Educ 501 my philosophy of education (essay).
The main purpose of education is for personal growth, for self enhancement, to obtain occupational skills, to develop social and moral responsibilities and to become culturally literate. For every aspect of life one needs to be educated in order to master the art of what they do, hence education is life. As many educational theorists such as Dewey, Vygotsky, Bruner and Piaget stated in their theories, I believe that students learn best by constructing their own knowledge and by being actively involved in the learning process. These are based on the theories known as constructivism and progressivism.…
Education is a process that involves learning and acquisition of new knowledge that can help individuals address both the present and future issue (Goldstein, 2015). My philosophy of education is significantly based on my early childhood experiences through learning and involvement in extra-curricular activities. As part of this involvement, I realised the importance of creativity and activity, in addition to the books and lessons, which forms an integral component of the learning process (Anyon, 1980). I believe that education is an individual, unique experience meant for every learner who decides to enter the classroom willingly. For children to benefit fully from the school, it is critical for the teachers must have a comprehensive understanding and awareness regarding the importance and value of their jobs. As a future teacher, I hope to instill a sense of knowledge and self-worth in children throughout their lives. Suppose we revise our account of the goods included in educationaldistribution so that aesthetic appreciation, say, and the necessaryunderstanding and virtue for conscientious citizenship count for justas much as job-related skills. An interesting implication of doing sois that the rationale for requiring equality under any justdistribution becomes decreasingly clear. That is because job-relatedskills are positional whereas the other educational goods are not(Hollis 1982). If you and I both aspire to a career in businessmanagement for which we are equally qualified, any increase in yourjob-related skills is a corresponding disadvantage to me unless I cancatch up. Positional goods have a competitive structure by definition,though the ends of civic or aesthetic education do not fit thatstructure. If you and I aspire to be good citizens and are equal incivic understanding and virtue, an advance in your civic education isno disadvantage to me. On the contrary, it is easier to be a goodcitizen the better other citizens learn to be. At the very least, sofar as non-positional goods figure in our conception of what counts asa good education, the moral stakes of inequality are therebylowered. A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize these goals. There is a lot of disagreement and various theories have been proposed concerning the aims of education. Prominent suggestions include that education should foster knowledge, , , , and critical thinking while also promoting the tendency to think, feel, and act morally. The individual should thereby develop as a person, and achieve by realizing their . Some theorists emphasize the cultivation of , such as , , and , while others stress the importance of docility, to authority, and ideological purity, sometimes also with a focus on and . Many suggestions concern the social domain, such as fostering a sense of community and solidarity and thus turning the individual into a productive member of society while protecting them from the potentially negative influences of society. The discussion of these positions and the arguments cited for and against them often include references to various disciplines in their justifications, such as , , , and . My Teaching Philosophy The nature of knowledge should be relative. Each student is different, and their education should fit their needs. Education should help the child grow both mentally and emotionally. Students should be given the right to think on their own.… Other philosophers besides Rawls in the 1990s took up a cluster ofquestions about civic education, and not always from a liberalperspective. Alasdair Macintyre’s After Virtue (1984)strongly influenced the development of communitarian political theorywhich, as its very name might suggest, argued that the cultivation ofcommunity could preempt many of the problems with conflictingindividual rights at the core of liberalism. As a full-standingalternative to liberalism, communitarianism might have little torecommend it. But it was a spur for liberal philosophers to thinkabout how communities could be built and sustained to support the morefamiliar projects of liberal politics (e.g., Strike 2010).Furthermore, its arguments often converged with those advanced byfeminist exponents of the ethic of care (Noddings 1984; Gilligan1982). Noddings’ work is particularly notable because sheinferred a cogent and radical agenda for the reform of schools fromher conception of care (Noddings 1992). Education is the process of receiving or giving systematic instruction, especially at a school or university, an enlightening experience. It is especially a guidance that plays a major part in the future for students. As children grow, they need education, to help them decide what their future career might be. The chain of a learning experience in education is to be passed along to their children, their grandchildren. Unfortunately many children suffer from a lack of education, and are not able to receive it due to multiple factors.…
College Essay: Personal philosophy of education essays.
One persistent controversy in citizenship theory has been aboutwhether patriotism is correctly deemed a virtue, given our obligationsto those who are not our fellow citizens in an increasinglyinterdependent world and the sordid history of xenophobia with whichmodern nation states are associated. The controversy is partly aboutwhat we should teach in our schools and is commonly discussed byphilosophers in that context (Galston 1991; Ben-Porath 2006; Callan2006; Miller 2007; Curren & Dorn 2018). The controversy is relatedto a deeper and more pervasive question about how morally orintellectually taxing the best conception of our citizenship shouldbe. The more taxing it is, the more constraining its derivativeconception of civic education will be. Contemporary politicalphilosophers offer divergent arguments about these matters. Forexample, Gutmann and Thompson claim that citizens of diversedemocracies need to “understand the diverse ways of life oftheir fellow citizens” (Gutmann & Thompson 1996: 66). Theneed arises from the obligation of reciprocity which they (like Rawls)believe to be integral to citizenship. Because I must seek tocooperate with others politically on terms that make sense fromtheir moral perspective as well as my own, I must be ready toenter that perspective imaginatively so as to grasp its distinctivecontent. Many such perspectives prosper in liberal democracies, and sothe task of reciprocal understanding is necessarily onerous. Still,our actions qua deliberative citizen must be grounded in suchreciprocity if political cooperation on terms acceptable to us as(diversely) morally motivated citizens is to be possible at all. Thisis tantamount to an imperative to think autonomously inside the roleof citizen because I cannot close-mindedly resist criticalconsideration of moral views alien to my own without flouting myresponsibilities as a deliberative citizen.
004 Essay Example Philosophy Topics Future Teachers Of Education ....
Theorists in this field often emphasize the importance of this form of investigation since all subsequent work on more specific issues already has to assume at least implicitly what their central terms mean to demarcate their field. For example, in order to study what constitutes good education, one has to have a notion of what the term "education" means and how to achieve, measure, and evaluate it. Definitions of education can be divided into thin and thick definitions. Thin definitions are neutral and descriptive. They usually emphasize the role of the transmission of knowledge and in education. Thick definitions include additional normative components, for example, by stating that the process in question has to have certain positive results to be called education. According to one thick definition, education means that the person educated has acquired knowledge and intellectual skills, values these factors, and has thus changed for the better. These characteristics can then be used to distinguish education from other closely related terms, such as "indoctrination". Other fundamental notions in the philosophy of education include the concepts of , , , , and .
Narrative essay: Philosophy on education essay.
Civic education does not exhaust the domain of moral education, eventhough the more robust conceptions of equal citizenship havefar-reaching implications for just relations in civil society and thefamily. The study of moral education has traditionally taken itsbearings from normative ethics rather than political philosophy, andthis is largely true of work undertaken in recent decades. The majordevelopment here has been the revival of virtue ethics as analternative to the deontological and consequentialist theories thatdominated discussion for much of the twentieth century.