tangible corporeal world. But, being human beings, the intangible yet equally expansive world of our feelings is equally important. Education plays a major role in helping us find our niche here as well. We humans are inherently social. Even ‘loners’ have at least one person in their confidence. In fact, the more solitary one is, the stronger the bond is with those that person does interact with regularly. Even those who have large friend circles have an inner circle of those who they trust. So, where do these friends come from? Most of our friends and acquaintances come from school, college and our workplace and education is the line connecting these dots to one another. We go to school and college to get an education, as do those who become our friends. We talk about things that we have learnt somewhere down the line: academically, through music, film, news bulletins, books, etc. These, too, are an important part of our education. Academia alone is not enough to make us a complete person. It is definitely important, but our character and personality depends on our education as well. As we grow up, we learn new things and experience various feelings and emotions. Events and situations, too, play a part in education. Growing up, we have quarrelled with our parents. These sometimes go downhill over time and ruin the parent-child relationship. Alternatively, it can also teach us to give people space and motivate us into trying to understand before blindly contradicting. Regardless of that outcome, it teaches us what not to do when we take up the mantle of parenthood. Whether we put it to use is, of course, a completely different question altogether.

Besides academic information, schools also impart social education. They teach us, sometimes by pointing out our mistakes, what we should or shouldn’t do in a particular situation. For instance, we learn to stand up and greet a teacher when he/she enters our classroom. We also learn to respect our higher-ups and when to follow instructions without question. This gives us an idea of the norms of society.

Education teaches us control. It tells us what is acceptable behaviour in a certain environment and what isn’t. Experience, which is yet another form of education, often also teaches us when to exercise caution and when to be spontaneous. For example, at an informal gathering like a house party, it is acceptable – even expected – to wear casual clothes. Also, we can be freer in expressing ourselves: we can talk over one another, raise our voices etc. In an office party or a similar formal gathering, on the other hand, a certain code of conduct is expected to be followed. A professional front – in both mannerism and appearance – has to be maintained. Formal attire is required and an unruly or unkempt appearance must be avoided. We also learn these things through books, entertainment, word of mouth etc. Education and its imparting is therefore an intimate and implicit part of our social life as well.

Education is a major source of mental contentment. There is a simple, innocent pleasure in gaining knowledge. As sentient living beings, we humans are inherently curious. And fulfilling that curiosity paves the way for further questions to be answered, for the thirst for knowledge to become a quest for more. Also, considering the level of competition nowadays, any and every little snippet of information in addition to what our peers know gives us an edge in the rat race of modern life. And success because of that little edge gives us a great deal of satisfaction, joy and pride: the boost to our self-esteem that is essential to our well-being, mental and, thereby, physical.

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