Philosophy Of Education And Education

Philosophy means "Love of Knowledge.” One of the important means of getting knowledge is Education. Philosophers state different theories on education. Behind every school and every teacher is a set of related beliefs-a philosophy of education- that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher 's role, and what should be taught and by what methods. For instance, the mission statement of my school district is:

I have a tattoo on my arm that reads, “In teaching you will learn, in learning you will teach.” This Phil Collin’s lyric represents one of my core beliefs of being a successful teacher. I believe that students bring just as much, if not more, than a teacher does to the learning process. In my experiences, both as a student and a teacher, students learn best when they have a connection with their teacher and the material they are learning. This being stated, it is not always possible for a teacher to have a meaningful relationship with every one of their students and it is certainly not likely that students will find deep connections within each subject area of the required curriculum. There are, however, ways in which to expand and incorporate content into areas of student interest and work with students in the world that they are living in.

The word philosophy is of a Greek in origin, it stems from the word phílosophía, meaning ‘the love of wisdom.’ In the simplest form philosophy is the study of knowledge. The phrase ‘philosophy of education’ on the other hand, according to Chandra and Sharma (2004) is a synthesis of educational facts with educational values. He maintains, it is a philosophical process of solving educational problems through philosophical method, from philosophical attitude to arrive at philosophical conclusion and results.

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.

As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationale, and principle are for why I want to become a teacher.

Education is an ongoing process based upon experience. The old adage you learn something new everyday is very true, and nothing fascinates me more than simply talking to other people; you can learn so much from them. Education is the foundation of our American society, and the children of today are the future of our country, but educating them is not enough;

When talking about education and the philosophy behind it, there were actually different roots of belief and understanding holds by educators and schools. Each and everyone hold different beliefs that somehow will influence on what and how students are taught. In different way of interpretation, philosophy of education is the answer for the questions on schooling, role of a teacher and what should be taught and with what kind of method. Before going too deep into my philosophy of education, I would like to talk on things that are related to my own philosophy of education. One of the key as in developing my philosophy of education is the meaning of education itself that is important and noble in human endeavours. In fact, all activities done,

This history or education is robust in the number of philosophical and sociocultural influences on educational theory and practice. According to the Taking Sides text for ED833, “Historically, organized education has been initiated and instated to serve many purposes – spiritual salvation, political socialization, moral uplift, societal stability, social mobility, mental discipline, vocational efficiency, and social reform, among others.” The changes that result in education stem from the ever growing and shifting needs of students and society. Furthermore, political demands, sociocultural differences, community expectations, parental authority, and professional difficulties cause contending educational theories and ideals. With the numerous differing philosophies, internal and external influences, and historical effects, education must bend and mold to fit its purpose.

This history of education is robust in the number of philosophical and sociocultural influences on educational theory and practice. According to the Taking Sides text for ED833, “Historically, organized education has been initiated and instated to serve many purposes – spiritual salvation, political socialization, moral uplift, societal stability, social mobility, mental discipline, vocational efficiency, and social reform, among others.” The changes that take place in education are a directly result of the ever growing and shifting needs of students and society. Furthermore, political demands, sociocultural differences, community expectations, parental authority, and professional difficulties cause shifts in educational theories and ideals. With the numerous differing philosophies, internal and external influences, and historical effects, education must bend and mold to fit its purpose.

It is perhaps misleading to refer to a singular meaning and purpose of education. Instead, as this essay will show, the meanings ascribed to it vary considerably, dependent on the positionality of the speaker and their sociocultural context. ‘Education’ itself is a highly contested term, and so the answer to the question posed is necessarily a complex one. Educational systems, as part of the structure of a society, derive much of their character from it. They aid in the transmission of knowledge from one generation to the next, reproducing that which the dominant culture finds valuable. Schooling, it can be said, exists more for the benefit of society than for the individual. This cultural reproduction can take a multiplicity of forms within the educational context, ranging from the starkly evident to the subconscious and implicit. However, this theory of purpose is far from a universally accepted one, and alternatives will also be examined here.

Around 2,300 years ago, Aristotle raised many issues regarding the opposing perspectives about the practice of education. He affirmed that there is no universal accord about whether education should be directed more towards intellectual objectives or towards the character of the individual. He also proposed that there is doubt about whether education should be aimed at notion valuable for everyday life or at notions approving to virtues. As a matter of fact, modern day educators are still deliberating the concerns Aristotle raised. Ultimately, the most primitive dilemma the philosophy of education is its differing aims. Philosophers of education question, what are the proper aims and leading principles of education? What is the appropriate criterion for assessing academic attempts, educational institutions, procedures, and outcomes? In fact, diverse proposals to resolving these significant affairs have given rise to contrasting schools of thought in the philosophy of education. This exploratory paper will analyze and inquire three schools of thought: Essentialism, Critical Theory and Pragmatism. Each of these schools of thought considers their principles the best. The paper will conclude with my viewpoint as to where I situate my philosophy of education among these three schools of thought.

The importance of an education has increasingly been promoted throughout the beginnings of civilizations around the world. During the early centuries, there was a push in order to achieve advancements in technologies and improve everyday life. Another reason was in regards to religious faith, to become informed about those practices and ways to reach salvation. Contrastingly, there was a need for the rulers to keep their subjects in their place, to make sure that their intellect would not interfere with the laws established. These aspects can still be seen in society today, although not to an extreme because there is a greater sense of equality than previously. Moreover, writers have addressed education topics thoroughly through the course of history, examining the faults in the systems, and offering their own ideas that could be constructed upon. Instead of focusing only on specific knowledge, it is key that the education system in a free society should encourage students to cultivate their own ideas, thus allowing them to be more productive and engaged citizens.

“Philosophy (love and wisdom) is the study of ideas about knowledge, truth, nature and the meaning of life” (Merriam-Webster’s Learner’s Dictionary, 2011). “The definition of education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally preparing oneself or others intellectually for mature life” (Dictionary.com Unabridged, 2016). Continuing, (Neill, 2005) researched that John Dewey’s Philosophy of Education indicates that:

One of the most influential and dynamic sets of laws in the modern world is the set of laws governing education. Part of the reason education law is so dynamic is because of the varying opinions of the majority on what exactly education entails. It is incredibly influential because education affects every person on a day-to-day level; a good education can lead a person to great wealth, or happiness. A poor one can lead a person to abject failure, or perhaps strained subsistence. The most important thing to remember is that education is multifaceted - we are teachers, mentors, students, and leaders at different moments in our lives.

Educational philosophy depends on formal philosophy because most of the major problems of education are in fact philosophical problems. Like general philosophy, educational philosophy is speculative, prescriptive critical or analytic.