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300-430 exam dumps Examples here include parents and carers showing their children how to use a knife and fork or ride a bike; schoolteachers introducing students to a foreign language; and animators and pedagogues helping a group to work together. Sometimes as educators, we have a clear idea of what we’d like to see achieved; at others, we do not and should not. In the case of the former, we might be working to a curriculum, have a session or lesson plan with clear objectives, and have a high degree of control over the learning environment. This is what we often mean by ‘formal education’. In the latter, for example, when working with a community group, the setting is theirs and, as educators, we are present as guests. This is an example of informal education and here two things are happening.First, the group may well be clear on what it wants to achieve e.g. putting on an event, but unclear about what they need to learn to do it. They know learning is involved – it is something necessary to achieve what they want – but it is not the main focus. Such ‘incidental learning’ is not accidental. People know they need to learn something but cannot necessarily specify it in advance (Brookfield 1984).Second, this learning activity works largely through conversation – and conversation takes unpredictable turns. It is a dialogical rather than curricula form of education. Those that describe themselves as informal educators, social pedagogues or as animators of community learning and development tend to work towards the X; those working as subject teachers or lecturers 200-201 dumps tend to the Y. Educators when facilitating tutor groups might, overall, work somewhere in the middle. Acting in hope Underpinning intention is an attitude or virtue – hopefulness. As educators ‘we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know’ (hooks 2003: xiv). In other words, we invite people to learn and act in the belief that change for the good is possible. This openness to possibility isn’t blind or over-optimistic. It looks to evidence and experience, and is born of an appreciation of the world’s limitations (Halpin 2003: 19-20). We can quickly see how such hope is both a part of the fabric of education – and, for many, an aim of education. Mary Warnock (1986:182) puts it this way: I think that of all the attributes that I would like to see in my children or in my pupils, the attribute of hope would come high, even top, of the list. To lose hope is to lose the capacity to want or desire anything; to lose, in fact, the wish to live. Hope is akin to energy, to pl-100 certification dumps curiosity, to the belief that things are worth doing. An education which leaves a child without hope is an education that has failed. But hope is not easy to define or describe. It is: An emotion. Hope, John Macquarrie (1978 11) suggests, ‘consists in an outgoing and trusting mood toward the environment’. We do not know what will happen but take a gamble. ‘It’s to bet on the future, on your desires, on the possibility that an open heart and uncertainty is better than gloom and safety. To hope is dangerous, and yet it is the opposite of fear, for to live is to risk’ (Solnit 2016: 21). A choice or intention to act. Hope ‘promotes affirmative courses of action’ Hope alone will not transform the world. Action ‘undertaken in that kind of naïveté’, wrote Paulo Freire (1994: 8), ‘is an excellent route to hopelessness, pessimism, and fatalism’.