the importance of self education essay

What does Emerson say about self-reliance?

In Emerson's essay “ Self-Reliance ,” he boldly states society (especially today’s politically correct environment) hurts a person’s growth.

Emerson wrote that self-sufficiency gives a person in society the freedom they need to discover their true self and attain their true independence.

Believing that individualism, personal responsibility , and nonconformity were essential to a thriving society. But to get there, Emerson knew that each individual had to work on themselves to achieve this level of individualism. 

Today, we see society's breakdowns daily and wonder how we arrived at this state of society. One can see how the basic concepts of self-trust, self-awareness, and self-acceptance have significantly been ignored.

Who published self-reliance?

Ralph Waldo Emerson wrote the essay, published in 1841 as part of his first volume of collected essays titled "Essays: First Series."

It would go on to be known as Ralph Waldo Emerson's Self Reliance and one of the most well-known pieces of American literature.

The collection was published by James Munroe and Company.

What are the examples of self-reliance?

Examples of self-reliance can be as simple as tying your shoes and as complicated as following your inner voice and not conforming to paths set by society or religion.

Self-reliance can also be seen as getting things done without relying on others, being able to “pull your weight” by paying your bills, and caring for yourself and your family correctly.

Self-reliance involves relying on one's abilities, judgment, and resources to navigate life. Here are more examples of self-reliance seen today:

Entrepreneurship: Starting and running your own business, relying on your skills and determination to succeed.

Financial Independence: Managing your finances responsibly, saving money, and making sound investment decisions to secure your financial future.

Learning and Education: Taking the initiative to educate oneself, whether through formal education, self-directed learning, or acquiring new skills.

Problem-Solving: Tackling challenges independently, finding solutions to problems, and adapting to changing circumstances.

Personal Development: Taking responsibility for personal growth, setting goals, and working towards self-improvement.

Homesteading: Growing your food, raising livestock, or becoming self-sufficient in various aspects of daily life.

DIY Projects: Undertaking do-it-yourself projects, from home repairs to crafting, without relying on external help.

Living Off the Grid: Living independently from public utilities, generating your energy, and sourcing your water.

Decision-Making: Trusting your instincts and making decisions based on your values and beliefs rather than relying solely on external advice.

Crisis Management: Handling emergencies and crises with resilience and resourcefulness without depending on external assistance.

These examples illustrate different facets of self-reliance, emphasizing independence, resourcefulness, and the ability to navigate life autonomously.

What is the purpose of self reliance by Emerson?

In his essay, " Self Reliance, " Emerson's sole purpose is the want for people to avoid conformity. Emerson believed that in order for a man to truly be a man, he was to follow his own conscience and "do his own thing."

Essentially, do what you believe is right instead of blindly following society.

Why is it important to be self reliant?

While getting help from others, including friends and family, can be an essential part of your life and fulfilling. However, help may not always be available, or the assistance you receive may not be what you had hoped for.

It is for this reason that Emerson pushed for self-reliance. If a person were independent, could solve their problems, and fulfill their needs and desires, they would be a more vital member of society.

This can lead to growth in the following areas:

Empowerment: Self-reliance empowers individuals to take control of their lives. It fosters a sense of autonomy and the ability to make decisions independently.

Resilience: Developing self-reliance builds resilience, enabling individuals to bounce back from setbacks and face challenges with greater adaptability.

Personal Growth: Relying on oneself encourages continuous learning and personal growth. It motivates individuals to acquire new skills and knowledge.

Freedom: Self-reliance provides a sense of freedom from external dependencies. It reduces reliance on others for basic needs, decisions, or validation.

Confidence: Achieving goals through one's own efforts boosts confidence and self-esteem. It instills a belief in one's capabilities and strengthens a positive self-image.

Resourcefulness: Being self-reliant encourages resourcefulness. Individuals learn to solve problems creatively, adapt to changing circumstances, and make the most of available resources.

Adaptability: Self-reliant individuals are often more adaptable to change. They can navigate uncertainties with a proactive and positive mindset.

Reduced Stress: Dependence on others can lead to stress and anxiety, especially when waiting for external support. Self-reliance reduces reliance on external factors for emotional well-being.

Personal Responsibility: It promotes a sense of responsibility for one's own life and decisions. Self-reliant individuals are more likely to take ownership of their actions and outcomes.

Goal Achievement: Being self-reliant facilitates the pursuit and achievement of personal and professional goals. It allows individuals to overcome obstacles and stay focused on their objectives.

Overall, self-reliance contributes to personal empowerment, mental resilience, and the ability to lead a fulfilling and purposeful life. While collaboration and support from others are valuable, cultivating a strong sense of self-reliance enhances one's capacity to navigate life's challenges independently.

What did Emerson mean, "Envy is ignorance, imitation is suicide"?

According to Emerson, no kernel of nourishing corn can come to you independently, but every person is given a plot of ground to till. 

In other words, Emerson believed that a person's main focus in life is to work on oneself, increasing their maturity and intellect, and overcoming insecurities, which will allow a person to be self-reliant to the point where they no longer envy others but measure themselves against how they were the day before.

When we do become self-reliant, we focus on creating rather than imitating. Being someone we are not is just as damaging to the soul as suicide.

Envy is ignorance: Emerson suggests that feeling envious of others is a form of ignorance. Envy often arises from a lack of understanding or appreciation of one's unique qualities and potential. Instead of being envious, individuals should focus on discovering and developing their talents and strengths.

Imitation is suicide: Emerson extends the idea by stating that imitation, or blindly copying others, is a form of self-destruction. He argues that true individuality and personal growth come from expressing one's unique voice and ideas. In this context, imitation is seen as surrendering one's identity and creativity, leading to a kind of "spiritual death."

What are the transcendental elements in Emerson’s self-reliance?

The five predominant elements of Transcendentalism are nonconformity, self-reliance, free thought, confidence, and the importance of nature.

The Transcendentalism movement emerged in New England between 1820 and 1836. It is essential to differentiate this movement from Transcendental Meditation, a distinct practice.

According to the Stanford Encyclopedia of Philosophy, Transcendentalism is characterized as "an American literary, political, and philosophical movement of the early nineteenth century, centered around Ralph Waldo Emerson." A central tenet of this movement is the belief that individual purity can be 'corrupted' by society.

Are Emerson's writings referenced in pop culture?

Emerson has made it into popular culture. One such example is in the film Next Stop Wonderland released in 1998. The reference is a quote from Emerson's essay on Self Reliance, "A foolish consistency is the hobgoblin of little minds."

This becomes a running theme in the film as a single woman (Hope Davis ), who is quite familiar with Emerson's writings and showcases several men taking her on dates, attempting to impress her by quoting the famous line, only to botch the line and also giving attribution to the wrong person. One gentleman says confidently it was W.C. Fields, while another matches the quote with Cicero. One goes as far as stating it was Karl Marx!

Why does Emerson say about self confidence?

Content is coming very soon.

Self-Reliance: The Complete Essay

Ne te quaesiveris extra."

Man is his own star; and the soul that can Render an honest and a perfect man, Commands all light, all influence, all fate ; Nothing to him falls early or too late. Our acts our angels are, or good or ill, Our fatal shadows that walk by us still." Epilogue to Beaumont and Fletcher's Honest Man's Fortune Cast the bantling on the rocks, Suckle him with the she-wolf's teat; Wintered with the hawk and fox, Power and speed be hands and feet.

Ralph Waldo Emerson left the ministry to pursue a career in writing and public speaking. Emerson became one of America's best known and best-loved 19th-century figures. More About Emerson

Ralph Waldo Emerson Self Reliance Summary

The essay “Self-Reliance,” written by Ralph Waldo Emerson, is, by far, his most famous piece of work. Emerson, a Transcendentalist, believed focusing on the purity and goodness of individualism and community with nature was vital for a strong society. Transcendentalists despise the corruption and conformity of human society and institutions. Published in 1841, the Self Reliance essay is a deep-dive into self-sufficiency as a virtue.

In the essay "Self-Reliance," Ralph Waldo Emerson advocates for individuals to trust in their own instincts and ideas rather than blindly following the opinions of society and its institutions. He argues that society encourages conformity, stifles individuality, and encourages readers to live authentically and self-sufficient lives.

Emerson also stresses the importance of being self-reliant, relying on one's own abilities and judgment rather than external validation or approval from others. He argues that people must be honest with themselves and seek to understand their own thoughts and feelings rather than blindly following the expectations of others. Through this essay, Emerson emphasizes the value of independence, self-discovery, and personal growth.

What is the Meaning of Self-Reliance?

I read the other day some verses written by an eminent painter which were original and not conventional. The soul always hears an admonition in such lines, let the subject be what it may. The sentiment they instill is of more value than any thought they may contain. To believe your own thought, to think that what is true for you in your private heart is true for all men, — that is genius.

Speak your latent conviction, and it shall be the universal sense; for the inmost in due time becomes the outmost,—— and our first thought is rendered back to us by the trumpets of the Last Judgment. Familiar as the voice of the mind is to each, the highest merit we ascribe to Moses, Plato, and Milton is, that they set at naught books and traditions, and spoke not what men but what they thought. A man should learn to detect and watch that gleam of light that flashes across his mind from within, more than the luster of the firmament of bards and sages. Yet he dismisses without notice his thought because it is his. In every work of genius, we recognize our own rejected thoughts: they come back to us with a certain alienated majesty.

Great works of art have no more affecting lessons for us than this. They teach us to abide by our spontaneous impression with good-humored inflexibility than most when the whole cry of voices is on the other side. Else, tomorrow a stranger will say with masterly good sense precisely what we have thought and felt all the time, and we shall be forced to take with shame our own opinion from another.

There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till. The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried. Not for nothing one face, one character, one fact, makes much impression on him, and another none. This sculpture in the memory is not without preestablished harmony. The eye was placed where one ray should fall, that it might testify of that particular ray. We but half express ourselves and are ashamed of that divine idea which each of us represents. It may be safely trusted as proportionate and of good issues, so it be faithfully imparted, but God will not have his work made manifest by cowards. A man is relieved and gay when he has put his heart into his work and done his best; but what he has said or done otherwise, shall give him no peace. It is a deliverance that does not deliver. In the attempt his genius deserts him; no muse befriends; no invention, no hope.

Trust Thyself: Every Heart Vibrates To That Iron String.

Accept the place the divine providence has found for you, the society of your contemporaries, and the connection of events. Great men have always done so, and confided themselves childlike to the genius of their age, betraying their perception that the absolutely trustworthy was seated at their heart, working through their hands, predominating in all their being. And we are now men, and must accept in the highest mind the same transcendent destiny; and not minors and invalids in a protected corner, not cowards fleeing before a revolution, but guides, redeemers, and benefactors, obeying the Almighty effort, and advancing on Chaos and the Dark.

What pretty oracles nature yields to us in this text, in the face and behaviour of children, babes, and even brutes! That divided and rebel mind, that distrust of a sentiment because our arithmetic has computed the strength and means opposed to our purpose, these have not. Their mind being whole, their eye is as yet unconquered, and when we look in their faces, we are disconcerted. Infancy conforms to nobody: all conform to it, so that one babe commonly makes four or five out of the adults who prattle and play to it. So God has armed youth and puberty and manhood no less with its own piquancy and charm, and made it enviable and gracious and its claims not to be put by, if it will stand by itself. Do not think the youth has no force, because he cannot speak to you and me. Hark! in the next room his voice is sufficiently clear and emphatic. It seems he knows how to speak to his contemporaries. Bashful or bold, then, he will know how to make us seniors very unnecessary.

The nonchalance of boys who are sure of a dinner, and would disdain as much as a lord to do or say aught to conciliate one, is the healthy attitude of human nature. A boy is in the parlour what the pit is in the playhouse; independent, irresponsible, looking out from his corner on such people and facts as pass by, he tries and sentences them on their merits, in the swift, summary way of boys, as good, bad, interesting, silly, eloquent, troublesome. He cumbers himself never about consequences, about interests: he gives an independent, genuine verdict. You must court him: he does not court you. But the man is, as it were, clapped into jail by his consciousness. As soon as he has once acted or spoken with eclat, he is a committed person, watched by the sympathy or the hatred of hundreds, whose affections must now enter into his account. There is no Lethe for this. Ah, that he could pass again into his neutrality! Who can thus avoid all pledges, and having observed, observe again from the same unaffected, unbiased, unbribable, unaffrighted innocence, must always be formidable. He would utter opinions on all passing affairs, which being seen to be not private, but necessary, would sink like darts into the ear of men, and put them in fear.

These are the voices which we hear in solitude, but they grow faint and inaudible as we enter into the world. Society everywhere is in conspiracy against the manhood of every one of its members. Society is a joint-stock company, in which the members agree, for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater. The virtue in most request is conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs.

Whoso would be a man must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind. Absolve you to yourself, and you shall have the suffrage of the world. I remember an answer which when quite young I was prompted to make to a valued adviser, who was wont to importune me with the dear old doctrines of the church. On my saying, What have I to do with the sacredness of traditions, if I live wholly from within? my friend suggested, — "But these impulses may be from below, not from above." I replied, "They do not seem to me to be such; but if I am the Devil's child, I will live then from the Devil." No law can be sacred to me but that of my nature. Good and bad are but names very readily transferable to that or this; the only right is what is after my constitution, the only wrong what is against it. A man is to carry himself in the presence of all opposition, as if every thing were titular and ephemeral but he. I am ashamed to think how easily we capitulate to badges and names, to large societies and dead institutions. Every decent and well-spoken individual affects and sways me more than is right. I ought to go upright and vital, and speak the rude truth in all ways. If malice and vanity wear the coat of philanthropy, shall that pass? If an angry bigot assumes this bountiful cause of Abolition, and comes to me with his last news from Barbadoes, why should I not say to him, 'Go love thy infant; love thy wood-chopper: be good-natured and modest: have that grace; and never varnish your hard, uncharitable ambition with this incredible tenderness for black folk a thousand miles off. Thy love afar is spite at home.' Rough and graceless would be such greeting, but truth is handsomer than the affectation of love. Your goodness must have some edge to it, — else it is none. The doctrine of hatred must be preached as the counteraction of the doctrine of love when that pules and whines. I shun father and mother and wife and brother, when my genius calls me. The lintels of the door-post I would write on, Whim . It is somewhat better than whim at last I hope, but we cannot spend the day in explanation. Expect me not to show cause why I seek or why I exclude company. Then, again, do not tell me, as a good man did to-day, of my obligation to put all poor men in good situations. Are they my poor? I tell thee, thou foolish philanthropist, that I grudge the dollar, the dime, the cent, I give to such men as do not belong to me and to whom I do not belong. There is a class of persons to whom by all spiritual affinity I am bought and sold; for them I will go to prison, if need be; but your miscellaneous popular charities; the education at college of fools; the building of meeting-houses to the vain end to which many now stand; alms to sots; and the thousandfold Relief Societies; — though I confess with shame I sometimes succumb and give the dollar, it is a wicked dollar which by and by I shall have the manhood to withhold.

Virtues are, in the popular estimate, rather the exception than the rule. There is the man and his virtues. Men do what is called a good action, as some piece of courage or charity, much as they would pay a fine in expiation of daily non-appearance on parade. Their works are done as an apology or extenuation of their living in the world, — as invalids and the insane pay a high board. Their virtues are penances. I do not wish to expiate, but to live. My life is for itself and not for a spectacle. I much prefer that it should be of a lower strain, so it be genuine and equal, than that it should be glittering and unsteady. Wish it to be sound and sweet, and not to need diet and bleeding. The primary evidence I ask that you are a man, and refuse this appeal from the man to his actions. For myself it makes no difference that I know, whether I do or forbear those actions which are reckoned excellent. I cannot consent to pay for a privilege where I have intrinsic right. Few and mean as my gifts may be, I actually am, and do not need for my own assurance or the assurance of my fellows any secondary testimony.

What I must do is all that concerns me, not what the people think.

This rule, equally arduous in actual and in intellectual life, may serve for the whole distinction between greatness and meanness. It is the harder, because you will always find those who think they know what is your duty better than you know it. The easy thing in the world is to live after the world's opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps with perfect sweetness the independence of solitude.

The objection to conforming to usages that have become dead to you is, that it scatters your force. It loses your time and blurs the impression of your character. If you maintain a dead church, contribute to a dead Bible-society, vote with a great party either for the government or against it, spread your table like base housekeepers, — under all these screens I have difficulty to detect the precise man you are. And, of course, so much force is withdrawn from your proper life. But do your work, and I shall know you. Do your work, and you shall reinforce yourself. A man must consider what a blindman's-buff is this game of conformity. If I know your sect, I anticipate your argument. I hear a preacher announce for his text and topic the expediency of one of the institutions of his church. Do I not know beforehand that not possibly can he say a new and spontaneous word? With all this ostentation of examining the grounds of the institution, do I not know that he will do no such thing? Do not I know that he is pledged to himself not to look but at one side, — the permitted side, not as a man, but as a parish minister? He is a retained attorney, and these airs of the bench are the emptiest affectation. Well, most men have bound their eyes with one or another handkerchief, and attached themselves to some one of these communities of opinion. This conformity makes them not false in a few particulars, authors of a few lies, but false in all particulars. Their every truth is not quite true. Their two is not the real two, their four not the real four; so that every word they say chagrins us, and we know not where to begin to set them right. Meantime nature is not slow to equip us in the prison-uniform of the party to which we adhere. We come to wear one cut of face and figure, and acquire by degrees the gentlest asinine expression. There is a mortifying experience in particular, which does not fail to wreak itself also in the general history; I mean "the foolish face of praise," the forced smile which we put on in company where we do not feel at ease in answer to conversation which does not interest us. The muscles, not spontaneously moved, but moved by a low usurping wilfulness, grow tight about the outline of the face with the most disagreeable sensation.

For nonconformity the world whips you with its displeasure. And therefore a man must know how to estimate a sour face. The by-standers look askance on him in the public street or in the friend's parlour. If this aversation had its origin in contempt and resistance like his own, he might well go home with a sad countenance; but the sour faces of the multitude, like their sweet faces, have no deep cause, but are put on and off as the wind blows and a newspaper directs. Yet is the discontent of the multitude more formidable than that of the senate and the college. It is easy enough for a firm man who knows the world to brook the rage of the cultivated classes. Their rage is decorous and prudent, for they are timid as being very vulnerable themselves. But when to their feminine rage the indignation of the people is added, when the ignorant and the poor are aroused, when the unintelligent brute force that lies at the bottom of society is made to growl and mow, it needs the habit of magnanimity and religion to treat it godlike as a trifle of no concernment.

The other terror that scares us from self-trust is our consistency; a reverence for our past act or word, because the eyes of others have no other data for computing our orbit than our past acts, and we are loath to disappoint them.

But why should you keep your head over your shoulder? Why drag about this corpse of your memory, lest you contradict somewhat you have stated in this or that public place? Suppose you should contradict yourself; what then? It seems to be a rule of wisdom never to rely on your memory alone, scarcely even in acts of pure memory, but to bring the past for judgment into the thousand-eyed present, and live ever in a new day. In your metaphysics you have denied personality to the Deity: yet when the devout motions of the soul come, yield to them heart and life, though they should clothe God with shape and color. Leave your theory, as Joseph his coat in the hand of the harlot, and flee.

A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do. He may as well concern himself with his shadow on the wall. Speak what you think now in hard words, and to-morrow speak what to-morrow thinks in hard words again, though it contradict every thing you said to-day. — 'Ah, so you shall be sure to be misunderstood.' — Is it so bad, then, to be misunderstood? Pythagoras was misunderstood, and Socrates, and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and every pure and wise spirit that ever took flesh. To be great is to be misunderstood.

I suppose no man can violate his nature.

All the sallies of his will are rounded in by the law of his being, as the inequalities of Andes and Himmaleh are insignificant in the curve of the sphere. Nor does it matter how you gauge and try him. A character is like an acrostic or Alexandrian stanza; — read it forward, backward, or across, it still spells the same thing. In this pleasing, contrite wood-life which God allows me, let me record day by day my honest thought without prospect or retrospect, and, I cannot doubt, it will be found symmetrical, though I mean it not, and see it not. My book should smell of pines and resound with the hum of insects. The swallow over my window should interweave that thread or straw he carries in his bill into my web also. We pass for what we are. Character teaches above our wills. Men imagine that they communicate their virtue or vice only by overt actions, and do not see that virtue or vice emit a breath every moment.

There will be an agreement in whatever variety of actions, so they be each honest and natural in their hour. For of one will, the actions will be harmonious, however unlike they seem. These varieties are lost sight of at a little distance, at a little height of thought. One tendency unites them all. The voyage of the best ship is a zigzag line of a hundred tacks. See the line from a sufficient distance, and it straightens itself to the average tendency. Your genuine action will explain itself, and will explain your other genuine actions. Your conformity explains nothing. Act singly, and what you have already done singly will justify you now. Greatness appeals to the future. If I can be firm enough to-day to do right, and scorn eyes, I must have done so much right before as to defend me now. Be it how it will, do right now. Always scorn appearances, and you always may. The force of character is cumulative. All the foregone days of virtue work their health into this. What makes the majesty of the heroes of the senate and the field, which so fills the imagination? The consciousness of a train of great days and victories behind. They shed an united light on the advancing actor. He is attended as by a visible escort of angels. That is it which throws thunder into Chatham's voice, and dignity into Washington's port, and America into Adams's eye. Honor is venerable to us because it is no ephemeris. It is always ancient virtue. We worship it today because it is not of today. We love it and pay it homage, because it is not a trap for our love and homage, but is self-dependent, self-derived, and therefore of an old immaculate pedigree, even if shown in a young person.

I hope in these days we have heard the last of conformity and consistency. Let the words be gazetted and ridiculous henceforward. Instead of the gong for dinner, let us hear a whistle from the Spartan fife. Let us never bow and apologize more. A great man is coming to eat at my house. I do not wish to please him; He should wish to please me, that I wish. I will stand here for humanity, and though I would make it kind, I would make it true. Let us affront and reprimand the smooth mediocrity and squalid contentment of the times, and hurl in the face of custom, and trade, and office, the fact which is the upshot of all history, that there is a great responsible Thinker and Actor working wherever a man works; that a true man belongs to no other time or place, but is the centre of things. Where he is, there is nature. He measures you, and all men, and all events. Ordinarily, every body in society reminds us of somewhat else, or of some other person. Character, reality, reminds you of nothing else; it takes place of the whole creation. The man must be so much, that he must make all circumstances indifferent. Every true man is a cause, a country, and an age; requires infinite spaces and numbers and time fully to accomplish his design; — and posterity seem to follow his steps as a train of clients. A man Caesar is born, and for ages after we have a Roman Empire. Christ is born, and millions of minds so grow and cleave to his genius, that he is confounded with virtue and the possible of man. An institution is the lengthened shadow of one man; as, Monachism, of the Hermit Antony; the Reformation, of Luther; Quakerism, of Fox; Methodism, of Wesley; Abolition, of Clarkson. Scipio, Milton called "the height of Rome"; and all history resolves itself very easily into the biography of a few stout and earnest persons.

Let a man then know his worth, and keep things under his feet. Let him not peep or steal, or skulk up and down with the air of a charity-boy, a bastard, or an interloper, in the world which exists for him. But the man in the street, finding no worth in himself which corresponds to the force which built a tower or sculptured a marble god, feels poor when he looks on these. To him a palace, a statue, or a costly book have an alien and forbidding air, much like a gay equipage, and seem to say like that, 'Who are you, Sir?' Yet they all are his, suitors for his notice, petitioners to his faculties that they will come out and take possession. The picture waits for my verdict: it is not to command me, but I am to settle its claims to praise. That popular fable of the sot who was picked up dead drunk in the street, carried to the duke's house, washed and dressed and laid in the duke's bed, and, on his waking, treated with all obsequious ceremony like the duke, and assured that he had been insane, owes its popularity to the fact, that it symbolizes so well the state of man, who is in the world a sort of sot, but now and then wakes up, exercises his reason, and finds himself a true prince.

Our reading is mendicant and sycophantic. In history, our imagination plays us false. Kingdom and lordship, power and estate, are a gaudier vocabulary than private John and Edward in a small house and common day's work; but the things of life are the same to both; the sum total of both is the same. Why all this deference to Alfred, and Scanderbeg, and Gustavus? Suppose they were virtuous; did they wear out virtue? As great a stake depends on your private act to-day, as followed their public and renowned steps. When private men shall act with original views, the lustre will be transferred from the actions of kings to those of gentlemen.

The world has been instructed by its kings, who have so magnetized the eyes of nations. It has been taught by this colossal symbol the mutual reverence that is due from man to man. The joyful loyalty with which men have everywhere suffered the king, the noble, or the great proprietor to walk among them by a law of his own, make his own scale of men and things, and reverse theirs, pay for benefits not with money but with honor, and represent the law in his person, was the hieroglyphic by which they obscurely signified their consciousness of their own right and comeliness, the right of every man.

The magnetism which all original action exerts is explained when we inquire the reason of self-trust.

Who is the Trustee? What is the aboriginal Self, on which a universal reliance may be grounded? What is the nature and power of that science-baffling star, without parallax, without calculable elements, which shoots a ray of beauty even into trivial and impure actions, if the least mark of independence appear? The inquiry leads us to that source, at once the essence of genius, of virtue, and of life, which we call Spontaneity or Instinct. We denote this primary wisdom as Intuition, whilst all later teachings are tuitions. In that deep force, the last fact behind which analysis cannot go, all things find their common origin. For, the sense of being which in calm hours rises, we know not how, in the soul, is not diverse from things, from space, from light, from time, from man, but one with them, and proceeds obviously from the same source whence their life and being also proceed. We first share the life by which things exist, and afterwards see them as appearances in nature, and forget that we have shared their cause. Here is the fountain of action and of thought. Here are the lungs of that inspiration which giveth man wisdom, and which cannot be denied without impiety and atheism. We lie in the lap of immense intelligence, which makes us receivers of its truth and organs of its activity. When we discern justice, when we discern truth, we do nothing of ourselves, but allow a passage to its beams. If we ask whence this comes, if we seek to pry into the soul that causes, all philosophy is at fault. Its presence or its absence is all we can affirm. Every man discriminates between the voluntary acts of his mind, and his involuntary perceptions, and knows that to his involuntary perceptions a perfect faith is due. He may err in the expression of them, but he knows that these things are so, like day and night, not to be disputed. My wilful actions and acquisitions are but roving; — the idlest reverie, the faintest native emotion, command my curiosity and respect. Thoughtless people contradict as readily the statement of perceptions as of opinions, or rather much more readily; for, they do not distinguish between perception and notion. They fancy that I choose to see this or that thing. But perception is not whimsical, but fatal. If I see a trait, my children will see it after me, and in course of time, all mankind, — although it may chance that no one has seen it before me. For my perception of it is as much a fact as the sun.

The relations of the soul to the divine spirit are so pure, that it is profane to seek to interpose helps. It must be that when God speaketh he should communicate, not one thing, but all things; should fill the world with his voice; should scatter forth light, nature, time, souls, from the centre of the present thought; and new date and new create the whole. Whenever a mind is simple, and receives a divine wisdom, old things pass away, — means, teachers, texts, temples fall; it lives now, and absorbs past and future into the present hour. All things are made sacred by relation to it, — one as much as another. All things are dissolved to their centre by their cause, and, in the universal miracle, petty and particular miracles disappear. If, therefore, a man claims to know and speak of God, and carries you backward to the phraseology of some old mouldered nation in another country, in another world, believe him not. Is the acorn better than the oak which is its fulness and completion? Is the parent better than the child into whom he has cast his ripened being? Whence, then, this worship of the past? The centuries are conspirators against the sanity and authority of the soul. Time and space are but physiological colors which the eye makes, but the soul is light; where it is, is day; where it was, is night; and history is an impertinence and an injury, if it be anything more than a cheerful apologue or parable of my being and becoming.

Man is timid and apologetic; he is no longer upright; 'I think,' 'I am,' that he dares not say, but quotes some saint or sage. He is ashamed before the blade of grass or the blowing rose. These roses under my window make no reference to former roses or to better ones; they are for what they are; they exist with God today. There is no time to them. There is simply the rose; it is perfect in every moment of its existence. Before a leaf bud has burst, its whole life acts; in the full-blown flower there is no more; in the leafless root there is no less. Its nature is satisfied, and it satisfies nature, in all moments alike. But man postpones or remembers; he does not live in the present, but with reverted eye laments the past, or, heedless of the riches that surround him, stands on tiptoe to foresee the future. He cannot be happy and strong until he too lives with nature in the present, above time.

This should be plain enough. Yet see what strong intellects dare not yet hear God himself, unless he speak the phraseology of I know not what David, or Jeremiah, or Paul. We shall not always set so great a price on a few texts, on a few lives. We are like children who repeat by rote the sentences of grandames and tutors, and, as they grow older, of the men of talents and character they chance to see, — painfully recollecting the exact words they spoke; afterwards, when they come into the point of view which those had who uttered these sayings, they understand them, and are willing to let the words go; for, at any time, they can use words as good when occasion comes. If we live truly, we shall see truly. It is as easy for the strong man to be strong, as it is for the weak to be weak. When we have new perception, we shall gladly disburden the memory of its hoarded treasures as old rubbish. When a man lives with God, his voice shall be as sweet as the murmur of the brook and the rustle of the corn.

And now at last the highest truth on this subject remains unsaid; probably cannot be said; for all that we say is the far-off remembering of the intuition. That thought, by what I can now nearest approach to say it, is this. When good is near you, when you have life in yourself, it is not by any known or accustomed way; you shall not discern the foot-prints of any other; not see the face of man; and you shall not hear any name;—— the way, the thought, the good, shall be wholly strange and new. It shall exclude example and experience. You take the way from man, not to man. All persons that ever existed are its forgotten ministers. Fear and hope are alike beneath it. There is somewhat low even in hope. In the hour of vision, there is nothing that can be called gratitude, nor properly joy. The soul raised over passion beholds identity and eternal causation, perceives the self-existence of Truth and Right, and calms itself with knowing that all things go well. Vast spaces of nature, the Atlantic Ocean, the South Sea, — long intervals of time, years, centuries, — are of no account. This which I think and feel underlay every former state of life and circumstances, as it does underlie my present, and what is called life, and what is called death.

Life only avails, not the having lived.

Power ceases in the instant of repose; it resides in the moment of transition from a past to a new state, in the shooting of the gulf, in the darting to an aim. This one fact the world hates is that the soul becomes ; for that forever degrades the past, turns all riches to poverty, all reputation to a shame, confounds the saint with the rogue, shoves Jesus and Judas equally aside. Why, then, do we prate of self-reliance? Inasmuch as the soul is present, there will be power, not confidence but an agent. To talk of reliance is a poor external way of speaking. Speak rather of that which relies, because it works and is. Who has more obedience than I masters me, though he should not raise his finger. Round him I must revolve by the gravitation of spirits. We fancy it rhetoric, when we speak of eminent virtue. We do not yet see that virtue is Height, and that a man or a company of men, plastic and permeable to principles, by the law of nature must overpower and ride all cities, nations, kings, rich men, poets, who are not.

This is the ultimate fact which we so quickly reach on this, as on every topic, the resolution of all into the ever-blessed ONE. Self-existence is the attribute of the Supreme Cause, and it constitutes the measure of good by the degree in which it enters into all lower forms. All things real are so by so much virtue as they contain. Commerce, husbandry, hunting, whaling, war, eloquence , personal weight, are somewhat, and engage my respect as examples of its presence and impure action. I see the same law working in nature for conservation and growth. Power is in nature the essential measure of right. Nature suffers nothing to remain in her kingdoms which cannot help itself. The genesis and maturation of a planet, its poise and orbit, the bended tree recovering itself from the strong wind, the vital resources of every animal and vegetable, are demonstrations of the self-sufficing, and therefore self-relying soul.

Thus all concentrates: let us not rove; let us sit at home with the cause. Let us stun and astonish the intruding rabble of men and books and institutions, by a simple declaration of the divine fact. Bid the invaders take the shoes from off their feet, for God is here within. Let our simplicity judge them, and our docility to our own law demonstrate the poverty of nature and fortune beside our native riches.

But now we are a mob. Man does not stand in awe of man, nor is his genius admonished to stay at home, to put itself in communication with the internal ocean, but it goes abroad to beg a cup of water of the urns of other men. We must go alone. I like the silent church before the service begins, better than any preaching. How far off, how cool, how chaste the persons look, begirt each one with a precinct or sanctuary! So let us always sit. Why should we assume the faults of our friend, or wife, or father, or child, because they sit around our hearth, or are said to have the same blood? All men have my blood, and I have all men's. Not for that will I adopt their petulance or folly, even to the extent of being ashamed of it. But your isolation must not be mechanical, but spiritual, that is, must be elevation. At times the whole world seems to be in conspiracy to importune you with emphatic trifles. Friend, client, child, sickness, fear, want, charity, all knock at once at thy closet door, and say, — 'Come out unto us.' But keep thy state; come not into their confusion. The power men possess to annoy me, I give them by a weak curiosity. No man can come near me but through my act. "What we love that we have, but by desire we bereave ourselves of the love."

If we cannot at once rise to the sanctities of obedience and faith, let us at least resist our temptations; let us enter into the state of war, and wake Thor and Woden, courage and constancy, in our Saxon breasts. This is to be done in our smooth times by speaking the truth. Check this lying hospitality and lying affection. Live no longer to the expectation of these deceived and deceiving people with whom we converse. Say to them, O father, O mother, O wife, O brother, O friend, I have lived with you after appearances hitherto. Henceforward I am the truth's. Be it known unto you that henceforward I obey no law less than the eternal law. I will have no covenants but proximities. To nourish my parents, to support my family I shall endeavour, to be the chaste husband of one wife, — but these relations I must fill after a new and unprecedented way. I appeal from your customs that I must be myself. I cannot break myself any longer for you, or you. If you can love me for what I am, we shall be the happier. If you cannot, I will still seek to deserve that you should. I will not hide my tastes or aversions. I will so trust that what is deep is holy, that I will do strongly before the sun and moon whatever inly rejoices me, and the heart appoints. If you are noble, I will love you; I will not hurt you and myself by hypocritical attentions if you are not. If you are true, but not in the same truth with me, cleave to your companions; I will seek my own. I do this not selfishly, but humbly and truly. It is alike your interest, and mine, and all men's, however long we have dwelt in lies, to live in truth. Does this sound harsh today? You will soon love what is dictated by your nature as well as mine, and, if we follow the truth, it will bring us out safe at last. — But so you may give these friends pain. Yes, but I cannot sell my liberty and my power, to save their sensibility. Besides, all persons have their moments of reason, when they look out into the region of absolute truth; then will they justify me, and do the same thing.

The populace think that your rejection of popular standards is a rejection of all standard, and mere antinomianism; and the bold sensualist will use the name of philosophy to gild his crimes. But the law of consciousness abides. There are two confessionals, in one or the other of which we must be shriven. You may fulfil your round of duties by clearing yourself in the direct , or in the reflex way. Consider whether you have satisfied your relations to father, mother, cousin, neighbour, town, cat, and dog; whether any of these can upbraid you. But I may also neglect this reflex standard, and absolve me to myself. I have my own stern claims and perfect circle. It denies the name of duty to many offices that are called duties. But if I can discharge its debts, it enables me to dispense with the popular code. If anyone imagines that this law is lax, let him keep its commandment one day.

And truly it demands something godlike in him who has cast off the common motives of humanity, and has ventured to trust himself for a taskmaster. High be his heart, faithful his will, clear his sight, that he may in good earnest be doctrine, society, law, to himself, that a simple purpose may be to him as strong as iron necessity is to others!

If any man consider the present aspects of what is called by distinction society , he will see the need of these ethics. The sinew and heart of man seem to be drawn out, and we are become timorous, desponding whimperers. We are afraid of truth, afraid of fortune, afraid of death, and afraid of each other. Our age yields no great and perfect persons. We want men and women who shall renovate life and our social state, but we see that most natures are insolvent, cannot satisfy their own wants, have an ambition out of all proportion to their practical force, and do lean and beg day and night continually. Our housekeeping is mendicant, our arts, our occupations, our marriages, our religion, we have not chosen, but society has chosen for us. We are parlour soldiers. We shun the rugged battle of fate , where strength is born.

If our young men miscarry in their first enterprises, they lose all heart.

Men say he is ruined if the young merchant fails . If the finest genius studies at one of our colleges, and is not installed in an office within one year afterwards in the cities or suburbs of Boston or New York, it seems to his friends and to himself that he is right in being disheartened, and in complaining the rest of his life. A sturdy lad from New Hampshire or Vermont, who in turn tries all the professions, who teams it , farms it , peddles , keeps a school, preaches, edits a newspaper, goes to Congress, buys a township, and so forth, in successive years, and always, like a cat, falls on his feet, is worth a hundred of these city dolls. He walks abreast with his days, and feels no shame in not 'studying a profession,' for he does not postpone his life, but lives already. He has not one chance, but a hundred chances. Let a Stoic open the resources of man, and tell men they are not leaning willows, but can and must detach themselves; that with the exercise of self-trust, new powers shall appear; that a man is the word made flesh, born to shed healing to the nations, that he should be ashamed of our compassion, and that the moment he acts from himself, tossing the laws, the books, idolatries, and customs out of the window, we pity him no more, but thank and revere him, — and that teacher shall restore the life of man to splendor, and make his name dear to all history.

It is easy to see that a greater self-reliance must work a revolution in all the offices and relations of men; in their religion; education; and in their pursuits; their modes of living; their association; in their property; in their speculative views.

1. In what prayers do men allow themselves! That which they call a holy office is not so much as brave and manly. Prayer looks abroad and asks for some foreign addition to come through some foreign virtue, and loses itself in endless mazes of natural and supernatural, and mediatorial and miraculous. It is prayer that craves a particular commodity, — anything less than all good, — is vicious. Prayer is the contemplation of the facts of life from the highest point of view. It is the soliloquy of a beholding and jubilant soul. It is the spirit of God pronouncing his works good. But prayer as a means to effect a private end is meanness and theft. It supposes dualism and not unity in nature and consciousness. As soon as the man is at one with God, he will not beg. He will then see prayer in all action. The prayer of the farmer kneeling in his field to weed it, the prayer of the rower kneeling with the stroke of his oar, are true prayers heard throughout nature, though for cheap ends. Caratach, in Fletcher's Bonduca, when admonished to inquire the mind of the god Audate, replies, —

"His hidden meaning lies in our endeavours; Our valors are our best gods."

Another sort of false prayers are our regrets. Discontent is the want of self-reliance: it is infirmity of will. Regret calamities, if you can thereby help the sufferer; if not, attend your own work, and already the evil begins to be repaired. Our sympathy is just as base. We come to them who weep foolishly, and sit down and cry for company, instead of imparting to them truth and health in rough electric shocks, putting them once more in communication with their own reason. The secret of fortune is joy in our hands. Welcome evermore to gods and men is the self-helping man. For him all doors are flung wide: him all tongues greet, all honors crown, all eyes follow with desire. Our love goes out to him and embraces him, because he did not need it. We solicitously and apologetically caress and celebrate him, because he held on his way and scorned our disapprobation. The gods love him because men hated him. "To the persevering mortal," said Zoroaster, "the blessed Immortals are swift."

As men's prayers are a disease of the will, so are their creeds a disease of the intellect . They say with those foolish Israelites, 'Let not God speak to us, lest we die. Speak thou, speak any man with us, and we will obey.' Everywhere I am hindered of meeting God in my brother, because he has shut his own temple doors, and recites fables merely of his brother's, or his brother's brother's God. Every new mind is a new classification. If it prove a mind of uncommon activity and power, a Locke, a Lavoisier, a Hutton, a Bentham, a Fourier, it imposes its classification on other men, and lo! a new system. In proportion to the depth of the thought, and so to the number of the objects it touches and brings within reach of the pupil, is his complacency. But chiefly is this apparent in creeds and churches, which are also classifications of some powerful mind acting on the elemental thought of duty, and man's relation to the Highest. Such as Calvinism, Quakerism, Swedenborgism. The pupil takes the same delight in subordinating everything to the new terminology, as a girl who has just learned botany in seeing a new earth and new seasons thereby. It will happen for a time, that the pupil will find his intellectual power has grown by the study of his master's mind. But in all unbalanced minds, the classification is idolized, passes for the end, and not for a speedily exhaustible means, so that the walls of the system blend to their eye in the remote horizon with the walls of the universe; the luminaries of heaven seem to them hung on the arch their master built. They cannot imagine how you aliens have any right to see, — how you can see; 'It must be somehow that you stole the light from us.' They do not yet perceive, that light, unsystematic, indomitable, will break into any cabin, even into theirs. Let them chirp awhile and call it their own. If they are honest and do well, presently their neat new pinfold will be too strait and low, will crack, will lean, will rot and vanish, and the immortal light, all young and joyful, million-orbed, million-colored, will beam over the universe as on the first morning.

2. It is for want of self-culture that the superstition of Travelling, whose idols are Italy, England, Egypt, retains its fascination for all educated Americans. They who made England, Italy, or Greece venerable in the imagination did so by sticking fast where they were, like an axis of the earth. In manly hours, we feel that duty is our place. The soul is no traveller; the wise man stays at home, and when his necessities, his duties, on any occasion call him from his house, or into foreign lands, he is at home still, and shall make men sensible by the expression of his countenance, that he goes the missionary of wisdom and virtue, and visits cities and men like a sovereign, and not like an interloper or a valet.

I have no churlish objection to the circumnavigation of the globe, for the purposes of art, of study, and benevolence, so that the man is first domesticated, or does not go abroad with the hope of finding somewhat greater than he knows. He who travels to be amused, or to get somewhat which he does not carry, travels away from himself, and grows old even in youth among old things. In Thebes, in Palmyra, his will and mind have become old and dilapidated as they. He carries ruins to ruins.

Travelling is a fool's paradise. Our first journeys discover to us the indifference of places. At home I dream that at Naples, at Rome, I can be intoxicated with beauty, and lose my sadness. I pack my trunk, embrace my friends, embark on the sea, and at last wake up in Naples, and there beside me is the stern fact, the sad self, unrelenting, identical, that I fled from. The Vatican, and the palaces I seek. But I am not intoxicated though I affect to be intoxicated with sights and suggestions. My giant goes with me wherever I go.

3. But the rage of travelling is a symptom of a deeper unsoundness affecting the whole intellectual action. The intellect is vagabond, and our system of education fosters restlessness. Our minds travel when our bodies are forced to stay at home. We imitate, and what is imitation but the travelling of the mind? Our houses are built with foreign taste; Shelves are garnished with foreign ornaments, but our opinions, our tastes, our faculties, lean, and follow the Past and the Distant. The soul created the arts wherever they have flourished. It was in his own mind that the artist sought his model. It was an application of his own thought to the thing to be done and the conditions to be observed. And why need we copy the Doric or the Gothic model? Beauty, convenience, grandeur of thought, and quaint expression are as near to us as to any, and if the American artist will study with hope and love the precise thing to be done by him, considering the climate, the soil, the length of the day, the wants of the people, the habit and form of the government, he will create a house in which all these will find themselves fitted, and taste and sentiment will be satisfied also.

Insist on yourself; never imitate. Your own gift you can present every moment with the cumulative force of a whole life's cultivation, but of the adopted talent of another, you have only an extemporaneous, half possession. That which each can do best, none but his Maker can teach him. No man yet knows what it is, nor can, till that person has exhibited it. Where is the master who could have taught Shakespeare? Where is the master who could have instructed Franklin, or Washington, or Bacon, or Newton? Every great man is a unique. The Scipionism of Scipio is precisely that part he could not borrow. Shakespeare will never be made by the study of Shakespeare. Do that which is assigned you, and you cannot hope too much or dare too much. There is at this moment for you an utterance brave and grand as that of the colossal chisel of Phidias, or trowel of the Egyptians, or the pen of Moses, or Dante, but different from all these. Not possibly will the soul all rich, all eloquent, with thousand-cloven tongue, deign to repeat itself; but if you can hear what these patriarchs say, surely you can reply to them in the same pitch of voice; for the ear and the tongue are two organs of one nature. Abide in the simple and noble regions of thy life, obey thy heart, and thou shalt reproduce the Foreworld again.

4. As our Religion, our Education, our Art look abroad, so does our spirit of society. All men plume themselves on the improvement of society, and no man improves.

Society never advances. It recedes as fast on one side as it gains on the other and undergoes continual changes; it is barbarous,  civilized, christianized, rich and it is scientific, but this change is not amelioration. For everything that is given, something is taken. Society acquires new arts, and loses old instincts. What a contrast between the well-clad, reading, writing, thinking American, with a watch, a pencil, and a bill of exchange in his pocket, and the naked New Zealander, whose property is a club, a spear, a mat, and an undivided twentieth of a shed to sleep under! But compare the health of the two men, and you shall see that the white man has lost his aboriginal strength. If the traveller tell us truly, strike the savage with a broad axe, and in a day or two, the flesh shall unite and heal as if you struck the blow into soft pitch, and the same blow shall send the white to his grave.

The civilized man has built a coach, but has lost the use of his feet. He is supported on crutches, but lacks so much support of muscle. He has a fine Geneva watch, but he fails of the skill to tell the hour by the sun. A Greenwich nautical almanac he has, and so being sure of the information when he wants it, the man in the street does not know a star in the sky. The solstice he does not observe, the equinox he knows as little, and the whole bright calendar of the year are without a dial in his mind. His note-books impair his memory; his libraries overload his wit; the insurance office increases the number of accidents; and it may be a question whether machinery does not encumber; whether we have not lost by refinement some energy, by a Christianity entrenched in establishments and forms, some vigor of wild virtue. For every Stoic was a Stoic, but in Christendom, where is the Christian?

There is no more deviation in the moral standard than in the standard of height or bulk. No greater men are now than ever were. A singular equality may be observed between the great men of the first and of the last ages; nor can all the science, art, religion, and philosophy of the nineteenth century avail to educate greater men than Plutarch's heroes, three or four and twenty centuries ago. Not in time is the race progressive. Phocion, Socrates, Anaxagoras, Diogenes, are great men, but they leave no class. He who is really of their class will not be called by their name, but will be his own man, and, in his turn, the founder of a sect. The arts and inventions of each period are only its costume, and do not invigorate men. The harm of the improved machinery may compensate its good. Hudson and Behring accomplished so much in their fishing boats, as to astonish Parry and Franklin, whose equipment exhausted the resources of science and art. Galileo, with an opera-glass, discovered a more splendid series of celestial phenomena than anyone since. Columbus found the New World in an undecked boat. It is curious to see the periodical disuse and perishing of means and machinery, which were introduced with loud laudation a few years or centuries before. The great genius returns to essential man. We reckoned the improvements of the art of war among the triumphs of science, and yet Napoleon conquered Europe by the bivouac, which consisted of falling back on naked valor and disencumbering it of all aids. The Emperor held it impossible to make a perfect army, says Las Casas, "without abolishing our arms, magazines, commissaries, and carriages, until, in imitation of the Roman custom, the soldier should receive his supply of corn, grind it in his hand-mill, and bake his bread himself."

Society is a wave. The wave moves onward, but the water of which it is composed does not. The same particle does not rise from the valley to the ridge. Its unity is only phenomenal. The persons who make up a nation today, next year die, and their experience with them.

And so the reliance on Property, including the reliance on governments which protect it, is the want of self-reliance. Men have looked away from themselves and at things so long, that they have come to esteem the religious, learned, and civil institutions as guards of property, and they deprecate assaults on these, because they feel them to be assaults on property. They measure their esteem of each other by what each has, and not by what each is. But a cultivated man becomes ashamed of his property, out of new respect for his nature. Especially he hates what he has, if he see that it is accidental, — came to him by inheritance, or gift, or crime; then he feels that it is not having; it does not belong to him, has no root in him, and merely lies there, because no revolution or no robber takes it away. But that which a man is does always by necessity acquire, and what the man acquires is living property, which does not wait the beck of rulers, or mobs, or revolutions, or fire, or storm, or bankruptcies, but perpetually renews itself wherever the man breathes. "Thy lot or portion of life," said the Caliph Ali, "is seeking after thee; therefore, be at rest from seeking after it." Our dependence on these foreign goods leads us to our slavish respect for numbers. The political parties meet in numerous conventions; the greater the concourse, and with each new uproar of announcement, The delegation from Essex! The Democrats from New Hampshire! The Whigs of Maine! the young patriot feels himself stronger than before by a new thousand of eyes and arms. In like manner the reformers summon conventions, and vote and resolve in multitude. Not so, O friends! will the God deign to enter and inhabit you, but by a method precisely the reverse. It is only as a man puts off all foreign support, and stands alone, that I see him to be strong and to prevail. He is weaker by every recruit to his banner. Is not a man better than a town? Ask nothing of men, and in the endless mutation, thou only firm column must presently appear the upholder of all that surrounds thee. He who knows that power is inborn, that he is weak because he has looked for good out of him and elsewhere, and so perceiving, throws himself unhesitatingly on his thought, instantly rights himself, stands in the erect position, commands his limbs, works miracles; just as a man who stands on his feet is stronger than a man who stands on his head.

So use all that is called Fortune. Most men gamble with her, and gain all, and lose all, as her wheel rolls. But do thou leave as unlawful these winnings, and deal with Cause and Effect, the chancellors of God. In the Will work and acquire, and thou hast chained the wheel of Chance, and shalt sit hereafter out of fear from her rotations. A political victory, a rise of rents, the recovery of your sick, or the return of your absent friend, or some other favorable event, raises your spirits, and you think good days are preparing for you. Do not believe it. Nothing can bring you peace but yourself. Nothing can bring you peace but the triumph of principles.

Which quotation from "Self-reliance" best summarizes Emerson’s view on belief in oneself?

One of the most famous quotes from Ralph Waldo Emerson's "Self-Reliance" that summarizes his view on belief in oneself is:

"Trust thyself: every heart vibrates to that iron string."

What does Emerson argue should be the basis of human actions in the second paragraph of “self-reliance”?

In the second paragraph of "Self-Reliance," Emerson argues that individual conscience, or a person's inner voice, should be the basis of human actions. He writes, "Whoso would be a man must be a nonconformist." He believes that society tends to impose conformity and discourage people from following their own inner truth and intuition. Emerson encourages individuals to trust themselves and to act according to their own beliefs, instead of being influenced by the opinions of others. He argues that this is the way to live a truly authentic and fulfilling life.

Which statement best describes Emerson’s opinion of communities, according to the first paragraph of society and solitude?

According to the first paragraph of Ralph Waldo Emerson's " Society and Solitude, " Emerson has a mixed opinion of communities. He recognizes the importance of social interaction and the benefits of being part of a community but also recognizes the limitations that come with it.

He writes, "Society everywhere is in a conspiracy against the manhood of every one of its members." He argues that society can be limiting and restrictive, and can cause individuals to conform to norms and values that may not align with their own beliefs and desires. He believes that it is important for individuals to strike a balance between the benefits of social interaction and the need for solitude and self-discovery.

Which best describes Emerson’s central message to his contemporaries in "self-reliance"?

Ralph Waldo Emerson's central message to his contemporaries in "Self-Reliance" is to encourage individuals to trust in their own beliefs and instincts, and to break free from societal norms and expectations. He argues that individuals should have the courage to think for themselves and to live according to their own individual truth, rather than being influenced by the opinions of others. Through this message, he aims to empower people to live authentic and fulfilling lives, rather than living in conformity and compromise.

Yet, it is critical that we first possess the ability to conceive our own thoughts. Prior to venturing into the world, we must be intimately acquainted with our own selves and our individual minds. This sentiment echoes the concise maxim inscribed at the ancient Greek site of the Delphic Oracle: 'Know Thyself.'

In essence, Emerson's central message in "Self-Reliance" is to promote self-reliance and individualism as the key to a meaningful and purposeful life.

Understanding Emerson: "The American scholar" and his struggle for self-reliance.

Princeton University Press. ISBN 0-691-09982-0

Standford Encyclopedia of Philosophy

Other works from ralph waldo emerson for book clubs, the over-soul.

There is a difference between one and another hour of life, in their authority and subsequent effect. Our faith comes in moments; our vice is habitual.

The American Scholar

An Oration delivered before the Phi Beta Kappa Society, at Cambridge, August 31, 1837

Essays First Series

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Don’t Underestimate the Power of Self-Reflection

• James R. Bailey
• Scheherazade Rehman

Focus on moments of surprise, failure, and frustration.

Research shows the habit of reflection can separate extraordinary professionals from mediocre ones. But how do you sort which experiences are most significant for your development?

• To answer this questions, the authors asked 442 executives to reflect on which experiences most advanced their professional development and had the most impact on making them better leaders.
• Three distinct themes arose through their analysis: surprise, frustration, and failure. Reflections that involved one or more or of these sentiments proved to be the most valuable in helping the leaders grow.
• Surprise, frustration, and failure. Cognitive, emotional, and behavioral. These parts of you are constantly in motion and if you don’t give them time to rest and reflect upon what you learned from them, you will surely fatigue.

Where your work meets your life. See more from Ascend here .

Empathy, communication, adaptability, emotional intelligence, compassion. These are all skills you need to thrive in the workplace and become a great leader. Time and again, we even hear that these capabilities are the key to making yourself indispensable — not just now but far into the future. Soft skills, after all, are what make us human, and as far as we know, can’t be performed well by technologies like artificial intelligence.

• James R. Bailey is professor and Hochberg Fellow of Leadership at George Washington University. The author of five books and more than 50 academic papers, he is a frequent contributor to the Harvard Business Review, The Hill, Fortune, Forbes, and Fast Company and appears on many national television and radio programs.
• Scheherazade Rehman is professor and Dean’s Professorial Fellow of International Finance. She is director of the European Union Research Center and former Director of World ExecMBA with Cybersecurity, has appeared in front of the U.S. House and Senate, and been a guest numerous times onPBS Newshour, the Colbert Report, BBC World News, CNBC, Voice of America, and C-Span.

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Self-Education: Learn the Tips and Importance of Educating Yourself

“ Self-education is, I firmly believe, the only kind of education there is. ” ― Isaac Asimov

Self-education is one of those skills that will help you educate yourself on anything. Going to schools and colleges has now become a traditional way of pursuing education. But, it introduced us to new modes of learning through online and digital modes . Today, you can learn anything and everything in just a click.

For years, the value of education is stressed upon us. Our teachers motivate us to achieve greater results, our parents push us to aim for heights, and society appraises us for our learning accomplishments. With the passage of time, various modes of education began to surface that gave a tough competition to the print-form of learning. But, these forms of education, be it trade school or self-education, are barely discussed in domestic conversations.

Today, you do not need to work hard for scholarships or buy education loans to propel your education. All you need is an undistinguishable flame of motivation and spirit to strive for success—that being the core foundation of self-education.

Self-education, however, is different from learning by yourself. It allows you to pursue entire curricula by yourself and without the guidance of a tutor or professor. You can learn skills that you never thought of pursuing, you can inculcate new habits which you previously did not entertain, and the aspects are countless. In this blog, we will help you learn the ins and outs of self-education, and give you hints on how to pursue it without any hindrances.

What is self-education?

In layman’s language, self-education is education without the guidance of teachers or masters. Here, you set your own goals, arrange resources according to your preferred subject/topic, and schedule the required study rhythm and time. Individuals who opt for self-education may or may not have a formal education but their study can complement or be an alternative to formal education.

Did you know that there is a proper term for self-education? Self-education or self-learning or self-teaching is also known as ‘ Autodidacticism ’ (or autodidactism) and individuals who pursue self-education are known as ‘ Autodidacts ’.

Self-education is beneficial since you can curate your personalized reading materials and test your knowledge according to your own convenience. It has its own diverse set of importance.

Why is self-education important?

Instead of giving you a detailed elaboration on the importance of self-education, we will give you 5 major reasons that will give you help you frame the perfect answer to its necessity.

1. Self-education helps you think out-of-the-box.

Here, you have the liberty to learn or educate yourself on any topic you want. Conventional methods of education limit the curricula to certain aspects or standardized subjects, confining your thought process within a restricted perimeter. But, self-education lets you learn and ponder anything you want. And, when you study a catalog of topics, your thought process gets configured to a boundless limit.

2. Do-It-Yourself Education (DIY)

You choose the subject. You collect the materials. You set your own schedule and frequency. You test your potential. You declare the results.

3. Self-education = Optimism.

It makes you an optimistic person because you will have more referrals. To simplify this, we would like you to think of it in this way: “If they can do it, I can do it too!”

4. Maintain pace with advances.

Not only does self-education help you gain diverse knowledge, it will also help you maintain pace with the advances in the world.

5. You will create more opportunities for yourself

By self-educating, you will know more things. You will possess the necessary knowledge to help you grow, and will also feel better knowing that you have grown in a way you’ve never done before.

Now that you have seen how important it is, we are certain that you are inclined to pursue self-education and become a ‘knowledgeably’ supreme!

How can I educate myself at home?

The trick is simple. Pick a topic or a subject. Arrange all the learning resources. Set a timeline. Voila! You are done.

No, that is not how it works. You need to follow a disciplined manner in order to self-educate yourself for the long run. Below, we have listed some important tips to get started on self-education.

1. Set up your environment.

Ambiance plays a great role in boosting motivation and maintaining dedication towards your goals. Hence, prepare a study environment that is free from cacophonies and is not cluttered. Since you will not be learning in a classroom, it is important that you have a room in which you will do nothing but study. Make sure the room is equipped with a comfortable seating arrangement like a desk and a chair, laptop or other study gadgets like iPad or desktop, books, notebooks for note-making and other required stationeries, and a stable internet connection.

2. Set your goals.

Set your goals. Make sure your goals are realistic and they align with your long-term future plans. Note down your study goals in a crystal-clear manner and pin them on the wall right so that it is always in front of you. This will help you be consistent with meeting them and not getting deviated from them. If it helps, you can break down your long-term goals into short ones as they will help you accomplish them in a comprehensive manner.

3. Prepare and stick to a study schedule.

You do not have to study from 10-7 or 6-11 at the night. You can study according to your convenience. But make sure that you stick to your schedule. You can follow study methods like 55-5 and others. If you need some help with managing your time or remember when you are supposed to follow your learning session, you can always use a tool like Google Calendar to properly schedule your day-to-day activities and make sure nothing important overlaps with your personal study time.

4. Finding an online learning group.

Learning with peers on online platforms can be a fun task. It helps build a study-like atmosphere, fights with isolation thoughts and aloofness, and can be a lot more beneficial than you can imagine. The key to keeping up with your learning process might be making accounting yourself accountable to others.

Learning a new skill with a friend, family member or even a member of a popular online group can really help you stick to your goal and make a lot more progress. It will enable you to communicate with others and learn from their individual experiences. You can also collect various tips and tricks to make your learning journey easier.

5. Being your own inspiration.

It is all about how disciplined and consistent you are throughout the entire process. Remember, learning is not linear. There will be demotivating factors or negative thoughts. You have to fight them off yourself. You can do so by:

• Following short drills
• Taking ample breaks and sleep
• Exercising and meditating
• Following a healthy diet, and
• Learning to channel your inner thoughts.

6. Learn and Execute.

Now that you have learned a whole different skill, it’s time to apply it and earn rewards. Even after learning something, you need to make sure that you are able to use it in a number of situations and that no matter what happens, you will not forget it. The best way to go about this is by using this new skill in every situation you can.

Summing Up:

Self-education is a roller coaster ride. There are ups and downs throughout the way. While it is a fun task, it can sometimes feel daunting to be your own savior. However, there is plenty of information available on the internet, which, if used correctly, can help you learn a lot of skills and further evolve in education.

Frequently Asked Questions for Self-Education

• Is self-education better than going to school?

If you are self-disciplined, determined, and optimistic self-education can be more advantageous than going to school. However, you can also inculcate the above skills through self-education. Formal education, on the other hand, is best suited or those who need structure, routine, constant guidance, immediate feedback, and enjoy being part of a classroom environment.

• Are there any disadvantages of self-education?

While there is a vast brighter side of self-education, there are several disadvantages to it too. Some of these can be no self-discipline, lack of in-person interactions, lack of flexibility, slow evolution, lack of transformational power, no peripheral benefits, to name a few.

• Are self-taught people smarter?

Although it is hard to give a binary answer to that, it is often acknowledged that a self-taught individual is smarter than regular people in certain topics that interest them the most. Most self-educators choose to learn different topics and study them in-depth.

• Why is it important to learn for ourselves?

Self-learning helps you identify problems and quickly look for effective solutions on your own. This could be from colleagues, the internet or by exploration. You get to learn how to actively look for solutions instead of having solutions brought to you. Thus, you can easily adapt to changes in the environment due to the ability to learn fast.

Related: 10 Best YouTube Channels for Learning You Should Follow

The Educational landscape is changing dynamically. The new generation of students thus faces the daunting task to choose an institution that would guide them towards a lucrative career.

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Why Self-Education Is So Important, and How To Engage In It Regularly

by Raymart Salcedo | Aug 12, 2019 | Blog | 4 comments

I am a big supporter of formal education, having attended college and University after school, I enjoyed that education and what it gave me. More recently, my own PhD, although offered by a formal learning institution at Bournemouth University, it involves research and feels like a kind of hybrid of formal and self-education. However, today I am writing about the virtues of lifelong learning in the form of self-education, and how to ensure you engage in it on a regular basis.

“Formal education will make you a living; Self-education will make you a fortune” – Jim Rohn

Degrees, certifications, and trainings are all very important for professional and personal development, I believe that and have experienced it. However, many people underestimate the power and benefits of self-learning. To be great at anything, you have to be dedicated as a life-long learner. Self-paced learning and self-initiated learning are very important parts of the process.

As humans, we need to cultivate a lifelong learning perspective. Whereby you seek to develop, advance and know more continually. You will progress through life better and more effectively if you keep that attitude throughout your life. You will feel more fulfilled personally as a result of always growing in your knowledge. It’s not just about knowing more about the world or life in general – I have attended courses, read books and explored research about therapeutic parenting with a view to being a better Dad to my children. I’ve been on courses, sought out coaches, read research about how to run better and how to be a better athlete in the gym. We can all benefit from being self-educated in personal development and self-improvement as well as other more specific practical areas of life – cooking, gardening (areas I have explored in depth, for example) and much more besides.

Here’s some key tips and points to work at to become more self-educated and to become a lifelong learner.

1. Develop a super-confidence mode:

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” – Alvin Toffler

This is just a mindset thing. If you learn to psyche yourself into a highly confident mode it can be genuinely transformational. Even just saying “I’m going to totally nail this” over and over in your head can move your mind to a state of positivity. You just have to do it proactively, particularly if you find yourself drifting into doubt. Read these articles on building self-belief and self-assurance to apply to your own approach to self-education: 1. Believe in Yourself!

2. How To Believe In You – 9 and a bit Ways To Advance Self-Belief.

3. 6 Ways to Overcome Self-doubt.

4. How to Accept and Depend Upon Yourself – Because “No-One Is Coming!” This comes with a humility though, and a sense of being able to let new understanding, skills and knowledge supersede old ways and be ready to happily relinquish your grip on old knowledge every now and then, holding onto a confidence that you are capable of growing up and out of that stuff. That brings me nicely onto the next one, and the opening quote in particular…..

2. Collect and revisit the days:

“You will either step forward into growth or you will step back into safety.” – Abraham Maslow

We all have good and bad days. We all have moments when everything just goes right. It is important to really capture and remember how you feel in those moments so you can revisit them when you need a confidence boost.

According to a study published in the journal Psychological Science in the Public Interest (Dunlosky et al., 2013), if you really want new material to stick, the best way to study is something called “distributed practice.” That means that if you want to master a new concept, your best bet is to study hard for a short period, take a break, and then have another go at it, spreading intense bursts of learning over a long period of time. Consider teaching what you learned to others too, it’ll reinforce what you learned greatly.

3. Don’t compare yourself to others:

“Educating the mind without educating the heart is no education at all.” – Aristotle

Most people fall into the trap of always comparing themselves with others. And many start with an assumption that they are not as good as other people. The truth is you can only ever be as good as you can be. It is pointless comparing yourself negatively with someone else. You will also have your own style of doing things. That is good. There are many different ways to approach any situation in life. You just need to find the way that works for you. Do read this article for more on this point: Stop Comparing Yourself to Others.

4. Ask for feedback:

“Live as if you were to die tomorrow. Learn as if you were to live forever.” – Mahatma Gandhi

If you doubt your abilities, just ask someone to give you some honest feedback on how you are doing. Most people will tell you, and be quite happy to. And when they tell you, you will feel your confidence soar. You might be surprised just how much motivation you will get listening to their honest feedback. Remember also, that if you discover areas that you can improve upon, then this is a great opportunity to do just that. Be confident in your ability to improve as per my first point and then apply yourself to that goal accordingly. Use anything that seems negative as an opportunity to grow!

5. Read a lot:

Old fashioned reading has not lost its place in our society. The amount of information available to us now is a great benefit, if you use it. Don’t go a day without reading something. Read books if you can, read research, read articles, read reports. If you desire your life to be better, one of the easiest and most cost efficient ways is to search for reputable blogs from industry leaders, and read them too. Search the internet for related websites that feature the kind of information you’re looking for. If you don’t want to travel to the library, you can buy books on your phone or tablet in an instant. I could go on and on about this point, but I have done so before, read this article for more on this:

The Importance of Reading More: Why You Need To Read More.

6. Utilise available online resources:

Another good way to improve yourself is through the use of online courses. There are some really good choices out there and often times you can find courses for FREE! Udemy, Coursera, and Lynda.com are some of the great resources for self-learning. You will easily find a course that meets your needs on one (if not all) of these sites. Most online courses offer a very active blog, podcasts, and Webinars that provide value to their audience. You can read the reviews of former students before signing up to any of the courses to make a more informed decision. These courses are sometimes taught by industry experts (track down those that actually are) and offer access to the instructor, as well as the ability to go back to completed sections. These initial courses may also help you recognise an area that you’d like to go and study in more detail that you decide to invest yourself in further and deeper with a reputable training institution.

 7. Gain practical experience:

Getting better at anything requires a decision to spend time engaging in activities that improve your skills. People who have become known for being great at their craft has also been known for spending an exuberant amount of time learning. Most often, you don’t hear about these people spending all their time enrolled in college courses or obtaining certifications. These people spend most of their time self-learning.

One (non-formal) study conducted by Google vice-chairman Sebastian Thrun suggested that self-study, in addition to being more affordable and convenient, is surpassing classroom learning as far as effectiveness. You can learn something new every time. That’s because you gather knowledge from various set of experiences and background. These experiences will make you better at your craft. All the reading, collaboration, degrees, or certifications won’t do any good if you don’t put enough effort in self-education.

8. Look for opportunities:

“I used to be really insecure about my self-education. I’m definitely always learning. But there’s many ways to learn. There are many, many ways to always be a learner.” – Maggie Grace

Understand that life will not spoon feed you what you need to know. You have to become aware on your own of the things you need to know to progress.

The key is to determine the knowledge needs you have and actively look for opportunities to fill in those gaps. To be self-educated, always be on the lookout for good sources of information. You never know when they will show up. Be honest with yourself, examine your own bias and reflect effectively in order to identify the deficits on your knowledge and skill.

9. Ask questions:

“We need to move beyond the idea that an education is something provided for us, and toward the idea that an education is something that we create for ourselves.” – Stephen Downes

The most successful graduates of my own training college are typically those who asked a lot of questions while in class with me. Find good sources of information and be willing to ask them what others may think are stupid questions. If you are going to be self-educated, you have to get over the fear of looking stupid. You must focus on learning. The only stupid question is the one that isn’t asked.

You will come across knowledgeable people who can provide you with good information. You have to get over the fear that you will bother them if you take up their time with questions. More often than not, the people you meet will be honored by your interest in what they know. As a result, they will likely be willing to answer your questions—although they may not be able to do it when you meet them for the first time. They may want you to set up a time for the two of you to talk later—which will give you even more time to ask them questions.

You will show the depth of your interest in the topic by the questions that you ask. It will show that you have thought about the topic if you will honor them with good questions. In fact, people will not be as impressed by the comments you make as much as the questions that you ask.

10. Practice mindful listening

“Self-education is, I firmly believe, the only kind of education there is.” – Isaac Asimov

If you are not asking questions of people, then you must be listening. Do not talk about yourself. Use the opportunity for learning. If you are talking, then you are not listening. And if you are not listening, then you are not learning. Engage in active listening whereby you listen deeply without thinking about what you want to say.

People will be glad to help you if you are first interested in them, so it is important for you to listen. They will think you are a brilliant conversationalist if you are willing to listen to them talk about something they are knowledgeable and passionate about. As a result, they may want to spend more time with you to learn about you because you were willing to honor them by listening. You have two ears and one mouth. Use them in proportion.

Even if you don’t think you can learn something from the person you are talking to, you should listen to what they are saying. In fact, you should listen to what they say especially if you don’t think you can learn anything from them. You will likely be surprised by what you can learn from the people you talk to.

“Learn everything you can, anytime you can, from anyone you can – there will always come a time when you will be grateful you did.” – Sarah Caldwell

Go enjoy regular and consistent self-education, you’ll enrich your experience of life greatly as a result.

Have some of these themes here resonated with you? Then have a read of these pages:

1. Do you need help or support in a particular area of your life? Coaching with Adam Eason  Or  Hypnotherapy with Adam Eason 2. Would you like a satisfying and meaningful career as a hypnotherapist helping others? Are you a hypnotherapist looking for stimulating and career enhancing continued professional development and advanced studies? Adam Eason’s Anglo European training college . 3. Are you a hypnotherapist who is looking to fulfil your ambitions or advance your career? Hypnotherapist Mentoring with Adam Eason .

Likewise, if you’d like to learn more about self-hypnosis, understand the evidence based principles of it from a scientific perspective and learn how to apply it to many areas of your life while having fun and in a safe environment and have the opportunity to test everything you learn, then come and join me for my one day seminar which does all that and more, have a read here:  The Science of Self-Hypnosis Seminar . Alternatively, go grab a copy of my  Science of self-hypnosis  book, it’ll help you advance eating habits!

I really needed this advice right now. Soon end holidays and self-education here plays an important . I like 4, 5 and 9 items

Thanks for taking the time to write and say so, delighted it proved useful.

Best wishes to you, Adam.

Inspirational, just the push I needed to get going on a new project. Thank you

I’m delighted to read that Fiona, thanks for taking the time to write and share, my very best wishes to you, Adam.

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Systematic review article, a critical review of research on student self-assessment.

• Educational Psychology and Methodology, University at Albany, Albany, NY, United States

This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others' assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.

This review of research on student self-assessment expands on a review published as a chapter in the Cambridge Handbook of Instructional Feedback ( Andrade, 2018 , reprinted with permission). The timespan for the original review was January 2013 to October 2016. A lot of research has been done on the subject since then, including at least two meta-analyses; hence this expanded review, in which I provide an updated overview of theory and research. The treatment of theory presented here involves articulating a refined definition and operationalization of self-assessment through a lens of feedback. My review of the growing body of empirical research offers a critical perspective, in the interest of provoking new investigations into neglected areas.

Defining and Operationalizing Student Self-Assessment

Without exception, reviews of self-assessment ( Sargeant, 2008 ; Brown and Harris, 2013 ; Panadero et al., 2016a ) call for clearer definitions: What is self-assessment, and what is not? This question is surprisingly difficult to answer, as the term self-assessment has been used to describe a diverse range of activities, such as assigning a happy or sad face to a story just told, estimating the number of correct answers on a math test, graphing scores for dart throwing, indicating understanding (or the lack thereof) of a science concept, using a rubric to identify strengths and weaknesses in one's persuasive essay, writing reflective journal entries, and so on. Each of those activities involves some kind of assessment of one's own functioning, but they are so different that distinctions among types of self-assessment are needed. I will draw those distinctions in terms of the purposes of self-assessment which, in turn, determine its features: a classic form-fits-function analysis.

What is Self-Assessment?

Brown and Harris (2013) defined self-assessment in the K-16 context as a “descriptive and evaluative act carried out by the student concerning his or her own work and academic abilities” (p. 368). Panadero et al. (2016a) defined it as a “wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products” (p. 804). Referring to physicians, Epstein et al. (2008) defined “concurrent self-assessment” as “ongoing moment-to-moment self-monitoring” (p. 5). Self-monitoring “refers to the ability to notice our own actions, curiosity to examine the effects of those actions, and willingness to use those observations to improve behavior and thinking in the future” (p. 5). Taken together, these definitions include self-assessment of one's abilities, processes , and products —everything but the kitchen sink. This very broad conception might seem unwieldy, but it works because each object of assessment—competence, process, and product—is subject to the influence of feedback from oneself.

What is missing from each of these definitions, however, is the purpose of the act of self-assessment. Their authors might rightly point out that the purpose is implied, but a formal definition requires us to make it plain: Why do we ask students to self-assess? I have long held that self-assessment is feedback ( Andrade, 2010 ), and that the purpose of feedback is to inform adjustments to processes and products that deepen learning and enhance performance; hence the purpose of self-assessment is to generate feedback that promotes learning and improvements in performance. This learning-oriented purpose of self-assessment implies that it should be formative: if there is no opportunity for adjustment and correction, self-assessment is almost pointless.

Why Self-Assess?

Clarity about the purpose of self-assessment allows us to interpret what otherwise appear to be discordant findings from research, which has produced mixed results in terms of both the accuracy of students' self-assessments and their influence on learning and/or performance. I believe the source of the discord can be traced to the different ways in which self-assessment is carried out, such as whether it is summative and formative. This issue will be taken up again in the review of current research that follows this overview. For now, consider a study of the accuracy and validity of summative self-assessment in teacher education conducted by Tejeiro et al. (2012) , which showed that students' self-assigned marks tended to be higher than marks given by professors. All 122 students in the study assigned themselves a grade at the end of their course, but half of the students were told that their self-assigned grade would count toward 5% of their final grade. In both groups, students' self-assessments were higher than grades given by professors, especially for students with “poorer results” (p. 791) and those for whom self-assessment counted toward the final grade. In the group that was told their self-assessments would count toward their final grade, no relationship was found between the professor's and the students' assessments. Tejeiro et al. concluded that, although students' and professor's assessments tend to be highly similar when self-assessment did not count toward final grades, overestimations increased dramatically when students' self-assessments did count. Interviews of students who self-assigned highly discrepant grades revealed (as you might guess) that they were motivated by the desire to obtain the highest possible grades.

Studies like Tejeiro et al's. (2012) are interesting in terms of the information they provide about the relationship between consistency and honesty, but the purpose of the self-assessment, beyond addressing interesting research questions, is unclear. There is no feedback purpose. This is also true for another example of a study of summative self-assessment of competence, during which elementary-school children took the Test of Narrative Language and then were asked to self-evaluate “how you did in making up stories today” by pointing to one of five pictures, from a “very happy face” (rating of five) to a “very sad face” (rating of one) ( Kaderavek et al., 2004 . p. 37). The usual results were reported: Older children and good narrators were more accurate than younger children and poor narrators, and males tended to more frequently overestimate their ability.

Typical of clinical studies of accuracy in self-evaluation, this study rests on a definition and operationalization of self-assessment with no value in terms of instructional feedback. If those children were asked to rate their stories and then revise or, better yet, if they assessed their stories according to clear, developmentally appropriate criteria before revising, the valence of their self-assessments in terms of instructional feedback would skyrocket. I speculate that their accuracy would too. In contrast, studies of formative self-assessment suggest that when the act of self-assessing is given a learning-oriented purpose, students' self-assessments are relatively consistent with those of external evaluators, including professors ( Lopez and Kossack, 2007 ; Barney et al., 2012 ; Leach, 2012 ), teachers ( Bol et al., 2012 ; Chang et al., 2012 , 2013 ), researchers ( Panadero and Romero, 2014 ; Fitzpatrick and Schulz, 2016 ), and expert medical assessors ( Hawkins et al., 2012 ).

My commitment to keeping self-assessment formative is firm. However, Gavin Brown (personal communication, April 2011) reminded me that summative self-assessment exists and we cannot ignore it; any definition of self-assessment must acknowledge and distinguish between formative and summative forms of it. Thus, the taxonomy in Table 1 , which depicts self-assessment as serving formative and/or summative purposes, and focuses on competence, processes, and/or products.

Table 1 . A taxonomy of self-assessment.

Fortunately, a formative view of self-assessment seems to be taking hold in various educational contexts. For instance, Sargeant (2008) noted that all seven authors in a special issue of the Journal of Continuing Education in the Health Professions “conceptualize self-assessment within a formative, educational perspective, and see it as an activity that draws upon both external and internal data, standards, and resources to inform and make decisions about one's performance” (p. 1). Sargeant also stresses the point that self-assessment should be guided by evaluative criteria: “Multiple external sources can and should inform self-assessment, perhaps most important among them performance standards” (p. 1). Now we are talking about the how of self-assessment, which demands an operationalization of self-assessment practice. Let us examine each object of self-assessment (competence, processes, and/or products) with an eye for what is assessed and why.

What is Self-Assessed?

Monitoring and self-assessing processes are practically synonymous with self-regulated learning (SRL), or at least central components of it such as goal-setting and monitoring, or metacognition. Research on SRL has clearly shown that self-generated feedback on one's approach to learning is associated with academic gains ( Zimmerman and Schunk, 2011 ). Self-assessment of the products , such as papers and presentations, are the easiest to defend as feedback, especially when those self-assessments are grounded in explicit, relevant, evaluative criteria and followed by opportunities to relearn and/or revise ( Andrade, 2010 ).

Including the self-assessment of competence in this definition is a little trickier. I hesitated to include it because of the risk of sneaking in global assessments of one's overall ability, self-esteem, and self-concept (“I'm good enough, I'm smart enough, and doggone it, people like me,” Franken, 1992 ), which do not seem relevant to a discussion of feedback in the context of learning. Research on global self-assessment, or self-perception, is popular in the medical education literature, but even there, scholars have begun to question its usefulness in terms of influencing learning and professional growth (e.g., see Sargeant et al., 2008 ). Eva and Regehr (2008) seem to agree in the following passage, which states the case in a way that makes it worthy of a long quotation:

Self-assessment is often (implicitly or otherwise) conceptualized as a personal, unguided reflection on performance for the purposes of generating an individually derived summary of one's own level of knowledge, skill, and understanding in a particular area. For example, this conceptualization would appear to be the only reasonable basis for studies that fit into what Colliver et al. (2005) has described as the “guess your grade” model of self-assessment research, the results of which form the core foundation for the recurring conclusion that self-assessment is generally poor. This unguided, internally generated construction of self-assessment stands in stark contrast to the model put forward by Boud (1999) , who argued that the phrase self-assessment should not imply an isolated or individualistic activity; it should commonly involve peers, teachers, and other sources of information. The conceptualization of self-assessment as enunciated in Boud's description would appear to involve a process by which one takes personal responsibility for looking outward, explicitly seeking feedback, and information from external sources, then using these externally generated sources of assessment data to direct performance improvements. In this construction, self-assessment is more of a pedagogical strategy than an ability to judge for oneself; it is a habit that one needs to acquire and enact rather than an ability that one needs to master (p. 15).

As in the K-16 context, self-assessment is coming to be seen as having value as much or more so in terms of pedagogy as in assessment ( Silver et al., 2008 ; Brown and Harris, 2014 ). In the end, however, I decided that self-assessing one's competence to successfully learn a particular concept or complete a particular task (which sounds a lot like self-efficacy—more on that later) might be useful feedback because it can inform decisions about how to proceed, such as the amount of time to invest in learning how to play the flute, or whether or not to seek help learning the steps of the jitterbug. An important caveat, however, is that self-assessments of competence are only useful if students have opportunities to do something about their perceived low competence—that is, it serves the purpose of formative feedback for the learner.

How to Self-Assess?

Panadero et al. (2016a) summarized five very different taxonomies of self-assessment and called for the development of a comprehensive typology that considers, among other things, its purpose, the presence or absence of criteria, and the method. In response, I propose the taxonomy depicted in Table 1 , which focuses on the what (competence, process, or product), the why (formative or summative), and the how (methods, including whether or not they include standards, e.g., criteria) of self-assessment. The collections of examples of methods in the table is inexhaustive.

I put the methods in Table 1 where I think they belong, but many of them could be placed in more than one cell. Take self-efficacy , for instance, which is essentially a self-assessment of one's competence to successfully undertake a particular task ( Bandura, 1997 ). Summative judgments of self-efficacy are certainly possible but they seem like a silly thing to do—what is the point, from a learning perspective? Formative self-efficacy judgments, on the other hand, can inform next steps in learning and skill building. There is reason to believe that monitoring and making adjustments to one's self-efficacy (e.g., by setting goals or attributing success to effort) can be productive ( Zimmerman, 2000 ), so I placed self-efficacy in the formative row.

It is important to emphasize that self-efficacy is task-specific, more or less ( Bandura, 1997 ). This taxonomy does not include general, holistic evaluations of one's abilities, for example, “I am good at math.” Global assessment of competence does not provide the leverage, in terms of feedback, that is provided by task-specific assessments of competence, that is, self-efficacy. Eva and Regehr (2008) provided an illustrative example: “We suspect most people are prompted to open a dictionary as a result of encountering a word for which they are uncertain of the meaning rather than out of a broader assessment that their vocabulary could be improved” (p. 16). The exclusion of global evaluations of oneself resonates with research that clearly shows that feedback that focuses on aspects of a task (e.g., “I did not solve most of the algebra problems”) is more effective than feedback that focuses on the self (e.g., “I am bad at math”) ( Kluger and DeNisi, 1996 ; Dweck, 2006 ; Hattie and Timperley, 2007 ). Hence, global self-evaluations of ability or competence do not appear in Table 1 .

Another approach to student self-assessment that could be placed in more than one cell is traffic lights . The term traffic lights refers to asking students to use green, yellow, or red objects (or thumbs up, sideways, or down—anything will do) to indicate whether they think they have good, partial, or little understanding ( Black et al., 2003 ). It would be appropriate for traffic lights to appear in multiple places in Table 1 , depending on how they are used. Traffic lights seem to be most effective at supporting students' reflections on how well they understand a concept or have mastered a skill, which is line with their creators' original intent, so they are categorized as formative self-assessments of one's learning—which sounds like metacognition.

In fact, several of the methods included in Table 1 come from research on metacognition, including self-monitoring , such as checking one's reading comprehension, and self-testing , e.g., checking one's performance on test items. These last two methods have been excluded from some taxonomies of self-assessment (e.g., Boud and Brew, 1995 ) because they do not engage students in explicitly considering relevant standards or criteria. However, new conceptions of self-assessment are grounded in theories of the self- and co-regulation of learning ( Andrade and Brookhart, 2016 ), which includes self-monitoring of learning processes with and without explicit standards.

However, my research favors self-assessment with regard to standards ( Andrade and Boulay, 2003 ; Andrade and Du, 2007 ; Andrade et al., 2008 , 2009 , 2010 ), as does related research by Panadero and his colleagues (see below). I have involved students in self-assessment of stories, essays, or mathematical word problems according to rubrics or checklists with criteria. For example, two studies investigated the relationship between elementary or middle school students' scores on a written assignment and a process that involved them in reading a model paper, co-creating criteria, self-assessing first drafts with a rubric, and revising ( Andrade et al., 2008 , 2010 ). The self-assessment was highly scaffolded: students were asked to underline key phrases in the rubric with colored pencils (e.g., underline “clearly states an opinion” in blue), then underline or circle in their drafts the evidence of having met the standard articulated by the phrase (e.g., his or her opinion) with the same blue pencil. If students found they had not met the standard, they were asked to write themselves a reminder to make improvements when they wrote their final drafts. This process was followed for each criterion on the rubric. There were main effects on scores for every self-assessed criterion on the rubric, suggesting that guided self-assessment according to the co-created criteria helped students produce more effective writing.

Panadero and his colleagues have also done quasi-experimental and experimental research on standards-referenced self-assessment, using rubrics or lists of assessment criteria that are presented in the form of questions ( Panadero et al., 2012 , 2013 , 2014 ; Panadero and Romero, 2014 ). Panadero calls the list of assessment criteria a script because his work is grounded in research on scaffolding (e.g., Kollar et al., 2006 ): I call it a checklist because that is the term used in classroom assessment contexts. Either way, the list provides standards for the task. Here is a script for a written summary that Panadero et al. (2014) used with college students in a psychology class:

• Does my summary transmit the main idea from the text? Is it at the beginning of my summary?

• Are the important ideas also in my summary?

• Have I selected the main ideas from the text to make them explicit in my summary?

• Have I thought about my purpose for the summary? What is my goal?

Taken together, the results of the studies cited above suggest that students who engaged in self-assessment using scripts or rubrics were more self-regulated, as measured by self-report questionnaires and/or think aloud protocols, than were students in the comparison or control groups. Effect sizes were very small to moderate (η 2 = 0.06–0.42), and statistically significant. Most interesting, perhaps, is one study ( Panadero and Romero, 2014 ) that demonstrated an association between rubric-referenced self-assessment activities and all three phases of SRL; forethought, performance, and reflection.

There are surely many other methods of self-assessment to include in Table 1 , as well as interesting conversations to be had about which method goes where and why. In the meantime, I offer the taxonomy in Table 1 as a way to define and operationalize self-assessment in instructional contexts and as a framework for the following overview of current research on the subject.

An Overview of Current Research on Self-Assessment

Several recent reviews of self-assessment are available ( Brown and Harris, 2013 ; Brown et al., 2015 ; Panadero et al., 2017 ), so I will not summarize the entire body of research here. Instead, I chose to take a birds-eye view of the field, with goal of reporting on what has been sufficiently researched and what remains to be done. I used the references lists from reviews, as well as other relevant sources, as a starting point. In order to update the list of sources, I directed two new searches 1 , the first of the ERIC database, and the second of both ERIC and PsychINFO. Both searches included two search terms, “self-assessment” OR “self-evaluation.” Advanced search options had four delimiters: (1) peer-reviewed, (2) January, 2013–October, 2016 and then October 2016–March 2019, (3) English, and (4) full-text. Because the focus was on K-20 educational contexts, sources were excluded if they were about early childhood education or professional development.

The first search yielded 347 hits; the second 1,163. Research that was unrelated to instructional feedback was excluded, such as studies limited to self-estimates of performance before or after taking a test, guesses about whether a test item was answered correctly, and estimates of how many tasks could be completed in a certain amount of time. Although some of the excluded studies might be thought of as useful investigations of self-monitoring, as a group they seemed too unrelated to theories of self-generated feedback to be appropriate for this review. Seventy-six studies were selected for inclusion in Table S1 (Supplementary Material), which also contains a few studies published before 2013 that were not included in key reviews, as well as studies solicited directly from authors.

The Table S1 in the Supplementary Material contains a complete list of studies included in this review, organized by the focus or topic of the study, as well as brief descriptions of each. The “type” column Table S1 (Supplementary Material) indicates whether the study focused on formative or summative self-assessment. This distinction was often difficult to make due to a lack of information. For example, Memis and Seven (2015) frame their study in terms of formative assessment, and note that the purpose of the self-evaluation done by the sixth grade students is to “help students improve their [science] reports” (p. 39), but they do not indicate how the self-assessments were done, nor whether students were given time to revise their reports based on their judgments or supported in making revisions. A sentence or two of explanation about the process of self-assessment in the procedures sections of published studies would be most useful.

Figure 1 graphically represents the number of studies in the four most common topic categories found in the table—achievement, consistency, student perceptions, and SRL. The figure reveals that research on self-assessment is on the rise, with consistency the most popular topic. Of the 76 studies in the table in the appendix, 44 were inquiries into the consistency of students' self-assessments with other judgments (e.g., a test score or teacher's grade). Twenty-five studies investigated the relationship between self-assessment and achievement. Fifteen explored students' perceptions of self-assessment. Twelve studies focused on the association between self-assessment and self-regulated learning. One examined self-efficacy, and two qualitative studies documented the mental processes involved in self-assessment. The sum ( n = 99) of the list of research topics is more than 76 because several studies had multiple foci. In the remainder of this review I examine each topic in turn.

Figure 1 . Topics of self-assessment studies, 2013–2018.

Consistency

Table S1 (Supplementary Material) reveals that much of the recent research on self-assessment has investigated the accuracy or, more accurately, consistency, of students' self-assessments. The term consistency is more appropriate in the classroom context because the quality of students' self-assessments is often determined by comparing them with their teachers' assessments and then generating correlations. Given the evidence of the unreliability of teachers' grades ( Falchikov, 2005 ), the assumption that teachers' assessments are accurate might not be well-founded ( Leach, 2012 ; Brown et al., 2015 ). Ratings of student work done by researchers are also suspect, unless evidence of the validity and reliability of the inferences made about student work by researchers is available. Consequently, much of the research on classroom-based self-assessment should use the term consistency , which refers to the degree of alignment between students' and expert raters' evaluations, avoiding the purer, more rigorous term accuracy unless it is fitting.

In their review, Brown and Harris (2013) reported that correlations between student self-ratings and other measures tended to be weakly to strongly positive, ranging from r ≈ 0.20 to 0.80, with few studies reporting correlations >0.60. But their review included results from studies of any self-appraisal of school work, including summative self-rating/grading, predictions about the correctness of answers on test items, and formative, criteria-based self-assessments, a combination of methods that makes the correlations they reported difficult to interpret. Qualitatively different forms of self-assessment, especially summative and formative types, cannot be lumped together without obfuscating important aspects of self-assessment as feedback.

Given my concern about combining studies of summative and formative assessment, you might anticipate a call for research on consistency that distinguishes between the two. I will make no such call for three reasons. One is that we have enough research on the subject, including the 22 studies in Table S1 (Supplementary Material) that were published after Brown and Harris's review (2013 ). Drawing only on studies included in Table S1 (Supplementary Material), we can say with confidence that summative self-assessment tends to be inconsistent with external judgements ( Baxter and Norman, 2011 ; De Grez et al., 2012 ; Admiraal et al., 2015 ), with males tending to overrate and females to underrate ( Nowell and Alston, 2007 ; Marks et al., 2018 ). There are exceptions ( Alaoutinen, 2012 ; Lopez-Pastor et al., 2012 ) as well as mixed results, with students being consistent regarding some aspects of their learning but not others ( Blanch-Hartigan, 2011 ; Harding and Hbaci, 2015 ; Nguyen and Foster, 2018 ). We can also say that older, more academically competent learners tend to be more consistent ( Hacker et al., 2000 ; Lew et al., 2010 ; Alaoutinen, 2012 ; Guillory and Blankson, 2017 ; Butler, 2018 ; Nagel and Lindsey, 2018 ). There is evidence that consistency can be improved through experience ( Lopez and Kossack, 2007 ; Yilmaz, 2017 ; Nagel and Lindsey, 2018 ), the use of guidelines ( Bol et al., 2012 ), feedback ( Thawabieh, 2017 ), and standards ( Baars et al., 2014 ), perhaps in the form of rubrics ( Panadero and Romero, 2014 ). Modeling and feedback also help ( Labuhn et al., 2010 ; Miller and Geraci, 2011 ; Hawkins et al., 2012 ; Kostons et al., 2012 ).

An outcome typical of research on the consistency of summative self-assessment can be found in row 59, which summarizes the study by Tejeiro et al. (2012) discussed earlier: Students' self-assessments were higher than marks given by professors, especially for students with poorer results, and no relationship was found between the professors' and the students' assessments in the group in which self-assessment counted toward the final mark. Students are not stupid: if they know that they can influence their final grade, and that their judgment is summative rather than intended to inform revision and improvement, they will be motivated to inflate their self-evaluation. I do not believe we need more research to demonstrate that phenomenon.

The second reason I am not calling for additional research on consistency is a lot of it seems somewhat irrelevant. This might be because the interest in accuracy is rooted in clinical research on calibration, which has very different aims. Calibration accuracy is the “magnitude of consent between learners' true and self-evaluated task performance. Accurately calibrated learners' task performance equals their self-evaluated task performance” ( Wollenschläger et al., 2016 ). Calibration research often asks study participants to predict or postdict the correctness of their responses to test items. I caution about generalizing from clinical experiments to authentic classroom contexts because the dismal picture of our human potential to self-judge was painted by calibration researchers before study participants were effectively taught how to predict with accuracy, or provided with the tools they needed to be accurate, or motivated to do so. Calibration researchers know that, of course, and have conducted intervention studies that attempt to improve accuracy, with some success (e.g., Bol et al., 2012 ). Studies of formative self-assessment also suggest that consistency increases when it is taught and supported in many of the ways any other skill must be taught and supported ( Lopez and Kossack, 2007 ; Labuhn et al., 2010 ; Chang et al., 2012 , 2013 ; Hawkins et al., 2012 ; Panadero and Romero, 2014 ; Lin-Siegler et al., 2015 ; Fitzpatrick and Schulz, 2016 ).

Even clinical psychological studies that go beyond calibration to examine the associations between monitoring accuracy and subsequent study behaviors do not transfer well to classroom assessment research. After repeatedly encountering claims that, for example, low self-assessment accuracy leads to poor task-selection accuracy and “suboptimal learning outcomes” ( Raaijmakers et al., 2019 , p. 1), I dug into the cited studies and discovered two limitations. The first is that the tasks in which study participants engage are quite inauthentic. A typical task involves studying “word pairs (e.g., railroad—mother), followed by a delayed judgment of learning (JOL) in which the students predicted the chances of remembering the pair… After making a JOL, the entire pair was presented for restudy for 4 s [ sic ], and after all pairs had been restudied, a criterion test of paired-associate recall occurred” ( Dunlosky and Rawson, 2012 , p. 272). Although memory for word pairs might be important in some classroom contexts, it is not safe to assume that results from studies like that one can predict students' behaviors after criterion-referenced self-assessment of their comprehension of complex texts, lengthy compositions, or solutions to multi-step mathematical problems.

The second limitation of studies like the typical one described above is more serious: Participants in research like that are not permitted to regulate their own studying, which is experimentally manipulated by a computer program. This came as a surprise, since many of the claims were about students' poor study choices but they were rarely allowed to make actual choices. For example, Dunlosky and Rawson (2012) permitted participants to “use monitoring to effectively control learning” by programming the computer so that “a participant would need to have judged his or her recall of a definition entirely correct on three different trials, and once they judged it entirely correct on the third trial, that particular key term definition was dropped [by the computer program] from further practice” (p. 272). The authors note that this study design is an improvement on designs that did not require all participants to use the same regulation algorithm, but it does not reflect the kinds of decisions that learners make in class or while doing homework. In fact, a large body of research shows that students can make wise choices when they self-pace the study of to-be-learned materials and then allocate study time to each item ( Bjork et al., 2013 , p. 425):

In a typical experiment, the students first study all the items at an experimenter-paced rate (e.g., study 60 paired associates for 3 s each), which familiarizes the students with the items; after this familiarity phase, the students then either choose which items they want to restudy (e.g., all items are presented in an array, and the students select which ones to restudy) and/or pace their restudy of each item. Several dependent measures have been widely used, such as how long each item is studied, whether an item is selected for restudy, and in what order items are selected for restudy. The literature on these aspects of self-regulated study is massive (for a comprehensive overview, see both Dunlosky and Ariel, 2011 and Son and Metcalfe, 2000 ), but the evidence is largely consistent with a few basic conclusions. First, if students have a chance to practice retrieval prior to restudying items, they almost exclusively choose to restudy unrecalled items and drop the previously recalled items from restudy ( Metcalfe and Kornell, 2005 ). Second, when pacing their study of individual items that have been selected for restudy, students typically spend more time studying items that are more, rather than less, difficult to learn. Such a strategy is consistent with a discrepancy-reduction model of self-paced study (which states that people continue to study an item until they reach mastery), although some key revisions to this model are needed to account for all the data. For instance, students may not continue to study until they reach some static criterion of mastery, but instead, they may continue to study until they perceive that they are no longer making progress.

I propose that this research, which suggests that students' unscaffolded, unmeasured, informal self-assessments tend to lead to appropriate task selection, is better aligned with research on classroom-based self-assessment. Nonetheless, even this comparison is inadequate because the study participants were not taught to compare their performance to the criteria for mastery, as is often done in classroom-based self-assessment.

The third and final reason I do not believe we need additional research on consistency is that I think it is a distraction from the true purposes of self-assessment. Many if not most of the articles about the accuracy of self-assessment are grounded in the assumption that accuracy is necessary for self-assessment to be useful, particularly in terms of subsequent studying and revision behaviors. Although it seems obvious that accurate evaluations of their performance positively influence students' study strategy selection, which should produce improvements in achievement, I have not seen relevant research that tests those conjectures. Some claim that inaccurate estimates of learning lead to the selection of inappropriate learning tasks ( Kostons et al., 2012 ) but they cite research that does not support their claim. For example, Kostons et al. cite studies that focus on the effectiveness of SRL interventions but do not address the accuracy of participants' estimates of learning, nor the relationship of those estimates to the selection of next steps. Other studies produce findings that support my skepticism. Take, for instance, two relevant studies of calibration. One suggested that performance and judgments of performance had little influence on subsequent test preparation behavior ( Hacker et al., 2000 ), and the other showed that study participants followed their predictions of performance to the same degree, regardless of monitoring accuracy ( van Loon et al., 2014 ).

Eva and Regehr (2008) believe that:

Research questions that take the form of “How well do various practitioners self-assess?” “How can we improve self-assessment?” or “How can we measure self-assessment skill?” should be considered defunct and removed from the research agenda [because] there have been hundreds of studies into these questions and the answers are “Poorly,” “You can't,” and “Don't bother” (p. 18).

I almost agree. A study that could change my mind about the importance of accuracy of self-assessment would be an investigation that goes beyond attempting to improve accuracy just for the sake of accuracy by instead examining the relearning/revision behaviors of accurate and inaccurate self-assessors: Do students whose self-assessments match the valid and reliable judgments of expert raters (hence my use of the term accuracy ) make better decisions about what they need to do to deepen their learning and improve their work? Here, I admit, is a call for research related to consistency: I would love to see a high-quality investigation of the relationship between accuracy in formative self-assessment, and students' subsequent study and revision behaviors, and their learning. For example, a study that closely examines the revisions to writing made by accurate and inaccurate self-assessors, and the resulting outcomes in terms of the quality of their writing, would be most welcome.

Table S1 (Supplementary Material) indicates that by 2018 researchers began publishing studies that more directly address the hypothesized link between self-assessment and subsequent learning behaviors, as well as important questions about the processes learners engage in while self-assessing ( Yan and Brown, 2017 ). One, a study by Nugteren et al. (2018 row 19 in Table S1 (Supplementary Material)), asked “How do inaccurate [summative] self-assessments influence task selections?” (p. 368) and employed a clever exploratory research design. The results suggested that most of the 15 students in their sample over-estimated their performance and made inaccurate learning-task selections. Nugteren et al. recommended helping students make more accurate self-assessments, but I think the more interesting finding is related to why students made task selections that were too difficult or too easy, given their prior performance: They based most task selections on interest in the content of particular items (not the overarching content to be learned), and infrequently considered task difficulty and support level. For instance, while working on the genetics tasks, students reported selecting tasks because they were fun or interesting, not because they addressed self-identified weaknesses in their understanding of genetics. Nugteren et al. proposed that students would benefit from instruction on task selection. I second that proposal: Rather than directing our efforts on accuracy in the service of improving subsequent task selection, let us simply teach students to use the information at hand to select next best steps, among other things.

Butler (2018 , row 76 in Table S1 (Supplementary Material)) has conducted at least two studies of learners' processes of responding to self-assessment items and how they arrived at their judgments. Comparing generic, decontextualized items to task-specific, contextualized items (which she calls after-task items ), she drew two unsurprising conclusions: the task-specific items “generally showed higher correlations with task performance,” and older students “appeared to be more conservative in their judgment compared with their younger counterparts” (p. 249). The contribution of the study is the detailed information it provides about how students generated their judgments. For example, Butler's qualitative data analyses revealed that when asked to self-assess in terms of vague or non-specific items, the children often “contextualized the descriptions based on their own experiences, goals, and expectations,” (p. 257) focused on the task at hand, and situated items in the specific task context. Perhaps as a result, the correlation between after-task self-assessment and task performance was generally higher than for generic self-assessment.

Butler (2018) notes that her study enriches our empirical understanding of the processes by which children respond to self-assessment. This is a very promising direction for the field. Similar studies of processing during formative self-assessment of a variety of task types in a classroom context would likely produce significant advances in our understanding of how and why self-assessment influences learning and performance.

Student Perceptions

Fifteen of the studies listed in Table S1 (Supplementary Material) focused on students' perceptions of self-assessment. The studies of children suggest that they tend to have unsophisticated understandings of its purposes ( Harris and Brown, 2013 ; Bourke, 2016 ) that might lead to shallow implementation of related processes. In contrast, results from the studies conducted in higher education settings suggested that college and university students understood the function of self-assessment ( Ratminingsih et al., 2018 ) and generally found it to be useful for guiding evaluation and revision ( Micán and Medina, 2017 ), understanding how to take responsibility for learning ( Lopez and Kossack, 2007 ; Bourke, 2014 ; Ndoye, 2017 ), prompting them to think more critically and deeply ( van Helvoort, 2012 ; Siow, 2015 ), applying newfound skills ( Murakami et al., 2012 ), and fostering self-regulated learning by guiding them to set goals, plan, self-monitor and reflect ( Wang, 2017 ).

Not surprisingly, positive perceptions of self-assessment were typically developed by students who actively engaged the formative type by, for example, developing their own criteria for an effective self-assessment response ( Bourke, 2014 ), or using a rubric or checklist to guide their assessments and then revising their work ( Huang and Gui, 2015 ; Wang, 2017 ). Earlier research suggested that children's attitudes toward self-assessment can become negative if it is summative ( Ross et al., 1998 ). However, even summative self-assessment was reported by adult learners to be useful in helping them become more critical of their own and others' writing throughout the course and in subsequent courses ( van Helvoort, 2012 ).

Achievement

Twenty-five of the studies in Table S1 (Supplementary Material) investigated the relation between self-assessment and achievement, including two meta-analyses. Twenty of the 25 clearly employed the formative type. Without exception, those 20 studies, plus the two meta-analyses ( Graham et al., 2015 ; Sanchez et al., 2017 ) demonstrated a positive association between self-assessment and learning. The meta-analysis conducted by Graham and his colleagues, which included 10 studies, yielded an average weighted effect size of 0.62 on writing quality. The Sanchez et al. meta-analysis revealed that, although 12 of the 44 effect sizes were negative, on average, “students who engaged in self-grading performed better ( g = 0.34) on subsequent tests than did students who did not” (p. 1,049).

All but two of the non-meta-analytic studies of achievement in Table S1 (Supplementary Material) were quasi-experimental or experimental, providing relatively rigorous evidence that their treatment groups outperformed their comparison or control groups in terms of everything from writing to dart-throwing, map-making, speaking English, and exams in a wide variety of disciplines. One experiment on summative self-assessment ( Miller and Geraci, 2011 ), in contrast, resulted in no improvements in exam scores, while the other one did ( Raaijmakers et al., 2017 ).

It would be easy to overgeneralize and claim that the question about the effect of self-assessment on learning has been answered, but there are unanswered questions about the key components of effective self-assessment, especially social-emotional components related to power and trust ( Andrade and Brown, 2016 ). The trends are pretty clear, however: it appears that formative forms of self-assessment can promote knowledge and skill development. This is not surprising, given that it involves many of the processes known to support learning, including practice, feedback, revision, and especially the intellectually demanding work of making complex, criteria-referenced judgments ( Panadero et al., 2014 ). Boud (1995a , b) predicted this trend when he noted that many self-assessment processes undermine learning by rushing to judgment, thereby failing to engage students with the standards or criteria for their work.

Self-Regulated Learning

The association between self-assessment and learning has also been explained in terms of self-regulation ( Andrade, 2010 ; Panadero and Alonso-Tapia, 2013 ; Andrade and Brookhart, 2016 , 2019 ; Panadero et al., 2016b ). Self-regulated learning (SRL) occurs when learners set goals and then monitor and manage their thoughts, feelings, and actions to reach those goals. SRL is moderately to highly correlated with achievement ( Zimmerman and Schunk, 2011 ). Research suggests that formative assessment is a potential influence on SRL ( Nicol and Macfarlane-Dick, 2006 ). The 12 studies in Table S1 (Supplementary Material) that focus on SRL demonstrate the recent increase in interest in the relationship between self-assessment and SRL.

Conceptual and practical overlaps between the two fields are abundant. In fact, Brown and Harris (2014) recommend that student self-assessment no longer be treated as an assessment, but as an essential competence for self-regulation. Butler and Winne (1995) introduced the role of self-generated feedback in self-regulation years ago:

[For] all self-regulated activities, feedback is an inherent catalyst. As learners monitor their engagement with tasks, internal feedback is generated by the monitoring process. That feedback describes the nature of outcomes and the qualities of the cognitive processes that led to those states (p. 245).

The outcomes and processes referred to by Butler and Winne are many of the same products and processes I referred to earlier in the definition of self-assessment and in Table 1 .

In general, research and practice related to self-assessment has tended to focus on judging the products of student learning, while scholarship on self-regulated learning encompasses both processes and products. The very practical focus of much of the research on self-assessment means it might be playing catch-up, in terms of theory development, with the SRL literature, which is grounded in experimental paradigms from cognitive psychology ( de Bruin and van Gog, 2012 ), while self-assessment research is ahead in terms of implementation (E. Panadero, personal communication, October 21, 2016). One major exception is the work done on Self-regulated Strategy Development ( Glaser and Brunstein, 2007 ; Harris et al., 2008 ), which has successfully integrated SRL research with classroom practices, including self-assessment, to teach writing to students with special needs.

Nicol and Macfarlane-Dick (2006) have been explicit about the potential for self-assessment practices to support self-regulated learning:

To develop systematically the learner's capacity for self-regulation, teachers need to create more structured opportunities for self-monitoring and the judging of progression to goals. Self-assessment tasks are an effective way of achieving this, as are activities that encourage reflection on learning progress (p. 207).

The studies of SRL in Table S1 (Supplementary Material) provide encouraging findings regarding the potential role of self-assessment in promoting achievement, self-regulated learning in general, and metacognition and study strategies related to task selection in particular. The studies also represent a solution to the “methodological and theoretical challenges involved in bringing metacognitive research to the real world, using meaningful learning materials” ( Koriat, 2012 , p. 296).

Future Directions for Research

I agree with ( Yan and Brown, 2017 ) statement that “from a pedagogical perspective, the benefits of self-assessment may come from active engagement in the learning process, rather than by being “veridical” or coinciding with reality, because students' reflection and metacognitive monitoring lead to improved learning” (p. 1,248). Future research should focus less on accuracy/consistency/veridicality, and more on the precise mechanisms of self-assessment ( Butler, 2018 ).

An important aspect of research on self-assessment that is not explicitly represented in Table S1 (Supplementary Material) is practice, or pedagogy: Under what conditions does self-assessment work best, and how are those conditions influenced by context? Fortunately, the studies listed in the table, as well as others (see especially Andrade and Valtcheva, 2009 ; Nielsen, 2014 ; Panadero et al., 2016a ), point toward an answer. But we still have questions about how best to scaffold effective formative self-assessment. One area of inquiry is about the characteristics of the task being assessed, and the standards or criteria used by learners during self-assessment.

Influence of Types of Tasks and Standards or Criteria

Type of task or competency assessed seems to matter (e.g., Dolosic, 2018 , Nguyen and Foster, 2018 ), as do the criteria ( Yilmaz, 2017 ), but we do not yet have a comprehensive understanding of how or why. There is some evidence that it is important that the criteria used to self-assess are concrete, task-specific ( Butler, 2018 ), and graduated. For example, Fastre et al. (2010) revealed an association between self-assessment according to task-specific criteria and task performance: In a quasi-experimental study of 39 novice vocational education students studying stoma care, they compared concrete, task-specific criteria (“performance-based criteria”) such as “Introduces herself to the patient” and “Consults the care file for details concerning the stoma” to vaguer, “competence-based criteria” such as “Shows interest, listens actively, shows empathy to the patient” and “Is discrete with sensitive topics.” The performance-based criteria group outperformed the competence-based group on tests of task performance, presumably because “performance-based criteria make it easier to distinguish levels of performance, enabling a step-by-step process of performance improvement” (p. 530).

This finding echoes the results of a study of self-regulated learning by Kitsantas and Zimmerman (2006) , who argued that “fine-grained standards can have two key benefits: They can enable learners to be more sensitive to small changes in skill and make more appropriate adaptations in learning strategies” (p. 203). In their study, 70 college students were taught how to throw darts at a target. The purpose of the study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards in learning a motor skill. Students who were provided with graduated self-evaluative standards surpassed “those who were provided with absolute standards or no standards (control) in both motor skill and in motivational beliefs (i.e., self-efficacy, attributions, and self-satisfaction)” (p. 201). Kitsantas and Zimmerman hypothesized that setting high absolute standards would limit a learner's sensitivity to small improvements in functioning. This hypothesis was supported by the finding that students who set absolute standards reported significantly less awareness of learning progress (and hit the bull's-eye less often) than students who set graduated standards. “The correlation between the self-evaluation and dart-throwing outcomes measures was extraordinarily high ( r = 0.94)” (p. 210). Classroom-based research on specific, graduated self-assessment criteria would be informative.

Cognitive and Affective Mechanisms of Self-Assessment

There are many additional questions about pedagogy, such as the hoped-for investigation mentioned above of the relationship between accuracy in formative self-assessment, students' subsequent study behaviors, and their learning. There is also a need for research on how to help teachers give students a central role in their learning by creating space for self-assessment (e.g., see Hawe and Parr, 2014 ), and the complex power dynamics involved in doing so ( Tan, 2004 , 2009 ; Taras, 2008 ; Leach, 2012 ). However, there is an even more pressing need for investigations into the internal mechanisms experienced by students engaged in assessing their own learning. Angela Lui and I call this the next black box ( Lui, 2017 ).

Black and Wiliam (1998) used the term black box to emphasize the fact that what happened in most classrooms was largely unknown: all we knew was that some inputs (e.g., teachers, resources, standards, and requirements) were fed into the box, and that certain outputs (e.g., more knowledgeable and competent students, acceptable levels of achievement) would follow. But what, they asked, is happening inside, and what new inputs will produce better outputs? Black and Wiliam's review spawned a great deal of research on formative assessment, some but not all of which suggests a positive relationship with academic achievement ( Bennett, 2011 ; Kingston and Nash, 2011 ). To better understand why and how the use of formative assessment in general and self-assessment in particular is associated with improvements in academic achievement in some instances but not others, we need research that looks into the next black box: the cognitive and affective mechanisms of students who are engaged in assessment processes ( Lui, 2017 ).

The role of internal mechanisms has been discussed in theory but not yet fully tested. Crooks (1988) argued that the impact of assessment is influenced by students' interpretation of the tasks and results, and Butler and Winne (1995) theorized that both cognitive and affective processes play a role in determining how feedback is internalized and used to self-regulate learning. Other theoretical frameworks about the internal processes of receiving and responding to feedback have been developed (e.g., Nicol and Macfarlane-Dick, 2006 ; Draper, 2009 ; Andrade, 2013 ; Lipnevich et al., 2016 ). Yet, Shute (2008) noted in her review of the literature on formative feedback that “despite the plethora of research on the topic, the specific mechanisms relating feedback to learning are still mostly murky, with very few (if any) general conclusions” (p. 156). This area is ripe for research.

Self-assessment is the act of monitoring one's processes and products in order to make adjustments that deepen learning and enhance performance. Although it can be summative, the evidence presented in this review strongly suggests that self-assessment is most beneficial, in terms of both achievement and self-regulated learning, when it is used formatively and supported by training.

What is not yet clear is why and how self-assessment works. Those of you who like to investigate phenomena that are maddeningly difficult to measure will rejoice to hear that the cognitive and affective mechanisms of self-assessment are the next black box. Studies of the ways in which learners think and feel, the interactions between their thoughts and feelings and their context, and the implications for pedagogy will make major contributions to our field.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

Conflict of Interest Statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2019.00087/full#supplementary-material

1. ^ I am grateful to my graduate assistants, Joanna Weaver and Taja Young, for conducting the searches.

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Keywords: self-assessment, self-evaluation, self-grading, formative assessment, classroom assessment, self-regulated learning (SRL)

Citation: Andrade HL (2019) A Critical Review of Research on Student Self-Assessment. Front. Educ. 4:87. doi: 10.3389/feduc.2019.00087

Received: 27 April 2019; Accepted: 02 August 2019; Published: 27 August 2019.

Reviewed by:

Copyright © 2019 Andrade. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Heidi L. Andrade, handrade@albany.edu

This article is part of the Research Topic

Advances in Classroom Assessment Theory and Practice

Why Educating Yourself Is Important: Best insights From Students

• September 28, 2021
• Shubham Shukla

If you have ever thought that learning is crucial only when you are a student, you are wrong. Education is a lifelong process. Whether you attend lectures or not, you must learn new information every single day. 

People often pay little to no attention to education. Some have to work hard to provide for their families. Others simply don’t believe in the benefits of learning, and that’s understandable. The education system isn’t perfect in many countries.

Take the United States, for instance. Considered the top country for students, it often doesn’t provide learners with the necessary education. Numerous classes, and on top of that, plenty of home assignments, make studies tiresome and taxing. 

To keep up with the curriculum, learners have to turn to services like https://gpalabs.com/ to get support and assistance with their homework. 

However, that doesn’t mean you should give up on educating yourself. Self-education is an essential process in the life of every human being. Why? We have reached out to students, professors, and entrepreneurs and compiled the list of best insights to help you realize the importance of self-education.

Table of Contents

Makes you well-rounded

Being well-rounded is a milestone for multiple people. Having rudimentary knowledge and understanding of what things are and how they work is nothing but a pure advantage in your skillset.

It can allow you to delve into various topics, explain complicated concepts to others, replace your colleagues at work, or even impress others during casual conversations. 

But with all that said, you can’t accomplish this goal unless you study on your own. See, college is critical in a person’s development. It makes an individual social and open-minded. Besides, academia nurtures the ability to locate the necessary information and evaluate it critically. 

It is bold of you to assume that students should know everything after graduation. Academia aims to teach students how to learn, nothing more. 

Self-education doesn’t necessarily mean you should study hours. What is more important is to learn new information and comprehend it. 

Allows you to maintain discussions

Imagine attending a meeting with a discussion in full swing. From what you can gather, both sides omit a crucial element. So it is time to enter the talk and point to a missing thought.

Of course, it has nothing to do with showing off your expertise. On the contrary, your response lends a helping hand to the participants, expanding their vision and letting them know that there is the other side of the issue.

As you might have guessed, it is attainable with continuous self-education. The great thing about it is that you don’t have to follow the curriculum. You just start learning things you find fascinating. 

Be that as it may, learning at your own pace may be problematic if it’s not organized and structured. In other words, delving into various subjects at a time will do you no good. By jumping between topics, you only scratch the surface.

Yes, this is better than learning nothing at all. Yet, it won’t allow you to maintain discussions with knowledgeable people. Therefore, the main message is: self-education is critical to help you enter discussions; however, ensure building a plan of your learning and stick to the topic until you know its nuts and bolts. 

Improves your critical thinking and lets you locate information and test it quickly

People used to vent about the poor accessibility of information. Before the Internet, people would reach dozens of miles to read scholarly articles.

With the invention of the Internet, it became tenfold easier to find the necessary literature from home. However relieving it might sound, the Internet is littered with fake information, various speculations, and manipulations. 

It is effortless to fall into fallacies and commonly held perceptions if you are gullible. That’s why it’s of great importance to self-educate and develop your critical thinking.

Thinking critically not only allows you to analyze ideas presented in the source but also to examine the source per se, determining whether it is credible or not. 

Keeps you active

You may be tired of studying and attending extracurricular activities. You might also want to graduate as soon as possible and forget about the number of home assignments. The problem is, your routine may become monotonous upon graduation. 

Other than spending days at work, you won’t have enough time for yourself. And without flexing your brain muscles by discovering new concepts, you are unlikely to develop as an individual. Thus it is paramount to keep educating yourself to make yourself engaged and lively. 

Makes you reasonable 

Impulsive decisions often lead to unexpected consequences. It is hard to remain objective and reasonable when emotions lead you. Feelings cloud your thinking and behavior. Emotional illiteracy takes over people and results in the low quality of their lives. 

The ability to express, catalog, and control our emotions highly depends on our education levels. The more educated we are, the more pragmatic we tend to be.

Increases your value in the market

It is no wonder that we live in a dog-eat-dog environment. The labor market is relentless; the competition among people is fierce. People are ready to land the desired job at any cost. 

Apart from having a relevant degree, you should demonstrate outstanding interpersonal skills, integrity, and the desire to learn. But since school can’t guarantee you all that, what can? Of course, self-education. When you know what your cup of tea is, learning on your own will only strengthen your skills. It will also prove that you are perseverant and know what you want to be. 

Additionally, self-education can give you leverage, i.e., besides higher chances of getting the job, you can set expectations regarding the remuneration, working conditions, etc. 

Wrapping Up

Education isn’t about attending college and scoring the highest marks. Learning things should be a conscious process. Educating yourself is vitally important for various reasons.

First and foremost, it advances your cognitive abilities, logic, and critical thinking. Second, it improves your existing skills and allows you to pick up new ones. Last but not least, it makes you a valuable asset to any company. Hopefully, the mentioned insights have tipped the scales in favor of education. 

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Self-regulation is the process by which students monitor and control their cognition, motivation, and behaviour in order to achieve certain goals. There are several interweaving theories of self-regulation, but most common models conceptualise self-regulation in terms of a series of steps involving forethought or planning, performance, and reflection [i] [ii] . These steps can be explicitly taught and, while self-regulation increases to some extent with age, the research is clear that self-regulation can be improved and that the role of the teacher is crucial in supporting and promoting self-regulated learning. What is more, students’ emotions and their beliefs about their own ability play a key role in the development and exercise of self-regulation, and teachers can further support self-regulation by teaching students about growth mindset and the role of the emotions in learning .

The first step in self-regulated learning is to plan and set goals . Goals are guideposts that students use to check their own progress. Setting goals involves activating prior knowledge about the difficulty of the task and about one’s own ability in that content area. Students may weigh in their mind how long an activity may take and set a time management plan in place. They may also think about particular learning strategies (such as asking themselves questions as they read) that they will use in reaching their goal/s.

Students self-regulate by focusing their energy and attention on the task at hand. This next step involves exercising control. Control can be exercised by implementing any of the learning strategies (such as rehearsal, elaboration, summarising or asking themselves questions) chosen in the first step. Help-seeking can also be a form of control, but only when the learner uses it to develop their own skill or understanding: help-seeking is not considered self-regulatory behaviour when it is used as a crutch to arrive at the answer without the hard work. Control can also take the form of using attention-focusing strategies such as turning off all music, sitting alone, or going to the library, and it involves postponing enjoyable activities in order to make progress towards one’s goals. Simply put, control is general persistence to stick with the strategies that work.

Next, self-regulated learners monitor progress towards their goal. Individuals can monitor their own understanding, motivation, feelings, or behaviour towards a goal. For example, by using the metacognitive strategy they decided to use in the goal-setting stage (asking themselves questions), students can clarify for themselves what they do and do not yet know. Other ways of self-monitoring include keeping track of how much studying truly gets done with a study group, or noticing which contexts and environments allow them to focus on their work.

Finally, students use the information gathered through the previous self-evaluation to metacognitively reflect and respond . A student’s confidence in their own abilities will shape how they reflect on their progress or lack thereof. For example, a student with a stable, high belief that they are capable will attribute a low grade on a math test to their lack of sleep the night before or their minimal study time as opposed to a lack of intelligence. Responding to a self-evaluation functions like a thermostat, either turning up the dial on effort to increase progress towards one’s goals or easing back to focus on other tasks. This adjustment can manifest as help-seeking behaviour, persistence, or shifting learning strategies.

Why is self-regulation important?

It is increasingly important that students are able to proactively evaluate and improve upon their own learning. In a rapidly changing world, successful individuals must be life-long learners who are metacognitive about and able to effectively evaluate their learning. Within the education system, students without the ability to focus their attention and maintain perseverance will be constantly pulled left and right by their immediate impulses. Furthermore, students who fail to learn self-evaluation strategies will not be able to effectively direct their attention towards the areas that need it the most. While some students may find poor study conditions, confusing lessons or difficult texts to be insurmountable obstacles, self-regulation allows learners to navigate these conditions by discovering solutions that work.

In addition to developing personal responsibility about learning, self-regulation also solidifies the content of learning. Self-regulation practices improve the encoding of knowledge and skills in memory, especially in reading comprehension and writing. [iii] Research has also identified that self-regulation strategies are associated with increased student effort and motivation, improved scores on standardised tests and general preparedness for class.

How do we cultivate self-regulation?

As discussed above, the self-regulation process is composed of a series of steps. These steps are not rigid in their order. In actuality, self-regulated learners engage in many of these processes simultaneously or shift the steps as they become adept self-regulators. To teach and develop student self-regulation as a whole, teachers can support each of the underlying stages. It is also important to support students’ self-efficacy, encourage them to adopt a growth mindset and prioritise learning over grades and marks.

Match the form of learning with appropriate strategies

In this first stage, students identify particular learning strategies that fit with their goals. Basic learning tasks such as encoding information for memory recall are best learned through rehearsal, organisation or categorisation, mnemonic devices, or paraphrasing the information. However, more elaborate strategies are used when students are asked to make information meaningful. In building connections between new concepts and a learner’s existing knowledge, students may choose to list underlying causes or themes, outline the structure of the process or paper, or diagram spatial relationships to create a network of ideas. This is not a comprehensive catalogue of learning strategies but serves to illustrate the value in carefully choosing a learning strategy to align with goals. It is important for teachers to explicitly teach a range of learning strategies, and to enable and support students to determine which form of learning strategy is most appropriate for the type of work.

Always include positive feedback

Maintaining attention throughout a task takes practice. However, teachers can support students’ focus through positive feedback. Students often adopt their teacher’s evaluations of their work as their own, which means that teachers can highly influence a student’s persistence in engaging with a task or giving up. In addition, developing a culture around celebrating mistakes as opportunities to learn is crucial. Authentically discussing areas of improvement allows room for growth, and an inclusion of positive feedback should not be interpreted as giving exclusively positive feedback. Teachers can also use their expertise to differentiate their level of positive and negative feedback according to student self-efficacy in a particular task.

Maintain an environment conducive to focus

Teachers can ensure that the study environment is conducive to focus, as a relatively quiet space for individual work is invaluable. Beyond this, students learn how to regulate their own attention and impulses best through sustained and regular practice, increasing in duration each session. While collaboration and discussion are an important part of learning, self-regulation becomes much more challenging in a noisy environment. In secondary education this is particularly important, as the higher critical thinking skills required by adolescents are severely inhibited by distractions. Teachers can further support the development of self-regulation by providing complex, open-ended tasks that give students the opportunity to practise managing distractions and maintaining focus while tackling increasingly challenging academic work.

Guide students to track their progress

At the heart of monitoring understanding lies the question: ‘what do I know, and how can I improve?’ Students can push themselves to become aware of the limits of their own knowledge through recall, practice and extension, depending on the nature of the goal. One monitoring strategy might be summarising the main points of a lesson following direct instruction. A student trying to increase her reading comprehension may pause to ask herself questions about the text (at varying levels of complexity).

Some students may wish to improve their time management skills. These students would benefit from keeping a record of how they spend their time and then comparing it with their task goals. For example, I may believe that two hours of studying with a study group each week is a strong plan in preparing for a test at the end of the term. However, I may in fact find that one of the two hours is generally spent socialising. This new information can then be used to shift my behaviour moving forward.

Practise evaluating ‘like a detective’

In the reflection and response stage, students utilise feedback from the monitoring stage to inform their shift in learning strategies or effort moving forward. This requires a high level of resilience in order to bounce back from the inevitable highs and lows in learning. Similarly, it also necessitates metacognition to dig into why certain strategies may not work, and why others might be more effective moving forward. These metacognitive strategies can be taught explicitly through talking with students about how to be a detective in reflecting on their areas of strength or growth. In addition, resilience can be fostered through conversations surrounding growth mindset, and context- rather than person-specific attribution of failure. Encouraging students to attribute poor performance on a test to lack of preparation rather than unintelligence, and supporting students to respond to feedback with an understanding that achievement is variable based on effort rather than stable personality traits, are highly predictive of the development of positive self-regulation in students.

For example, a student who has failed a maths test may feel like giving up completely in maths. However, she demonstrates emotional resilience and decides to reflect on which particular problems gave her trouble in order to shift her learning strategies. On reflection, she realises that during the previous term she never went to the library by herself, summarised the material to herself following a lesson, or asked the teacher for help. She considers the merit of these changes, how she will implement them, and makes a plan to manage her time accordingly.

Measuring self-regulation

Periodically evaluating students’ social-emotional learning serves the dual purpose of informing the teacher of their students’ progress and wellbeing, and prompting students to practise self-awareness. While formal school-wide social-emotional assessments are valuable for collecting comprehensive data, these measures are time-consuming and cannot practically be implemented more than once or twice each year. For these formal assessments, one reliable measure with strong evidence of validity is the Panorama Social-Emotional Learning Survey. However, on a fortnightly or monthly basis, teachers can informally gauge student self-regulation by asking the following questions:

• When you get stuck while learning something new, how likely are you to try a different strategy? (Not at all likely/Quite likely/Likely/Highly likely)
• Before you start on a challenging project, how often do you think about the best way to approach the project? (Almost never/Sometimes/Fairly often/Almost always)
• Overall, how well do your learning strategies help you learn and focus more effectively? (Not at all well/Quite well/Well/Very well)
• How often do you stay focused on the same goal for several months at a time? (Almost never/Sometimes/Fairly often/Almost always)
• When you are working on a project that matters a lot to you, how focused can you stay when there are lots of distractions? (Not at all focused/Quite focused/Focused/Very focused)
• If you have a problem while working towards an important goal, how well can you keep working? (Not at all well/Quite well/Well/Very well)
• How consistently do you pay attention and resist distractions? (Not at all consistently/Quite consistently/Consistently/Very consistently)
• When you work independently, how often do you stay focused? (Almost never/Sometimes/Fairly often/Almost always)
• How often do you follow through in completing the goals you set for yourself? (Almost never/Sometimes/Fairly often/Almost always)
• How do you keep yourself motivated when a concept or lesson is not inherently interesting to you? _
• When you feel yourself becoming distracted, do you try to counteract this effect? How? ________
• The last time you experienced a setback in school, how did you respond? _______

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Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist , 25 (1), 3-17.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice , 41 (2), 64-70.

[i] Pintrich (2000).

[ii] Zimmerman (2002).

[iii] Zimmerman (2002).

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Claire is a Ph.D. student at Johns Hopkins University – School of Education. Her primary interest lies in improving students’ empathy through virtual reality perspective-taking activities. Previously, Claire conducted research as a consultant for the non-profit organization Opportunity Education, as well as teaching in K-12 settings for four years. She holds a B.A. in Italian Studies, a B.S. in Human Development, and an M.A. in Education from the University of California, Davis. Claire enjoys developing guides with The Education Hub for teachers as they support students in their personal and academic lives.

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• School Education /

Essay on Importance of Education

• Updated on  
• Aug 17, 2023

Education is very important for success in life. A well-educated person not only succeeds in life but also takes his society and country to new heights. Education develops essential skills like decision-making, problem-solving, and mental agility. Education helps a person to be self-aware and to solve problems in personal and professional life. In this article, we have provided an essay on the importance of education and points to note before writing the same. Moreover, you would find short essays and long essays that can be used to present in school.

Check out our 200+ Essay Topics for School Students in English .

Table of Contents

• 1 Points to Note While Writing an Essay on the Importance of Education
• 2 10 Lines on the Importance of Education
• 3 Importance of Education Sample Essay (100 words)
• 4 Importance of Education Sample Essaneighbouringy (250 words)
• 5 Importance of Education Sample Essay (400 words)
• 6 10 Popular Quotes on Education
• 7 What Will Your Child Learn From This Essay on the Importance of Education?

Points to Note While Writing an Essay on the Importance of Education

Certain points must be included while writing an essay. It makes the essay more detailed and helps the reader to understand the topic in a better way. An essay on the importance of education must include the following.

• While writing a short essay make sure that it is to the point 
• A longer essay must contain an introduction, body, and conclusion.
• Facts about education and the personal perspective of the writer must be included
• Think about the importance of educated individuals in society and write about them
• You can also write about the job market and the role education plays in it.

Also Read: Essay on Democracy

10 Lines on the Importance of Education

Education is important for several reasons. Here are 10 lines on the importance of education that can be added to the essay. Students can also describe these points to make the essay more descriptive and coherent.

• Education is a basic need for every individual to live in the modern world
• Education helps us to understand technological systems and services
• An educated person can easily take up a job based on interest 
• Without an education, a person will lose the opportunity to be successful in life
• Moreover, education protects an individual from being cheated and exploited by others
• Educated citizens are a valuable asset to the company
• It also helps society to adapt to change and discard old and unproductive ways of conduct and thinking 
• Thus, it enables all sections of society to prosper 
• Particularly, it enables poor sections of society to prosper and develop
• Education helps an individual to uplift the society and community
• Education is extremely important for the development of individuals. Hence, children from all sections of society must be educated.

Also, Read; Essay on My Aim in Life

Importance of Education Sample Essay (100 words)

Education is crucial for the importance of the nation and its citizens. Education is about gathering knowledge and training the mind to think. Moreover, it helps a person to apply the knowledge gained to solve problems.  Education is important in the modern world, as it helps a person to learn about the world and new technologies. It can also empower people and help them to gain employment opportunities . Educated individuals can impart their knowledge to the next generation and thus contribute to society.  They also contribute to the development of the nation and society in general. Thus, the importance of education can’t be denied.

Importance of Education Sample Essaneighbouringy (250 words)

Men and women have to be educated as it helps in the development of a healthy society.  Educated individuals help in the progress of society. It is the highly educated individuals who lay the basic foundation of a developed country. Moreover, education helps in the personal development and empowerment of individuals. It develops in a person the knowledge, and critical thinking skills required to be successful in life. These skills increase self-awareness and help individuals to make informed decisions. Thus, people gain a deeper understanding of the world around them and help them to follow their interests, passions, and talents.

Education helps in growth and innovation. A well-educated workforce is more skilled and productive. Thus, they are more competitive in the global marketplace. Research , technological advancements, and entrepreneurship skills can all be credited to educated individuals. It is the sword that can be used against misinformation and ignorance. A well-educated person is more likely to make a good decision and resist manipulation. Moreover, education promotes healthy lifestyles among individuals.  Educated people are more likely to follow a healthy lifestyle and preventive healthcare measures. 

In conclusion, we can say that education helps in societal advancement and economic, and personal development. It helps individuals to make informed decisions and pushes society for innovation and growth. Education helps to uproot illiteracy and inequality in society. It encourages individuals to take better care of themselves and the environment they live in. Moreover, it encourages people to understand their duties, rights , and responsibilities toward their country.

Importance of Education Sample Essay (400 words)

Education is important for the development of the individual, nation, and society. It empowers individuals to take better decisions for themselves and for the environment they live in. Education provides an individual with the knowledge and skills that are necessary to navigate the complexities of life. It is crucial for personal growth, societal development, and global progress.

Education empowers an individual to think critically and develop analytical skills. It ignites curiosity in humans and encourages them to explore, learn and adapt to changes. Moreover, it helps individuals to identify their strengths and weaknesses, and set meaningful goals. Thus, it helps in the holistic development of an individual. Thus, a well-educated individual can contribute to the progress of the society. It develops empathy, and tolerance, and contributes to a stable and prosperous community. It also helps in the reduction of social inequalities and discrimination and encourages people to actively participate in the democratic functioning of the government. When individuals have access to education it means that they can get employment opportunities as well. Thus, education can help in eradicating poverty and increase economic growth. Moreover, it helps in increasing the living standards of families.

Globally, education helps to drive innovation, develop international cooperation, and deal with global issues. Scientific breakthroughs, advancement of technology, and innovations are all a result of education. Moreover, it helps in cross-cultural understanding and exchange of values and ideas. Global challenges such as climate change, and medical issues can be easily dealt with due to education. Society becomes better equipped to provide sustainable solutions for the betterment of all.

 Education can break down gender inequalities. Therefore, it can empower women and marginalized sections of the community. When societies recognize the importance of education, it helps in promoting equitable access to opportunities. Educating the girl child can result in a reduction in child mortality rates. Thus, it helps in social progress.

The importance of education can’t be denied. It results in personal development, international collaboration, and the development of society. Education provides knowledge and skills that are necessary for navigating through the challenges of life. Moreover, it helps in progress of the society and dealing with global challenges like environmental crises. Thus, education helps in creating a prosperous, and just world.  Education can help an individual achieve his dreams and aspirations. Most of the successful people in the world are educated. In the future educated individual will be a person who knows and can apply it to solve problems.

10 Popular Quotes on Education

Here are 10 popular quotes on education. Feel free to add them to your essay on importance of education or similar academic topics.

‘Education is not the learning of facts, but the training of the mind to think.’ – Albert Einstein

‘Education is the most powerful weapon which you can use to change the world.’ – Dr APJ Abdul Kalam

‘Education is the passport to the future, for tomorrow belongs to those who prepare for it today.’ – Malcolm X

‘The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.’ – Martin Luther King Jr.

‘The mind is not a vessel to be filled, but a fire to be ignited.”‘- Plutarch

‘Education is not preparation for life; education is life itself.’ – John Dewey

‘Education is the key to unlocking the world, a passport to freedom.’ – Oprah Winfrey

‘The only person who is educated is the one who has learned how to learn…and change.’ – Carl Rogers

Education breeds confidence. Confidence breeds hope. Hope breeds peace.’ – Confucius

An investment in knowledge pays the best interest.’ – Benjamin Franklin

What Will Your Child Learn From This Essay on the Importance of Education?

An essay on the importance of education will help a student to learn to express ideas and knowledge simply. It will also help them to express their ideas in a lengthy format. 

An essay on the importance of education will help a student understand the significance of education in the modern world. Moreover, it will make them realize the privilege of a good education later in life.

Also Read: Essay on My Brother in 200 Words

Ans. Education helps a person develop critical thinking and decision-making skills. It helps empower a person to deal with the personal and professional challenges of life. An educated person can make rational and informed decisions while dealing with challenges.

Ans. Education helps in the development of the mind, and the growth of society and the nation. An educated society is an empowered society. Individuals of such a society can make informed decisions and can work towards the social, economic, and political development of the nation.

Ans. The main aim of education is to acquire knowledge and skills. It helps a person adjust to the environment and achieve goals.

Check out our Popular Essay Topics for Students

This was all about essay on the importance of education. We hope the samples listed above will help students with their essay writing practice. For more information on such interesting topics, visit our essay writing page and follow Leverage Edu.

Blessy George

Blessy George works as a Content Marketing Associate at Leverage Edu. She has completed her M.A. in Political Science and has experience working as an Intern with CashKaro. She has written extensively on studying abroad, English Test preparation, visas, and online courses. During her free time, she likes to read and write poetry, and songs.

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Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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27 Facts on the Importance of Education (Essay or Speech)

Are you in need of ideas for an importance of education essay?

Here is a list of 27 ideas that will get you started!

These ideas come from a variety of online sources and links have been provided in case you need to provide references in your essay .

This article lists ideas on the importance of education to a person’s life (Points 1 – 16) and to society (Points 17 – 27).

Importance of Education to a Person’s Life

1. education helps people out of poverty.

Poverty is linked to low education . Families that are poor are usually less educated than families that are rich. Plus, if you are born into a low educated poor family, chances are high that you too will end up low educated and poor.

One way poverty affects education is through the direct costs. Even when school is free, the costs of uniforms, travel, and so on can be very difficult for families to cover.

To escape the poverty trap cycle , people need to gain a higher education than their parents and find upwardly mobile employment (this means: jobs that help you get from the working class into the middle class).

Here’s some facts to back up this point.

A recent report found that people with a college education are statistically less likely to be in poverty. Of people over the age of 25, only 2% of college graduates were in poverty. That compares to 13% of high school graduates over 25.

Related Article: How Can Health Influence Learning?

2. Education helps People make More Money

Jobs that require a higher education are usually more highly paid than unskilled jobs. This is because the jobs are more difficult and require a more specialized skillset. If you get an education in a skill area where there is a shortage of available workers, your wages will increase.

To underscore this point, Brookings presented findings that show:

“An individual with a college degree is nearly nine times more likely to make over $100,000 than someone with only a high school diploma and 13 times more likely to make more than $200,000 per year.”

Today, jobs that are in demand, require a high education and pay quite well include:

• Software developer (USD $101,000)
• Health care administrator (USD $98,000)
• Medical Technologist (USD $51,000)

Source: CNBC .

3. Highly Educated People have a Better chance of Getting a Job

Jobs are not that easy to come by these days – even for people with degrees. But there’s statistically a higher chance of you getting a job if you have a higher education.

The 2017 report Education Pays: The Benefits of Higher Education for Individuals and Society found that people with higher education have lower rates of unemployment.

In 2015, younger people (ages 25 – 34) with bachelor’s degrees had an unemployment rate of 2.6%. High school graduates of the same age range had an unemployment rate of 8.1 percent.

That’s a huge difference that underscores the correlation between education and employability.

>>>You Might Also Like: 21+ Ways to Make an Essay Longer

4. Highly Educated People are Statistically Healthier

Statistically, the higher your education, the healthier you are. This could potentially be due to a few factors including:

• Stable jobs with regular hours allow you to plan exercise;
• Cultural differences between working-class and middle-class people;
• More money to participate in recreational activities.

Whatever the reason, the facts stand for themselves. One of the major facts is this:

In 2014, 26% of high school graduates smoked cigarettes. In the same year, only 8% of college graduates smoked cigarettes.

Source: Education Pays: The Benefits of Higher Education for Individuals and Society

5. Highly Educated People Volunteer More

Educated people tend to do better when it comes to volunteering. The reasons for this may be very similar to the reasons for being more fit. Reasons could include:

• Stable jobs with regular hours allow time to plan regular volunteering hours;
• Highly educated people are less likely to work two jobs;
• People who are well educated have more money to travel to and from their volunteering locations.

Again, it’s a good idea to back this claim up with some facts.

In 2015, 39% of college graduates reported that they volunteered that year. Among high school graduates, it was just 16% who reported that they volunteered.

6. Education helps People make Better Decisions

We have already established that people with a higher education have more job security and more money.

The flow-on effect of this is that they can make better decisions.

When you are more certain that you have money coming in every week, you’ll be able to plan our your budget more. You’ll also have the money to make decisions about living in safer neighborhoods with more public services.

Furthermore, higher education usually teaches critical thinking skills . This means people who’ve been trained in critical thinking may have an advantage when making tough decisions. They will have the education to know how to handle complex decision-making processes.

7. Education helps People make Long-Term Decisions

Not only will highly educated people have the skillset to make tough decisions, they will also have the money to make long-term decisions.

If you have a stable job with a high income each month, you’re more likely to get a loan for a home. You also have the freedom to start investing into your retirement funds.

As you can see, the correlation between high education and high incomes has huge flow-on effects for quality of life.

8. Education can increase Social Status

An education from a respected educational institution can open lots of doors for you.

Many students from around the world flock to nations like the United Kingdom, United States and Australia to get degrees from top-ranking education nations.

Similarly, if you make it to a higher-ranking school or university such as Harvard, Yale, Cambridge, Oxford or Princeton you’ll get a lot of social status just for having attended the university.

Even at compulsory school age there are elite institutions. For example, the private school named Eton College in the UK is known for producing no less than 19 British Prime Minsters .

When you get social status from going to a good school or university, we say you have institutional or cultural capital .

This degree from a well-respected university may get you that job interview you were looking for. But, it could also get you social status amongst family, friends and – yes – potential future partners!

9. Education makes People better Conversationalists

Have you ever had a conversation with a person and they were just really interesting? They seemed to know a lot of things and be able to talk to you about anything.

Well, that person is likely very well educated.

In fact, we have some words to describe people who are well-educated in a broad range of topics. You could call them:

• A renaissance man
• A renaissance woman

There is also a type of education designed to help you become a polymath. It’s called a Liberal Education and you get it by doing a Liberal Arts Degree from a university.

10. Education helps People get Access to Important Information

In the dark ages in Europe very few people had the ability to read.

This meant that knowledge held in books was only available to very few people.

When people don’t have access to knowledge, they’re in a very vulnerable situation. They can’t educate themselves on important information and have a harder time making decisions.

Nowadays, most people in the developed world can read. This huge advance in education levels has enabled any of us to go out there and access information.

In fact, you’re doing that right now! Aren’t you glad you can read?

Educated people also have the knowledge about how to access important information. We’re taught at school about encyclopaedias and libraries. At university we’re taught about scholarly sources and how to access them .

Combine the ability to read with the skills to access information and anyone can help educate themselves on anything. You just need a basic level of education to get started!

11. Education enables People to Critically Analyze ideas

At school, you’re not just being taught facts.

You’re also being taught how to think.

This ability to think involves some pretty advanced strategies like:

• Skepticism: The reluctance to believe something until you see the facts;
• Critical Thinking : the ability to look at something from multiple perspectives;
• Analytical Thinking : the ability to investigate something deeply to find answers.

With these fantastic skills, you can go a long way! You’re less likely to be tricked into believing something that’s not true. You’ll also be able to think things through and come to reasonable, rational conclusions.

12. Education can Help People (especially Women) become Independent and Powerful

Women’s education is a major focus of the United Nations.

This is because many women who are not educated are dependent on their families or husbands to make money.

When women become educated, they can become independent . They can work in better paid jobs, move into more powerful positions in workplaces, and earn an income that’s independent of their husbands.

In the long run, this will mean that women have an equal say in the development of our world.

Furthermore, women with jobs can contribute financially to their families which can help move the whole family out of poverty and give them a better standard of living.

Read Also: Why is School Important?

13. Education reduces Unplanned Pregnancies and Sexual Diseases

Basic education on sex and relationships can dramatically reduce sexual diseases and unplanned pregnancies.

Here’s some facts:

The Borgen Project cites that completion of primary school will reduce a person’s chances of getting HIV. In fact, it reduces girls’ chances of contracting the illness 3-fold.

Educated people also have smaller families and they have them later in life. In Mali , women with a high school education have an average of 3 children. Women without a high school education have an average of 7 children.

14. Education helps us Realize our own Potential

Through education, we learn about what we like and don’t like. We learn all about things from science, math, languages and history.

After contemplating all of these different topics, we’ll be more capable of living our best life.

If you don’t get educated, you won’t open up your horizons and learn about the world. You may end up being stuck in an insular life without having experienced all the great things life has to offer.

You don’t need to go to school for this. Maybe being educated for you is just about reading books on a lot of different topics.

Either way, by educating yourself, you can realize your potential and live a more meaningful life.

15. Education can bring Enjoyment to People’s Lives

Unfortunately, it’s often overlooked that education can be pleasurable for its own sake.

I’ve talked all about how education can help people out of poverty, get them jobs, make them more powerful and less sick.

But it’s also important to remember that education can simply be enjoyable and therefore be important for helping you be happy.

Have you ever learned something really cool and just been glad you know that information now?

That’s what I mean by education being a fun activity on its own.

When people are learning just because they love learning, we say they are intrinsically motivated . This is the opposite to extrinsic motivation where people learn things so they can get a reward like a better job.

16. Education makes you more Tolerant

There is some evidence that highly educated people may be more tolerant than lowly educated people.

To take just one example, people from Latin America with a high school education are 45% more tolerant toward people with HIV than Latin Americans with only an elementary school education.

Similarly, Lorelle Espinosa argues that colleges are ideal locations for teaching tolerance. She argues:

The foundations of tolerance run deep in the college classroom, where students learn and confront new ideas, issues and experiences at times vastly different than their own.

This is, of course, if you have a good teacher who’ll teach you different people’s perspectives!

>>>You Might Also Like: How to Write a Top University Essay

Importance of Education to Society

17. education prevents diseases in society.

Health education in classrooms can make an entire society healthier and live longer.

Health care education helps people avoid risky activities and behaviors, conduct basic first aid when someone is injured, and learn when they need to see a doctor.

The Population Reference Bureau argues that education of women on matters of health is especially important because they often set the standards for household behaviors like regularly washing your hands.

Educating children on health is also very important for the future health of a society.

That’s why Save the Children spends a lot of money on health education in developing countries. Here’s what they say the benefit of education is for children’s health:

Most importantly, through education, students learn how to adapt their daily habits to improve their health, nutrition, hygiene and prevent HIV and AIDS, gaining these important skills and behaviors for life.

18. Education helps a Country’s Economy Grow

When the population of a country is more educated, the whole country gets wealthier. This surely highlights the importance of education!

Here’s some facts that might be useful for you:

Hanushek and Wobmann (2010) looked at the evidence on the links between economic growth and education. They found that good quality education systems have a strong connection to long-term economic growth in a society.

Here’s their conclusion:

Economic growth is strongly affected by the skills of workers. What people know matters.

Hassan and Rafaz (2017) looked at economic growth in Pakastan between 1990 and 2016. They argue that:

[A] 1% increase in female education, female labour force participation, education expenditure and fertility rate causes 96% increase in GDP of Pakistan

Woah! Education of women appears to be a powerful way of increasing the wealth of entire societies.

19. Education can attract High Paying Jobs of the 21 st Century

You might have heard that manufacturing and factory jobs are becoming pretty rare in developed nations.

Because the high paying jobs of the future won’t be in unskilled labor. Those jobs are disappearing and going to poorer nations.

Instead, all the good jobs of the future will require a very high education level.

Often teachers like me talk about skills for the 21 st Century . These are skills like:

• Creative thinking ;
• Critical thinking;
• Communication;
• Collaboration;
• Digital literacy

If children today aren’t educated on these important skills, they’ll have trouble finding the best jobs. And if a whole society falls behind in education, those good jobs will move overseas to where the most highly educated workers can be found.

20. Education can Prevent Wars and Conflicts

History lessons can be very powerful for helping is prevent the mistakes of the past.

If you want to avoid the mistakes of history, you have to learn about how they were made. By educating people about the events leading up to World War 1 and 2, we might be able to teach people how to avoid the same mistakes again.

Similarly, if a society is well educated on the dangers and heartbreak of wars, those wars might be prevented.

This happened during the Vietnam War when students on college campuses began protesting the war . These students worked hard to teach people all over the United States about what was really happening in Vietnam.

War journalists were also instrumental in educating the public on the terrible effects of the war. Video footage, photos and news reports sent back to the United States helped educate the population and helped boost the anti-war efforts.

21. Education is good for Democracy

Most first world nations ensure children are taught democratic citizenship .

Teaching the values of democratic societies – like the fact that we should elect our leaders – helps to keep democracy going.

If we don’t teach about how good democracy is for our freedom and prosperity, we may sleepwalk into an evil dictatorship!

Democracy is about more than voting. It’s about learning the importance of treating each other respectfully, volunteering in our community, and respecting each other’s liberty.

I think Senator Michael Bennet sums this one up well when he says in his blog post :

With education, the common man would be able to select leaders wisely and fight back against the tyrannical instincts of those in power.

22. Education leads to Medical and Technological Breakthroughs

Before we became obsessed with the link between education and money, societies still invested heavily in public universities.

Because strong higher education systems can lead to technological and medical breakthroughs.

Here’s a few things that people invented while learning and researching at universities:

• The Seat Belt: Invented at Cornell University
• Gatorade: Unvented at the University of Florida
• Ultrasound: Developed at the University of Vienna
• CAT Scans: Developed at Georgetown University
• GPS: Developed at the Massachusetts Institute of Technology
• Polio Vaccine: Developed at the University of Pittsburgh

23. Education can lead to Entrepreneurship

The online website Talk Business argues that entrepreneurs are always in need of more education. They argue:

…at their core [Entrepreneurs] are problem solvers and spend their time investigating potential solutions.

In order to solve problems, entrepreneurs enroll themselves in courses, read books, listen to podcasts and pay for mentors. In other words, they’re huge self-educators.

The article goes on to explain that entrepreneurs often don’t seek out a formal education from a school or university. Instead, they seek out answers to their questions from people who have already solved the problems.

So, education is good for business – but don’t narrow your definition of education. Education can come in all shapes and sizes.

24. Education may be the Solution to Global Problems like Climate Change

There’s two ways education can help us get out of the problem of climate change.

Firstly, educating people about sustainability can help us to reduce our ecological footprint on this world. If we recycle more, consume less goods, and ensure we’re cleaning up after ourselves, we can do a lot to help the environment.

Secondly, educating future environmental scientists is vital for finding the solutions to our current environmental problems.

Scientists of the future might find ways to dramatically reduce carbon emissions, reduce the temperature of the globe, or come up with better ways to produce energy.

In the race against time to solve the climate crisis, education may just be the thing that saves us from ourselves.

25. Education is important for Creating a Cohesive Society

Education helps us learn how to behave appropriately.

Emile Durkheim is a major theorist who came up with this concept.

According to Durkheim, schooling is all about ‘socialization’.

By this, he means we go to school to learn about more than maths and science. School has a hidden curriculum . The hidden curriculum is all the things we learn above and beyond our textbooks.

The hidden curriculum includes:

• Learning manners;
• Learning to get along with each other;
• Learning to respect other people’s privacy;
• Learning to follow the rules for the good of society;
• and many more things besides!

So, without schools teaching us how to get along, there may be many more conflicts in our communities.

26. Education passes on Cultural Values, Heritage and Information from one Generation to the Next

How did you learn about Christmas? How about the 4 th of July? How did you learn about Native Americans?

We learn a lot of these things from school.

So, education also teaches us about our culture and who we are.

This usually takes place in history classes where we learn about the history of our nations and our world.

But we also learn cultural values from the hidden curriculum (If you haven’t read point 25, I talk about the hidden curriculum there).

For example, in western culture it’s polite to look people in the eyes and shake their hands. We also respect our elders. These are cultural values that are taught to us in everyday conversations at school.

27. Education can lead to Gender Equality

There is a lot of evidence that says education is the key to creating a more equal world.

For example, UNESCO states that women tend to be less educated than men in developing countries. However, women overall show more concern for the environment.

Why is this a problem?

Because at the moment women aren’t empowered enough (through education) to create change. More educated women means more power for women to effect change.

Here’s an example:

“Women constitute almost two-thirds of the 758 million adults who are unable to read or write a sentence – a vast pool of people we are not empowering to help us fight environmental shifts” ( UNESCO )

There is also the problem of gender stereotypes, which can be challenged through education . If we educate more people about justice and equality, gender stereotypes will diminish which will be good for gender equality.

Final Thoughts

Any importance of education speech or essay needs facts and figures backing it up. Use these 27 key points on the importance of education for your next essay!

You could also get facts from the following two sources:

• 23 Major Barriers to Education
• 11 Lifelong Effects of Lack of Education

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is IQ? (Intelligence Quotient)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University

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Home  /  News  /  Why Is Education Important? The Power Of An Educated Society

Why Is Education Important? The Power Of An Educated Society

Looking for an answer to the question of why is education important? We address this query with a focus on how education can transform society through the way we interact with our environment. 

Whether you are a student, a parent, or someone who values educational attainment, you may be wondering how education can provide quality life to a society beyond the obvious answer of acquiring knowledge and economic growth. Continue reading as we discuss the importance of education not just for individuals but for society as a whole. 

Harness the power of education to build a more sustainable modern society with a degree from  Unity Environmental University .

How Education Is Power: The Importance Of Education In Society

Why is education so important? Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” An educated society is better equipped to tackle the challenges that face modern America, including:

• Climate change
• Social justice
• Economic inequality

Education is not just about learning to read and do math operations. Of course, gaining knowledge and practical skills is part of it, but education is also about values and critical thinking. It’s about finding our place in society in a meaningful way. 

Environmental Stewardship

A  study from 2022 found that people who belong to an environmental stewardship organization, such as the Leave No Trace Center for Outdoor Ethics, are likely to have a higher education level than those who do not. This suggests that quality education can foster a sense of responsibility towards the environment.

With the effects of climate change becoming increasingly alarming, this particular importance of education is vital to the health, safety, and longevity of our society. Higher learning institutions can further encourage environmental stewardship by adopting a  framework of sustainability science .

The Economic Benefits Of Education

Higher education can lead to better job opportunities and higher income. On average, a  person with a bachelor’s degree will make $765,000 more  in their lifetime than someone with no degree. Even with the rising costs of tuition, investment in higher education pays off in the long run. In 2020, the return on investment (ROI) for a college degree was estimated to be  13.5% to 35.9% . 

Green jobs  like environmental science technicians and solar panel installers  have high demand projections for the next decade. Therefore, degrees that will prepare you for one of these careers will likely yield a high ROI. And, many of these jobs only require an  associate’s degree or certificate , which means lower overall education costs. 

Unity  helps students maximize their ROI with real-world experience in the field as an integral part of every degree program. 

10 Reasons Why School Is Important

Education is not just an individual pursuit but also a societal one.  In compiling these reasons, we focused on the question, “How does education benefit society?” Overall, higher education has the power to transform:

• Individuals’ sense of self
• Interpersonal relationships
• Social communities
• Professional communities

Cognitive Development

Neuroscience research  has proven that the brain is a muscle that can retain its neuroplasticity throughout life. However, like other muscles, it must receive continual exercise to remain strong. Higher education allows people of any age to improve their higher-level cognitive abilities like problem-solving and decision-making. This can make many parts of life feel more manageable and help society run smoothly. 

Emotional Intelligence

Emotional intelligence is key to workplace success.  Studies  show that people with emotional intelligence exhibit more:

• Self-awareness
• Willingness to try new things
• Innovative thinking
• Active listening
• Collaboration skills
• Problem-solving abilities

By attending higher education institutions that value these soft skills, students can improve their emotional intelligence as part of their career development in college.

Technological Literacy

Many careers in today’s job market use advanced technology. To prepare for these jobs, young people likely won’t have access to these technologies to practice on their own. That’s part of why so many STEM career paths require degrees. It’s essential to gain technical knowledge and skills through a certified program to safely use certain technologies. And, educated scientists are  more likely to make new technological discoveries .

Cultural Awareness

Education exposes individuals to different cultures and perspectives. Being around people who are different has the powerful ability to foster acceptance. Acceptance benefits society as a whole. It increases innovation and empathy. 

College also gives students an opportunity to practice feeling comfortable in situations where there are people of different races, genders, sexualities, and abilities. Students can gain an understanding of how to act respectfully among different types of people, which is an important skill for the workplace. This will only become more vital as our world continues to become more globalized.

Ethical and Moral Development

Another reason why school is important is that it promotes ethical and moral development. Many schools require students to take an ethics course in their general education curriculum. However, schools can also encourage character development throughout their programs by using effective pedagogical strategies including:

• Class debates and discussions
• Historical case studies
• Group projects

Unity’s distance learning programs  include an ethical decision-making class in our core curriculum. 

Ready To Learn More About Unity Environmental University?

Communication Skills

Effective written and verbal communication skills are key for personal and professional success. Higher education programs usually include at least one communication course in their general education requirements. Often the focus in these classes is on writing skills, but students can also use college as an opportunity to hone their presentation and public speaking skills. Courses such as  Multimedia Communication for Environmental Professionals  provide many opportunities for this. 

Civic Engagement

According to a  Gallup survey , people with higher education degrees are:

• More likely to participate in civic activities such as voting and volunteering
• Less likely to commit crimes
• More likely to get involved in their local communities

All these individual acts add up to make a big difference in society. An educated electorate is less likely to be swayed by unethical politicians and, instead, make choices that benefit themselves and their community. Because they are more involved, they are also more likely to hold elected officials accountable.

Financial Stability

The right degree can significantly expand your career opportunities and improve your long-term earning potential. Not all degrees provide the same level of financial stability, so it’s important to research expected salary offers after graduation and job demand outlook predictions for your desired field. Consider the return on investment for a degree from an affordable private school such as  Unity Environmental University .

Environmental Awareness

We have already discussed why education is important for environmental stewardship. Education can also lead to better environmental practices in the business world. By building empathy through character education and ethics courses, institutions can train future business leaders to emphasize human rights and sustainability over profits. All types and sizes of businesses can incorporate sustainable practices, but awareness of the issues and solutions is the first step.

Lifelong Learning

The reasons why education is important discussed so far focus on institutional education. However, education can happen anywhere. Attending a university that values all kinds of learning will set students up with the foundation to become lifelong learners.  Research  demonstrates that lifelong learners tend to be healthier and more fulfilled throughout their lives. When societies emphasize the importance of education, they can boost their overall prosperity.

The Role Of Unity Environmental University In Society

Environmentally conscious education is extremely valuable and should be accessible to all.   Unity Environmental University  offers tuition prices that are comparable to public universities, and financial aid is available to those who qualify. Courses last five weeks so that students can focus on only one class at a time. This ensures all learners are set up for academic success. 

Unity believes in supporting students holistically to maximize the power of education. This includes mental health services,  experiential learning opportunities , and  job placement assistance . Students in our  hybrid programs  can take classes at several field stations throughout Maine and enjoy the beautiful nature surrounding the campus for outdoor recreation.

Sustainable Initiatives

Some highlights from Unity Environmental University’s many sustainable initiatives:

• All programs include at least one sustainability learning outcome
• All research courses are focused on sustainability research
• Reduced building energy use by 25% across campus
• 100% of food waste is recycled into energy 
• Campus features a  net-zero LEED Platinum-certified classroom/office building

While many schools value sustainability, Unity stands out because  everything  we do is about sustainability. We also recognize our responsibility to model how a sustainable business can operate in a manner that’s fiscally viable and socially responsible.

Make An Impact At Unity Environmental University

While the phrase ‘education is power’ may sound cliche, it is also resoundingly true. Higher education has the power to transform individuals and societies. Unity Environmental University understands its power to make a positive impact on the world. That’s why we were the first university to divest from fossil fuels. 

This year, we celebrated our  largest incoming class ever , showing that students want an education system that aligns with their values. In addition to our commitment to sustainability, we offer flexibility to students with start dates all year round for our  online degree programs .

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Importance of Physical Education

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