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Philosophical Ideas And Philosophies Of Education
Philosophical Ideas And Philosophies Of Education
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More handpicked essays just for you.
Philosophical Ideas And Philosophies Of Education
Philosophical Ideas And Philosophies Of Education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Kareem Abdul-Jabbar: Ignorance Vs. Reason in the War on Education Kareem Abdul-Jabber writes an article explaining the attack on education and the serious problems in the classroom involving teachers and students. Abdul-Jabbar describes how students only hold on to one perspective; students should explore different perspectives on topics, and question education’s opinions on practical matters. Republicans, Democrats, and non-partisan discuss this controversy over education.
In Gerald Graff’s article “Hidden Intellectualism,” from the 2003 copy of They Say I Say, the author explores the idea of what true intellectualism is by recalling pieces of his childhood. The way schools and society view intellectualism comes in to questions as being one sided or false altogether . There remain several sides to the argument regarding education and include anything regarding what should be taught, how it should be taught, and what marks the mastering of a subject. With true education as well as the proper way to teach being a heavily debated topic of controversy, the question of the right way to teach is heavily sought after. Public education has always been a topic of intense controversy in the United States since its early founding years.
Therefore, he is now over the program he attended as a student and received his Associate Degree. He continues to challenge the students in his classroom to think critically and never shy afraid from asking questions and seeking knowledge from teachers or others in support positions. His classroom discussions are thought provoking and enlightening. Equally, he offers this same epistemology to those he supervises to invigorate students to learn and challenge them to pursue learning beyond the classroom but to others aspects of the student’s daily lives. He has the attention of the Vice President and President of the college because of his ability to spearhead novel ideas with excellence.
In this short essay, Robert Coles (1995) reveals his pivotal encounter with a student whose personal story of discrimination and unwanted propositions from fellow classmates challenged his perspective on both his current teaching methods and Harvard’s educational mission. Seated in a liberal educational philosophy, he acknowledged he did little to address the importance of connecting thinking to action in his own practice. Starting the essay with a prophetic warning from Ralph Waldo Emerson, Coles (1995) foreshadows his point that although a liberal educational philosophy may nurture intellect, it does little to foster character development when the link between knowledge and action is ignored. Moreover, through the philosophy student’s observance
Dr. Wayne B Jennings argue that the some of the brightest Leaders in the school administration, can be the most “callous human being toward others”. The administrative staff lack the leadership toward equality even in today school system. The Arthur argues that the schools administrators still place progressive education over traditional education. Dr. Jennings argue when it comes to education regardless of the school administrative and the boards advance educational degrees, they lack reasoning skills. However he shares his experience of observation where he recognized three individuals who he has encountered with exceptional reasoning skills and find out their degree is in Philosophy, a course offered in the Liberal arts.
The author explained how the Mongols were incorrectly perceived in history. Much of the crimes blamed on Genghis Khan were actually committed by Timur, a Turkic warrior who claimed to be descended from Genghis Khan. Timur ruthlessly slaughtered the people of his conquered cities, and enjoyed torturing and humiliating his prisoners. European historians tied Timur’s actions to Genghis Khan. Myths grew around him, nurtured by Anti-Asian spirit during the Enlightenment .
One extreme is the belief that education should focus more on its contribution to society. Bass and Gatto both agree that education needs to focus on the students’ roles in their society. According to Bass and Gatto, students should be taught the importance of society and community. The other extreme is the belief that schooling should put its efforts into the children themselves. David James strongly shows us that he agrees with this extreme when he discusses how one must seek out their individual purpose and pursue it.
The essay, The Seven Lesson Schoolteacher, by John Taylor Gatto addresses educational curriculum with a cynical truth that transpires around the United States. His brutal honesty grasps the reader by using common sense and a hint of sarcasm to appeal to humor. The main point of his argument in my perception, states that we must develop children to be critical thinkers and not always agree with authority. By allowing the schooling in a child’s development expecting them to not question an adult’s words does lead to a population that has accepted being dumbed down. Following what has been indicated, a direct quote positions people deprived forever of finding the center of their own special genius (Gatto, part III, pars 3).
Intrigued by the beliefs for artists developed in the Middle Ages, the Renaissance bore a new evolution for artistic beliefs. Scholasticism was a popular belief during the Middle Ages that revolved around God. For artists during the Middle Ages, it was to believe that they were no more than craftsmen having God work through them. However, the Renaissance created a new belief as humanism; artists that worked through this time were considered geniuses of their own creations. The position of scholasticism in the Middle Ages reformed into humanism during the Renaissance through the works of artists, such as Leonardo Da Vinci, Michelangelo, and Raphael.
With this, Counts describes his ideal education system to breed inquiring minds who question and investigate, who look at the world in many facets and not so simplistically. In conjugation, it needs to be a system that gives students such essentials that they could go on to any profession. As Counts says, "There is fallacy that the great object of education is to produce the college professor, that is, the individual who adopts an agnostic attitude towards every important social issue...who sees all sides of every question and never commits herself to any,... who consequently holds his judgement in a state of indefinite suspension, and who before the approach of middle age sees his powers of action atrophy and his social sympathies decay" (“George Counts” 216). His hope was to create well-rounded individuals with minds of their own. Counts’ ideas of encouraging dynamic learning and emphasis on school as a morality lesson is very similar to Dewey’s views.
My educational philosophy has been in development for 15 years. It is a product of my own experiences in school, as well as my opinions on what skills should be taught, and to what extent different components of the child should be developed. The academic, social, emotional, and cognitive development of the children can be heavily influenced in PreK and kindergarten classrooms. It is dependent on the teacher to conduct their classroom in a manner that successfully facilitates the development of each child’s faculties. As a future teacher, it is critical that I enter the classroom with a clear philosophy in regards to how I believe education should be conducted.
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.
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
Philosophy of Schools and Learning Schools have a responsibility to set students up for success in society. There are a certain set of skills which all students should be taught including social interaction and basic
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.