Educational Autobiography : Philosophy, Philosophy And Philosophy Of Education

Over the past eighteen years I have been alive, there have not been any real challenges I have faced in my pursuit of education. I come from a family of immigrants that managed to find themselves a good life, away from the ghetto and the poverty line, through hard work. Both my parents had to move to a place away from everything they knew to learn English as a second language to give their children, myself included, a better chance at life, and I can gladly say their effort was not in vain. If there was one thing I struggled with in pursuit of my education, it would have to be myself.

Parents are the first and best teachers of our children, but a Catholic school environment adds much more to the development of each child’s life. Every child can and will learn, but in a Catholic school, every child can and will learn about God and can and will deepen their spirituality. Parents have the foremost responsibility to teach their children. According to Canon Law, “Parents as well as those who take their place are obliged and enjoy the right to educate their offspring.” (Canon Law, paragraph 793) Canon Law also states that Catholic schools provide “assistance to parents in fulfilling their education task.” (Canon Law, paragraph 796) We, as parents, teachers and school leaders collaborate, working together as a team to provide the best possible education for our students. Rooted in prayer and spirituality, I know that through this effort, we can and will succeed.

Education is one of the most important things we learn in our lives. As a future educator my personal philosophy is to instill the values of cooperation, fairness and justice into the hearts of our students. Students need guidance and support in many areas of their life. A teacher can make a drastic difference in a child’s life. It is important to teach our future innovators to think critically, help them to see their worth, help the student to engage in the classroom and outside of the classroom. Letting a student have a voice in what they enjoy and what class rules should be can result in a positive learning experience. Creating teacher-student relationships and supporting them in play, passion, and helping them find their purpose will help support them through their failures which are positive learning experiences. Progressivism is a philosophy that supports this type of learning. Teaching academics with a progressivism outlook, it can help students with their outlook on the democratic society. Students can learn how to create their voice, what they believe, and increase their knowledge to achieve their goal along with teacher support.

“What makes the Catholic school distinctive is its religious dimension, and that this is to be found in (a) the educational climate, (b) the personal development of each student, (c) the relationship established between culture and the Gospel, (d) the illumination of all knowledge with the light of faith (The Religious Dimension of Education in a Catholic School: Guidelines for Reflection and Renewal, paragraph 1).” Catholic schools must be welcoming to all students regardless of differences. Catholic schools are communities of diverse people who through dialogue come to know and love each other. Catholic schools have an environment that is growth-oriented and where all are comfortable in being vulnerable in order to learn. Catholic schools leaders must see to the personal development of every child through differentiation but also by having an authentic and good relationship with each student so as to understand them more fully. I should be able to tell a Catholic school apart from another school as soon as I walk in. Not only because of the way the school is decorated, but because each student and teacher I meet should be a living example of the Gospel values. As Francis once said, “Preach the Gospel, use words if necessary.” Every academic subject in Catholic Schools should have the faith integrated within it. Our students must learn to look at everything through the

My educational history is very diverse. I went to Catholic school from kindergarten to sixth grade, then went to public school from seventh to twelfth grade. The transition from Catholic school to public school was very complicated but at the same time it was effortless. I did not have to wear a uniform, go to church, or learn religion anymore.

Education is the key to the success of student’s in school today there are philosophies that structure the way an educator direct the class. Essentialism is one of the key concept focuses in school system first following the standard curriculum is important to implement on the journey for higher learning if it is achieved than the success rate will be greater. Teachers are designed to obtain knowledge from attending college, workshops and other resources by learning from these

Pope Francis once said, “An education in the fullness of humanity should be the defining feature of Catholic schools.” To me, this sentiment sums up why a Catholic education is so important for many reasons. I have attended many different types of schools: public, private, Catholic and homeschool as a result of my father’s career in the military. However, only my experiences at Catholic schools provide me with a truly well-rounded education because, at Catholic schools, I receive the opportunity to learn about the amazing gift of God’s love every day during school hours. I love studying Scripture and seeing ways in which God is present in our lives. It is such a special experience to be able to do that in a school environment where you can really learn the fundamentals of our faith, as well as experiencing many different aspects of our Catholic faith, from prayer to Mass as a part of

This paper is my personal educational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. I place great significance on personal style of instruction and its influence on curriculum implementation. The paper also highlights my career aspiration and orientation.

I came to conclusions about my faith and Catholic Education. Catholic Education still does not mean much to me. However, it brings together people who (most of the time) come from a Catholic/Christian backgrounds, and creates a sense of community. For that I appreciate Catholic Education. What I do not find as nice about Catholic schools is that despite being centred around religion, people in Catholic schools can be just as mean-spirited, rude, and uncompassionate as people in public schools, if not worse. I am aware that it is unrealistic to assume that those in Catholic schools are all wonderful people, but I find reality ironic. In my opinion, Catholic Education is like public education, except Catholic students have school masses and are obligated to take religion courses. As I introduced previously, being subject to Catholic Education and those devoutly religious for the better part of 13 years has guided me to my brand of Catholicism so to speak. Catholic Education has inadvertently, or possibly intentionally, started me off on my own spiritual path by showing me what I do not like about Catholicism (eg. the belief that not going to church is bad). Spirituality and personal religious beliefs are lifelong works in progress, and I suppose that without Catholic Education my progress would have started later in my

Education is an important time for children. The purpose of education is to aid children as they develop and teach them skills they will need in life. The educator’s purpose is to facilitate this wonderful feat. I will create a safe, multicultural, and diverse learning environment in order for all children to feel comfortable and develop. My personal education philosophy is to be an advocate for the children and their needs.

A lot of people think education is just something you get in school, but in reality education comes from different places and people not just school and teachers. For example, way before I started school I was already being educated by my parents, they taught me how to eat, behave, use the bathroom, talk, and a lot of other things that help out in life.

I completed an educational interview with two age group of people. The first age group was 71 years of age and the second age group was 55 years of age. During my interview, I asked each individual several questions concerning their educational experience.

"Some people make things happen, some watch while things happen, and some wonder ‘what happened?’ Which type of person are you?" author unknown.

I still have no idea of what I am doing with my life but I am happy with the direction it is heading in. Although many people know from a young age what they wish to become when they are older, I am still unsure. My indecisiveness has driven all of my educational choices, from being in year 8 choosing my GCSE options to choosing my course at university.

Education is inevitable. It is all around us because we can learn from virtually anything. When you are cooking, dancing, talking or any other activity you have actually had to learn several things to be able to do them. In the educational perspective, I am a pragmatist and I tend to follow after Dewey's footsteps. The concept of Pragmatism is one that developed in the 20th century. My philosophy is based on the idea that learning should involve real-life situations. Learning becomes more concrete to a student when they apply it to real-life situations, as where learning things that do not connect to them has more of an abstract sense. Personally, I would have to agree with Dewey when he said, "I