What Values From Traditional And Progressive Philosophies Complement Each Other

Deciding that I wanted to be a teacher didn’t take much effort; deciding what kind of teacher I want to be however, takes much more thought. There are numerous educational philosophies, most of which can be traced back to one of four major perspectives: idealism, realism, pragmatism, and existentialism. All of these philosophical systems have an impact on educational thought; however, I find it hard to choose

As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight.

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

While all the works are logical in arguing their opinions about the Progressive Era, some are more effective than others in convincing the reader. Based on their use of specific evidence, Filene and McCormick’s articles are the most effective and persuasive. On the other hand, Hofstadter and Baker, while they present their arguments logically and generally use evidence well, do not consistently cite evidence which link their assumptions to their thesis.

How much change can occur in a simple decade? The 1920s was an era filled with American pride yet acceptance aswell and with national wealth at it's peak this boosted the 20s even more, but during the 1930s this pride and prosperity was suffocated by the new era of depression. Minorities were still mistreated and had little to no rights during both eras, but social value was beginning to vary greatly. Lifestyle for most was completely flipped around in just a matter of 10 years.

"Progressive Education assumes the world changes, and that in a universe that is not particularly concerned with ability to think straight" - Rychard Fink

I believe that I can pass along my own wisdom while simultaneously helping them to develop a knowledge base of their own. I believe that I can get through to students and allow them to reach new realizations. I believe that I can help them to see the process of schooling as an experience that is both interesting and enlightening. What follows is my interpretation of the teaching profession. It details the methodological and ideological frameworks that I would use to construct a learning experience that is meaningful for students.

The Progressive Reform Movement ideas were to make the educational institutions effective agencies where there was respect for diversity, as well as a place to gain educational understanding on their quest of being citizens that believe in service for others (Weiler, 2004). Furthermore, there was a belief that within the classroom setting, there would be a democratic relationship that would focus on the needs of the students, rather than the institution (Progressive Education – Philosophical Foundations, Pedagogical Progressivism, Administrative Progressivism, Life-Adjustment Progressivism, n.d.).

Progressive educators view existing schools as being formal, not focusing on real life situations, and strict. They prefer variety in classroom preparations and informal interaction between the teacher and their student. Progressives prefer schools teach useful subjects (including occupations) and emphasize “learning by doing” rather than instruction purely from textbooks. This brought about schools such as trade and vocational schools. The student was placed at the center of thinking, “teach the child not the subject.”

Aristotle once said, “The one exclusive sign of thorough knowledge is the power of teaching.” Teaching enables students to gain the intelligence needed to excel in life. I believe that a teacher’s philosophy of education is a crucial role in his or her approach to leading students on their educated path. A philosophy of education is the set of beliefs that every school and every teacher stand behind. The certain philosophy that one chooses provides the answers to many vital questions, such as the purpose of schooling, a teacher’s role, and what should be taught in the classroom.

After reviewing these teaching philosophies and educational theories, many of them reflect my own personal educational philosophy and my instructional practices and choice of classroom curriculum. The four that I found the most appealing are: Realism, Pragmatism, existentialism and progressivism. I find the combination of the three very complementary.

The interesting approach to teaching and learning philosophy comes from a place of experience. What I have come to believe resonates with the positive and negative events that have occurred during my years as a student, but also as a role model. As we grow up we experience different teachers that tackle problems differently. The negative experiences always happen to stand out, but the positive experiences create the passion that can be transferred into motivation for our own teaching and learning philosophies. Four keywords that reside with me are Passion, Mistakes, Encouragement, and Practice. Four words, Four definitions and Four ways to turn negativity into a positive notion. It is extremely important to be passionate about what you believe because as a teacher passion can be contagious. I have grown as a person to understand that people have different needs. I have left my mind open to see that people are all unique and by understanding that one word, I am able to see the impact that my teaching philosophy could have on many individuals.

The learning experience should be that of a collective nature where students are able to indiscriminately relate to the information, re-teach the information and have a balanced incorporation of all the learning centers in society; including the home and the church. The goal of this incorporation is to create a balanced learning environment that facilitates holistic development in the young mind. As professionals entrusted with the shaping of young minds, teachers must facilitate learning and personal, spiritual, ethical and academic development. My philosophy for education is a multi-part philosophy that encapsulates the idea of holistic and inclusive learning. The philosophy caters for the overall shaping and development of the young mind and includes aspects of balanced training, incorporated teachings and it generally focuses on training students to become teachers.

When understanding education there are many different ways which the purpose of education may be applied and defined. My personal philosophy of education is, 'educators must nurture/guide students within the academic field, to that the aims, goals and results during this task of educating or being educated are achieved '. This philosophy is used to understand that both teachers and students play an integral role in education. Academic performance, classroom methods/practices and also meeting the requirements of both the senior secondary Australian Curriculum Framework and the Australian Professional Standards for Teachers Framework are examples of these roles. This essay will discuss in detail how my personal philosophy of education, reflects on the role of teachers and learners, the aim of education and the methods and practices used in the classroom. Jean Jacques Rousseau, Paulo Freire, Locke, and Plato/Socrates are the four theorists that shall be used within this essay, to support claims and justify statements regarding this philosophy. John Dewey and A.S Neil are two non-supporting theorists that shall be used in contrast to justify this philosophy.

When a new concept is introduced, it needs to be reconciled with our previous ideas and experience. We may need to change what we believe, but in any case, as educators we need to remain receptive acceptors of new ideas and enhance our own knowledge. To do this, we must ask questions, explore, and assess our shared similar experiences, as we observe each other and discuss teaching methodologies. This type of inquiry helps us improve by strengthening connections among us, the educators. We are encouraged to create stimulating discussions about our professional practices, thereby, building on one another’s expertise. To discover solutions and address the needs of our students, we need continuous inquiry and contemplative dialogue.