Essay on My Philosophy of Education

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Philosophy of Education

Jean-Paul Sartre said, “Man is nothing else but what he makes of himself” (Myra, David, 402). According to him, personality is made by him/herself according to environment, religion, or society and everyone has a different belief and idea such as how they want to behave toward others or what I want to be on their own through their experience or life. Everyone has his or her own belief, philosophy, and dream but also I have my own concept. My philosophy of education revolves around why I want to be a teacher, my own philosophy of education, and what I want to do in future.

After reading the nonfiction book by Torey F Hayden ”The Child, Sheera” I was influenced to be a childhood special education
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It made me feel relieved. This good opportunity makes me confirm that I like children and I want to be a teacher.

Because of above reasons, I want to be a teacher. To be the ideal teacher whom I want to be, I will focus on the philosophies of Existentialism and Progressivism.

Existentialism is one of the big support philosophies in my belief. Existentialists believe that the human being is not affected by the environment, but establish their own independence. According to the existentialism as an educational philosophy, subject matter takes second place to helping the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions. (Myra, David, 402) I really want students to have and say own opinions with complete self-confidence. It builds them own characteristics. In Japan, people prefer not to say their opinion and they regard that it is a good attitude. Because of this tendency, most Japanese can’t express their opinion. Thus, I strongly believe this is an important philosophy.

In addition, progressivism also supports my belief. Progressivists also believe individuality. Believing that people learn best from what they consider most relevant to their lives, progressivists center the curriculum around the experiences, interests, and abilities of the students. (Myra, David, 398) This idea is completely opposite idea of the essentialists. According to

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