Personal Philosophy of Education - Essay Example

Running Head: Personal Philosophy of Education. Name Course Instructor Date Abstract All the past human activities have had valuable interests in education. Teaching has been widely viewed as one of the oldest profession in the world. Many nations and kingdoms have had various reasons and needs that were based on as foundations on which the education in the early ages of civilization was based on. The educated individual had a particular role in the society as persons had to serve different functions as specified by the existing governments of the society. The foundations and methodologies that were used in the early and even modern education systems were and are still based on the theories of well known and accepted philosophers. Introduction Philosophy of education is a philosophical field of study that looks into the study of the education process and its challenges. The study utilizes the theories from well known philosophers that are aimed at giving guidance to the supposed aims of education as well as offering possible solutions to the existing problems. The study borrows from related fields like metaphysics, axiology and philosophical approaches that are analytical in order to address the pedagogical challenges. The paper aims at identifying the aims of education, the role of the teacher in the education system and the methodologies that were and are still used in the learning and education process. The paper will further identify the right and appropriate methodologies based on the existing schools of thought (Blake, Smeyers, Smith, and Standish, 2003). Aims methodologies and teachers role based on the chosen theorists The aims of education to the essentialists championed by William Chandler among others are based on three principles. Education is to create awareness to the learners on the knowledge of the major basics. The basic levels are to be mastered at the secondary and the elementary levels. The mastering of the basics at the lower levels is meant to decrease the levels of literacy that might exist to create a smooth learning process at the college or tertiary level of education. Learning to the essentialists is a hard work as it requires the need for the learner to be disciplined. The modes of learning preferred for the enhancement of knowledge for this school of thought is the problem solving, drilling, memorization that are preferred to foster learning. In this case the teacher is the focus of the class as she decides the content and the pedagogy to be used. The teacher is entitled to present the course material in a logical sequence. He/she has the right to instill discipline in the learners that is required for the efficient presentation of the subject and learning process (Callan and White, 2003),. The behaviorist championed by B F Skinner, holds the aims of education to be based on 4 principles. The theorists’ belief that humans are animals that is highly developed and is able to learn in the same manner that the other animals do learn. The techniques of learning are able to be developed through the development of scientific techniques by viable experimentation process. Education is viewed as behavioral engineering processes learners are able to be programmed to learn through the manipulation of the available reinforcements of the environment. Thus the modes of learning that are to take precedence are those that have been scientifically proven and which can be engineered to suit the learners’ needs. The teacher has the role to create a learning environment for the learners to be able to attain positive reinforcement. Teachers are responsible and accountable for the learners’ education process as they are expected to produce efficiency, precision and economy in the learning process (Winch and Gingell, 1999). The curriculum of the idealists developed by Plato among others mainly concentrated on the developing of mental state of the learner. The main areas of study to them are emphasized on the humanities. Literary works are considered to be the masterworks that occupy the ideal place of the curriculum that is ideal. The teacher in this school of thought is to be a living example to the learners. The students are to learn from her on how to be able to be the ideal citizens of the society. The teacher serves a crucial role in this school of thought as he/she is expected to pass the knowledge to his or her students that have to be of reality. This is because the school of thought holds the idea that the teacher is at a better level of closeness to the absolute that the students are. The teachers are to thus rely on discussions and lectures and the students are to imitate the teacher or the person who is viewed to be of closeness to the absolute. The teaching methodology in this school of thought is marked with its reliance on the deductive logic. The use of sensory data and field trips are of little use to the teacher in this school of thought (Curren, 2003).. The curriculum of the realists developed by Aristotle on the other hand was to aim at teaching the learners of the nature laws and values that are aimed to help them lead a good life. The curriculum had to enhance the students with the knowledge that will be enabling them to live good lives that conform to the laws of nature. The curriculum is to be reducible to the knowledge which can be measured. The curriculum consisted of sciences that will enhance their level of knowledge of the underlying nature of the world. The school addresses the need to employ the methodologies that are aimed at enhancing the mastery skills of the facts of the natural law. This to the school of thoughts would be best achieved through the employing of drills and exercises. Direct and indirect sensory experiences are best suited to enhance the learning process. Thus the use of field trips, films, records, visual aids and the audio as well as the audio visual aids are of great use in the learning process. This implies that the realists advocate for the use of the inductive pedagogy as opposed to the idealist. The teacher in this case is to act as a guide to the learners to achieve their goals. He/she is to introduce the students to the rhythm and regularities of nature for them to be able to comprehend the laws of nature (Winch and Gingell, 1999). The curriculum to the pragmatists, whose main proponent is John Dewey, is to be centered on the learner. The curriculum is to change in respect to the learners needs and to respond the ever changing global issues. The curriculum is to be built around the natural units that usually grow out of the pressing learner experiences. The school experience should be formed in a manner that it represents a part of life and not a preparation to the life. The school and the education process is thus aimed at the enabling the learners to be able to adapt and manage change in a healthy manner. It should also be noted that the learning process is key and not the content. According to this school of thought, the school is responsible in the detection of the reality experiences and coming up with ways through which this can be countered in a more natural process (Murphy, 2006). The education process is to be a continuous and open ended process. It should not only be for a season but be prepared to endure as a life long process. The school advocates for the involvement of the students in the making of decision in the education process as the experiences affect them directly. The learners are also to be involved in the making of the decisions in the wider society as they are part of the solution. The process requires a team involvement approach in the teaching methodology. The preferred mode through which the information is to be administered is through the project mode and not lectures mode. This is because the project requires the learners to be able to make up discoveries for themselves thus being able to form solutions to arising problems and challenges in the ever dynamic world. The methodology is more suitable as it gives the learner the opportunity to be able to learn through experimentation (Curren, 2003). In this mode of learning, the students are able to identify with situations that are more appealing and meaningful to their realities. The classroom in this case is a scientific laboratory where the ideas are tested and verified before they are adopted. This is a mode of problem solving that is based on the student’s psychological needs rather than the subject matter’s logical order. The method is highly preferred as it is able to build the learners intellectual processes that are vital in a problem solving situations. The learning pedagogy requires and leans heavily on the field trips, audio visual learning experiences aids as they are great sources and learning methodologies that requires the interaction of both the learner and the teacher. In this case the teacher is to act as a guide to information. the skills required of the teacher are those that are able to arouse the creativity of the students to make rational and meaningful decisions and rational solutions (Carr, 2003). In conclusion, it is visible that the education process is aimed at the production of a rational citizen who is able to make decisions that are legally acceptable in his/her attempt to address the global challenges that he will encounter. The content and the learning methodology determine the amount of knowledge that is able to be instilled in the learner. The most advocated methodologies are those that are able to involve the learner in the making of decisions through interactive and experimental learning. It is vital for the teacher’s role to be a guide to the learner in attaining the required goals as this is the goal of education. The learner is to be the center of focus and not the content as it is he/she who is to realize the required and effective change. The philosophical theories are essential in giving a guide to the relevant content and pedagogical approaches that are essential in enabling meaningful change in the learners. References Blake, N., Smeyers, P., Smith, R., and Standish, P., (eds.). (2003), The Blackwell Guide to the Philosophy of Education, Oxford: Blackwell. Callan, E., and White, J.(2003), “Liberalism and Communitarianism”, in The Blackwell Guide to the Philosophy of Education, N. Blake, P. Smeyers, R. Smith and P. Standish (eds.), Oxford: Blackwell, pp.95-109. Murphy, M., (ed.). (2006), The History and Philosophy of Education: Voices of Educational Pioneers, New Jersey: Pearson. Winch, C., and Gingell, J.(1999), Key Concepts in the Philosophy of Education, London: Routledge. Carr, D.( 2003), Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching, London: Routledge Falmer. Curren, R., (ed.). (2003), A Companion to the Philosophy of Education, Oxford: Blackwell. Read More

The curriculum of the idealists developed by Plato among others mainly concentrated on the developing of mental state of the learner. The main areas of study to them are emphasized on the humanities. Literary works are considered to be the masterworks that occupy the ideal place of the curriculum that is ideal. The teacher in this school of thought is to be a living example to the learners. The students are to learn from her on how to be able to be the ideal citizens of the society. The teacher serves a crucial role in this school of thought as he/she is expected to pass the knowledge to his or her students that have to be of reality.

This is because the school of thought holds the idea that the teacher is at a better level of closeness to the absolute that the students are. The teachers are to thus rely on discussions and lectures and the students are to imitate the teacher or the person who is viewed to be of closeness to the absolute. The teaching methodology in this school of thought is marked with its reliance on the deductive logic. The use of sensory data and field trips are of little use to the teacher in this school of thought (Curren, 2003).. The curriculum of the realists developed by Aristotle on the other hand was to aim at teaching the learners of the nature laws and values that are aimed to help them lead a good life.

The curriculum had to enhance the students with the knowledge that will be enabling them to live good lives that conform to the laws of nature. The curriculum is to be reducible to the knowledge which can be measured. The curriculum consisted of sciences that will enhance their level of knowledge of the underlying nature of the world. The school addresses the need to employ the methodologies that are aimed at enhancing the mastery skills of the facts of the natural law. This to the school of thoughts would be best achieved through the employing of drills and exercises.

Direct and indirect sensory experiences are best suited to enhance the learning process. Thus the use of field trips, films, records, visual aids and the audio as well as the audio visual aids are of great use in the learning process. This implies that the realists advocate for the use of the inductive pedagogy as opposed to the idealist. The teacher in this case is to act as a guide to the learners to achieve their goals. He/she is to introduce the students to the rhythm and regularities of nature for them to be able to comprehend the laws of nature (Winch and Gingell, 1999).

The curriculum to the pragmatists, whose main proponent is John Dewey, is to be centered on the learner. The curriculum is to change in respect to the learners needs and to respond the ever changing global issues. The curriculum is to be built around the natural units that usually grow out of the pressing learner experiences. The school experience should be formed in a manner that it represents a part of life and not a preparation to the life. The school and the education process is thus aimed at the enabling the learners to be able to adapt and manage change in a healthy manner.

It should also be noted that the learning process is key and not the content. According to this school of thought, the school is responsible in the detection of the reality experiences and coming up with ways through which this can be countered in a more natural process (Murphy, 2006). The education process is to be a continuous and open ended process. It should not only be for a season but be prepared to endure as a life long process. The school advocates for the involvement of the students in the making of decision in the education process as the experiences affect them directly.

The learners are also to be involved in the making of the decisions in the wider society as they are part of the solution. The process requires a team involvement approach in the teaching methodology. The preferred mode through which the information is to be administered is through the project mode and not lectures mode.

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