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Embarking On The ED 6000: Philosophical Foundations Course

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Part 1: Beginning Questions Comparison: Embarking on the ED 6000 - Philosophical Foundations course has been a transformative journey, shaping my core values and beliefs around education. Prior to taking this course, my beliefs were firmly rooted in my personal experiences, expanded worldview, and religious background. As I delved into the conglomeration of philosophical perspectives on education, I began to analyze, reevaluate, and refine my long-held convictions. Throughout this comparative analysis, I will explore the similarities and contrasts between my pre-course beliefs and the nuanced, educated viewpoints I now hold, broadening my understanding of education's purpose, methodology, and impact on learners. When students first began …show more content…

Under this component is the breakdown of metaphysics, epistemology, and axiology (Notebook 2020). Metaphysics deals with the "nature of reality" (Notebook 2020). It asks what is ultimately real and what is beyond physics. In education, the curriculum will reflect the authority's concept of reality. Under my philosophy of progressive existentialism human nature is found to be inherently dynamic. Personal growth and self-realization are fundamental to a student's development. I emphasize the individual's responsibility in shaping their own existence and authentic experiences, so that they may explore the nature of reality for themselves. The metaphysics of my philosophy is greatly influenced by Soren Kierkegaard's priority to uplift the role of the individual, personal choice, and commitment (Notebook 2020). Epistemology focuses on the nature, sources, and validity of knowledge. Sources and validity of knowledge can be categorized under the senses, revelation, authority, reason, and intuition (Notebook 2020). Progressive existentialism's epistemology places an emphasis on the subjectivity of the human experience and inherent freedom for individuals to shape their reality. Absolute truth is rejected, allowing for students to openly ask questions and embrace ambiguity, while exploring a multitude of ideas and sources of knowledge. I embrace that knowledge and meaning are constructed through experiences with the world around us. My philosophical framework encourages my students and me to evolve our understanding and values. The epistemology of my philosophy is primarily based on the existentialist philosopher, Jean-Paul Sartre. "Sartre found the essence of human existence in freedom in the duty of self-determination and the freedom of choice" (Jepsen K, Ajamin J, Kendall S). This ultimately leaves truth to be determined by the individual. What one chooses to believe is true will become their reality. Axiology is

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The statement of Jean Paul Sartre (2004) we led with offers a way out of such misguided thinking, words that can remind us of the immensity of human potential and what that signifies for every person. Admittedly, Sartre’s existentialism is a harsh landscape barren of faith or hope beyond this world, yet even in his Godless realm the philosopher has found ground for exercising human freedom in a way that, though atheistic, contains profound insights and wars against any compromise of the human capacity that lies within each of us. The first insight involves Sartre’s conviction that every individual through conscious choice must determine who he or she will become. While Christianity would assert that we would have no choice at all were it not for a God who created us with free will, it would agree that each person, by virtue of that freedom, is called to fashion his or her own truest identity. As Peter Kreeft (1988) delineates, “God makes our what, we make our who.

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Introduction: Clear, concise, and cohesive: all necessities of an argument. Matthew Sanders, a college professor at the University of Utah, writes in his online bio that he enjoys analyzing the ways of teaching and learning, which is exactly what Sanders does in his book. In Matthew L, Sanders’ book Becoming a Learner: Realizing the Opportunity of Education he argues that college is meant to develop a person into a greater being not to teach them job skills. To develop Sanders’ claim, learning is more than just retaining facts, he correctly aligns his rhetorical situation and uses elements of generative and persuasive arguments. These techniques can include new angles, appeals, storytelling, and many other strategies to influence its readers

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Although Sartre agrees with Dostoevsky who says, “If God does not exist, then everything would be possible,” he tries to pull back from nihilism by saying that each human must act “for all humanity” and before the audience of all of humanity. Sartre claims that all humans have no nature or essence, he disqualifies himself from calling them “all humans.” First Sartre affirms that human beings lack a nature, but if we lack a nature, then the term “human being” has no reference at all. The descriptive term that applies to something with inherent qualities and do what is required of the qualities can be identified as “human being”.

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University of the People EDUC 5010: Education in Context Dr Brian Stevens July 2023 Introduction Educational philosophy is an essential aspect of teaching, guiding classroom practice. One such educational philosophy that speaks to me is progressivism. Progressivism is an educational philosophy emphasising the importance of teaching students to think critically, creatively, and independently. This paper provides an in-depth analysis of progressivism, its relevance to my viewpoint, and how it impacts my classroom practice.

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As a result of the methods being used in most classrooms, students are graduating from college with little general knowledge. This idea is explained in the article Learning to Learn, stating that “several recent studies have shown that many college seniors have neither good general knowledge nor the necessary skills for reasoning in today’s society” (Werth, Perkins). Dissimilar to the popular beliefs surrounding intelligence, the true meaning of education is the “journey to self realization”

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One cannot control what happens to his or her own life - this is how fate impacts people’s lives - but one can control how he or she responds to events, showing that humans do have free will. If humans really choose their own values and essence, as Sartre postulates, then

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Within the realm of education, there are numerous ideologies that may be utilized to construct a curriculum. Several of these ideologies are more prominent than others. With this in mind, there are four main ideologies that are analyzed more frequently than others; these include Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction. Throughout this paper, the focal point will be assessing how these views are applied, both inside and outside the classroom.

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Though there have been many philosophies of education over the years, there are two that encompass my belief system most, traditional and progressive. Most educators do not believe both philosophies can exist at the same time; however, during my study it became apparent that the two philosophies do not have to be mutually exclusive. In sharing my personal philosophy of education, I will share the benefits of both theories and how I would like to see them combined for the benefit of my school and

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The argument Jean-Paul Sartre, a French philosopher, presents on existentialism helps to prove the foundation which is “existence precedes essence”. Existentialism is normally understood as an ideology that involves evaluating existence itself and the way humans find themselves existing currently in the world. For the phrase existence precedes essence, existence’s etymology is exsistere or to stand out while the term Essence means “being” or “to be” therefore the fundamental of existentialism, literally means to stand out comes before being. This can be taken into many different ideas such as individuals having to take responsibility for their own actions and that in Sartre’s case the individual is the sole judge of his or her own actions. According to him, “men is condemned to be free,” therefore “the destiny of man is placed within himself.”

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Existentialism holds that "'authority' is found in individual freedom" (Modern Philosophies, n.d.). Student choice is essential in this school of thinking and learners play and active role in their education. Progressivism, like existentialism, sets its focus on the child. This theory supports the idea that students should have meaningful experiences to enhance learning (Cohen, 1999). It agrees which existentialism in that it believes students should have options and choice in education.

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Sadker & Sadker (2017) believes that, “behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods” (Chapter 9). I seek to adopt the progressivism approach. Progressive education rejects traditional education as it is child-centred and not subject-centred (Reedy, 2017). My Philosophy of education requires me to ask myself questions on why do I teach, what do I teach and how do I teach.

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Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be

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