Educational Philosophy - Essay Example

Educational Philosophy Educational Philosophy Educational Philosophy defines an insightful writing testimony, which gives a summary of the foundation of an individual’s educational beliefs (Taneja, 2005, p. 248). It is an individual’s belief about the nature, ideals, process and purpose of education. Educational philosophy is a reflection of people’s educational goals about the teaching process and the nature of learning in which reasons for the desire to become a teacher are discussed. Philosophy is used by teachers in classrooms daily. The interaction of teachers and students is highly affected by philosophy. The aim to accomplish the teaching profession is also discussed. Educational philosophy summarizes the unique set of ideals and principles that each teacher possesses and with which the performance of students is affected. Educational philosophy is categorized into four. The divisions include Essentialism, Perennialism, social reconstructionism and progressivism. The decision of teachers on what to teach in classrooms is influenced by classroom applications. The classroom applications include educational goals, teaching methods, curriculum, assessment and learning environment (Taneja, 2005, p. 278). Educational goals involve developing decision making, problem solving and other life skills. Progressivism, as an educational philosophy, emphasizes on the real-world individual development and problem solving ability (Taneja, 2005, p. 282). Educational philosophy assists teachers in helping students to develop academic knowledge and social skills. According to progressivism, the reason behind schooling is to develop students fully intellectually, physically, emotionally and socially. It is based on the belief that for students to learn, lessons must be relevant to them. A progressivism’s school curriculum is developed around personal interests, needs and experiences of students. Essentialism explains that the core of skills and knowledge exists and, therefore, it should be possessed by each individual. It focuses on teaching the most essential elements of moral and academic knowledge. It urges schools to start concentrating on the basics again. Schools should focus on achieving high standards of academic work and a strong core curriculum. Students should acquire knowledge of basic skills that are essential in obtaining essential knowledge (Taneja, 2005, p. 291). Perennialism puts the focus on the universal truths that have existed for a long time. It urges learners to read Great Books that will assist them in understanding important philosophical concepts that underlie the knowledge of human beings. Social reconstructionists detached from progressivism because they demand immediate and direct attention ills existing in the society. They have an interest in combining the belief that education goes in line with ameliorating social problems with social action and study. According to philosophy of education, each teacher has beliefs about the process, ideals, nature and purpose of education. This is what influences how and what students are taught. Philosophy of education provides answers to questions about a teacher’s role, the purpose of schooling and the things that should be taught. It also gives the methods to be followed in the teaching process. Philosophies of education that are teacher-centered are conservative and authoritarian. They give emphasis on the knowledge and values that have been in existence for years. Major philosophies of education that are student-centered are perennialism and essentialism. Philosophies of education that are student centered majorly focus on the requirements of an individual and the contemporary relevance. They usually prepare students to face the upcoming changing future. Student- centered philosophies view school as an institution that gives the youth the power and ability to improve the society. The school also helps students in realizing their individuality. Learners are placed at the core of the educational process by existentialism, social reconstructionism and progressivism (Taneja, 2005, p. 299). Teachers and students work in collaboration to determine ideas that should be learned and how best to learn them. Constructivist is a learning theory stating that human beings construct their individual understanding and knowledge of the universe trough their experiences and reflections on those experiences. It further explains that learning is an active process and that knowledge is shaped by personal experience. According to the theory, learning is a personal interpretation of the world. Constructivism theory makes use of authentic experiences, tasks, assessment and settings to emphasize on understanding as well as problem solving techniques. The contents of the theory are holistically presented. Constructivism can also be described as a process that provides instructors with teaching guidance. It encourages teachers to provide students with preferred style and rate of learning. It also encourages them to teach learners good personal interactions with others. According to the theory, instructors should adapt curriculum to address suppositions of students by negotiating goals and objectives with them (Taneja, 2005, p. 106). Teachers are expected to state problems that face students basing on real-world experiences. They should also seek to hear and show value to the points of view of students. According to the theory, instructors have an obligation of creating new understandings moderating, coaching and suggesting relevant learning procedures to the students. Testing of the student’s understanding ability should not be done as a separate activity. It should be integrated with the task. Errors committed by students should be used as a tool of teaching them the changes in ideas and progress to understanding. Teachers should assist students to develop their own assessments and goals by creating new understandings through coaching. Instructors should be able to control the whole learning process. John Dewey’s educational experience drew the attention of many teachers at different levels of the teaching system (Dewey, Boydston & Poulos, 2008, p. 287). His new teaching practices marked the start of a turning point for the larger childhood learning views and formal education. He published many books on education and philosophy in the effort of achieving his departmental obligations of teaching in the school of education. Experience and education, published by John Dewey, became the best concise statement on education. In the book, Dewey explains that both the new and the old education systems are of low quality (Dewey, Boydston & Poulos, 2008, p. 299). This is because they do not apply careful development experience philosophy principles. The book illustrates the relationship between the philosophy of experience and education. Dewey insists that in order to develop education, teachers ought to think largely and deeply in educational issues. Carl Rogers, in his generation, was one of the best American psychologists (Swedin, 2005, p. 249). His view on human nature was uncommon. He was ranged amongst the most influential American psychologists. His view on human nature was that each individual has the ability to actualize the self. If the individual is freed he or she gains the ability to solve problems individually. This view of human nature contributed to Rogers’ writings about education. According to his writings, students possess interest and enthusiasm (Swedin, 2005, p. 252). Therefore, teachers have a task of freeing the students to boost these interests and enthusiasms. Despite being a psychologist by training, Jerome Bruner is one of the top figures in education (Bresler, Cooper & Palmer, 2013, p. 94). He developed a theory of education during the 1960s and 1970s. The theory directly influenced the education programs that were formulated during that time. According to Bruner, essential outcomes of education include categories, concepts and procedures that were developed by culture and the ability to invent these things individually (Bresler, Cooper & Palmer, 2013, p. 99). Jean Piaget, a Swiss psychologist, began studying the behavior of children in the 1920s. Most of his teachings dramatically affected the educational theory. However, Piaget’s teachings did not focus on education. They focused on development of intelligence. Lev Vygotsky investigated on the development of a child and educational psychology (Tuckman & Monetti, 2012, p. 73). He researched on how these aspects were influenced by a philosophy that puts emphasis on the importance of social origins of an individual and place in the production scheme. Vygotsky contributed to educational philosophy by developing a number of educational theories. Some of his theories include theory of knowledge, theory of value, theory of transmission, theory of society, theory of learning and theory of opportunity (Tuckman & Monetti, 2012, p. 76). References Dewey, J., Boydston, A. J., Poulos, E. K. (2008). The later works of John Dewey: 1929-1930, essays, the sources of a science of education, individualism, old and new, and construction of criticism. New York, NY: SIU Press. Palmer, J., Cooper, D. E., & Bresler, L. (2001). Fifty modern thinkers on education: From Piaget to the present day. London, US: Routledge. Swedin, E. G. (2005). Science in the contemporary world: An encyclopedia. California, US: ABC-CLIO. Taneja, V. R. (1969). Socio-philosophical approach to education. New Delhi, IN: Atlantic Publishers & Distributors. Tuckman, B. W., & Monetti, D. M. (2013). Educational psychology with virtual psychology labs. Belmont, CA: Wadsworth, Cengage Learning. Read More