Perspective of Education According to Great Minds

Aristotle said, “Educating the mind without educating the heart is no education at all.” What does it really mean to be educated? Many people thought that they knew what education meant, even I felt confident in myself to define education. However, the ideas discussed in class really made me question my definition of education. My definition has changed within the past few weeks as I discovered more about education. I am here to present my definition of education; with the lack of resources, one can still become educated by learning the unknown and putting your knowledge to good use.

When taking into consideration the fact that all of mankind was created in the image of God, the way we interact with others and/or conduct ourselves is vital. As an Elementary school teacher, my goal is to ensure that I not only teach and guide my students, but lead them by example “The standard is that a believer should conduct his life in this earthly world by the principles God has bestowed upon him in the heavenly world.” (Towns, 2007) Therefore, it is imperative that we are mindful of our actions so that our interactions are always at their best.

When taking into consideration the fact that all of mankind was created in the image of God, the way you interact with others and the way we conduct ourselves in any situation is of significant importance. “The standard is that a believer should conduct his life in this earthly world by the principles God has bestowed upon him in the heavenly world.” (Towns, 2007) This also becomes especially important when our profession is in the education field. Regardless of the title you hold within the education field the role you play in the student’s life can be significant. Therefore, it is our responsibility to be mindful of the fact that all mankind was created in His image so that our interactions, whether it be with our peers, the student’s parents or our students themselves, we are at our best.

My philosophy of education is very much a reflection of my worldview. Although I wrote my philosophy of education over a year ago, I never had to write or even think about my worldview. When I started my Christian Worldview class and was introduced to what a worldview was. I had to think long and hard about my worldview and what is important to me, what influences me in the way I live, and how I look at life. This would come together as my worldview. My worldview impacts everything I do in my life. It is my guide and a reflection of where I came from, who I want to be, and where I want my future to go. It’s my commitment to my values, morals, and beliefs that I hold dear to me and motivates me to be the best person possible.

The current worldview toward education in American culture has seemingly bottlenecked as to the understanding and significance concerning being educated. The vast majority of citizens believe education is solely based on the level or degrees achieved; however, this mentality is capable of hampering employers from reaching their full potential in many different professions. In my opinion the populace in America would find a consensus that education is an essential component in achieving a comfortable life. This begs the question, is a conventional education an absolute necessity in life? We will endeavor toward discovery of this question in an attempt to come to a resolution by evaluating, comparing and contrasting life experiences with formal education.

One of the most important things, which we have to do as an adult or parent, is to help educate our young people. We must begin to inspect our effectiveness, to provide a sound education, for every age and aspect of human beings; within our schools. Our challenge isn’t just whether or not, we provide an adequate amount of resources for a child, but it is also whether or not their environment for learning, is suitable enough for them to learn. As we begin, to expect a certain aspect of respect within our classrooms. We have to go to the root of social indifference and judgments, which is socialized as a standard that we have grown to not accept. Our children’s social exchanges are a dependency; which is based on whether, or not they fit in to their surroundings. This root can be categorized as bullying, which can be counter reactive, with the utilization of school uniforms.

After graduation, I plan to go to graduate school for education. I plan to teach at inner city schools or in an impoverished country. My goal as a teacher would to serve, love, and lead my kids. I would help lead kids into a better life. I would strive to be a role model and give hope to the kids. I would use my education as a teacher to help serve, love, and lead children..

Where is the line between freedom of religion and freedom from religion? What is my role as a teacher in a classroom to ensure that students are given their rights per the first amendment? Where is religion’s place in the classroom, or should it be welcome at all within the walls of public education? These are just a few questions that come to mind in context of religion and education when planning for my future classroom. Consequently, there are questions that remain unanswered when asked of instructors within the education program, due to fear of being incorrect or misleading. As a preservice teacher, I feel completely unprepared for when these issues arise in my classroom and have an uncomfortable feeling in regards of legality in terms of the situation. However, I am not naive to think that there is a definitive answer about what is right and wrong in terms of religion and public education. With this concept in mind, the intent of this paper is to create a descriptive protocol for teachers handle situations in the classroom that will neither suppress nor indoctrinate his/her students with religion of any shape or form.

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.

Education is extremely important to me. I was the first family member to attend college and receive a bachelor’s degree. When I was young, I remember my parents having a difficult time finding steady employment due to a lack of education. It was during this stage in life a seed was planted and I saw just how important an education is in this world. I want to be a positive influence to my students, and show them the importance of an education. I want to give them the knowledge they need and guide them along their educational path, so they can become successful adults and contributing citizens to our country.

In this globalization era, there are many challenges that must be passed together. Difficult indeed but not an obstacle to not be able to make it happen and surrender. The customs of religious values applied in class or school must be improved and developed in order to be structured and make the children understand how important this habituation is. Teachers are in essence a real example for students at the school as well as out of school. Be a good teacher in order to make good student behavior as well. Teachers who do not have good behavior should be evaluated so as not to become a negative virus that is easily absorbed and in the example by the students who will have a negative impact on their life in The

What makes a great teacher, is a simple question, that might seem to have an obvious answer, however, the answers may not be so simple. When I asked my former teachers “What Makes A Great Teacher,” my geometry teacher responded with: patience, determination, passion, confidences, self discipline, and organizational skills. These are qualities that when combined equal a great mentor. It is self explanatory as to why a teacher would need to have skills such as patience and organizational skills. Most of the research discussed being organized and patient but the qualities of confidence and self discipline were not mentioned. When I interview my teacher I was stunned by her answers of confidence and self discipline, since her answer was unique. She is correct in the sense that to become a successful teacher it is important to be grounded and confident.

Education has always been a major topic in our society, and as of late, the new idea of flipped learning has been announced. Flipped learning can be best described as an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor.Some examples would be to watch a Khan Academy video and to take a

Since taking my first few educational courses in education, I have realized that my philosophy on education changes as I learning more about the profession I have entered. Every time I think I have come to a final belief statement, I learn something new about teaching and sometimes the things I learn causes me to alter my philosophy. Therefore, I will share with you what I believe about teaching and what I’ve learned at this point.

According to Benrabeh, (2004) in 1966, out of a total of 13,000 Arabized teachers at primary schools, 3,500 were non-Algerians. These teachers’ lacked qualifications, their accent represented a handicap. The majority of the new coming teachers were members of the Muslim brotherhood who were mainly interested in spreading their ideology (Saad, 1992). They followed the conventional teaching approach which makes use of rote memorization and physical punishment (Grandguillaume, 2004; Wardhaugh, 1987).