Though, in the beginning he was very…. Rawls, philosophy of education essay, John,A Theory of JusticeCambridge MA: Harvard University Press. This is a classic example…. All of these issues ae coming at a time when fedeal mandates in the No Child Left Behind act ae demanding impoved pefomance, in some cased damatically impoved pefomance. Not only was she painfully shy and never participated in group work; she also appeared not to be interested in either studying the lessons or doing her homework.
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Education is a comprehensive process that relies on many factors to be successful. Philosophy is a major cornerstone of adequate teaching and is essential for all teachers. A healthy and safe classroom environment is impossible without a strong educational philosophy. My philosophy of education is based on believing philosophy of education essay aspiration and support promote a healthy classroom environment and allow students to achieve their academic goals. Sharing philosophical ideas concerning any discipline is a strong support and incentive factor that not only instigates academic success in students, philosophy of education essay, but also helps in expanding the world view.
I have examined traits of all the teachers that have taught philosophy of education essay so far, my personal opinion on teaching, and my strength. A skilled teacher will always inspire students to strive for more. I enjoy giving my students tasks that are slightly more challenging and demand a creative approach, philosophy of education essay. Students tend to perform better when they are faced with exciting tasks that require an unconventional approach in solving them. A good teacher must create and maintain a friendly and accessible atmosphere in a classroom. Students must feel welcomed and comfortable, coming to a classroom setting.
I always try to explain to my students how to use philosophy of education essay resources provided within the class. At times it is necessary to make adjustments for students with special needs or for students who learn English as their second language. Being supportive of students represents one of the main pillars of my philosophy of education. Philosophy of education is essential for both teachers and students. As seen above, my philosophy is based on inspiration and support for the students. Being inspired, pushed to challenge their limits, and being supported in their academic pursuits helps my students to achieve their goals and expand their potential. That is why it is necessary to establish and maintain an integral philosophy of education.
It explains the perspective or the philosophy of the teacher conducting the session or the course from the viewpoint of the student. It talks about the motivations behind the curriculum and the strategies that work best for the teachers. There are essentially two points to keep in mind in order to start writing the essay. Firstly, it is imperative to make a philosophy of education essay of all the points one expects to write in the essay. This mainly borders around their views of education and the teaching techniques, philosophy of education essay. Secondly, it would be best if the writer could do some research on the previously written essays in order to form a decent idea of the concept.
The structure of the philosophy education essay is rather simple. It has three different components. This is how you could build the body of the essay:. There are two parts to the concluding segment of the essay. Firstly, this requires the writer to reaffirm the point they made in the body of the essay. This contains some concluding sentences about how the educational philosophy was justified in the write-up. Secondly, it also has a section about the objectives of the particular instructor in question, philosophy of education essay. Along with that, there is a detailed explanation of the challenges that the educational industry might face in the near future and possible solutions for the same. This effectively takes the reader back to the primary introductory paragraph and the related concepts mentioned there.
This has a few strong sentences about how the thoughts are justified. It is not completed until a complete revision scan is conducted. This includes a thorough proofreading process. Most writers are able to edit their own work in the first stage of the proofreading segment. Secondly, as a revision exercise, the writer should validate all the facts mentioned in the essay. This would also mean that all philosophy of education essay examples should be checked. All of the content is expected to be in agreement with the thesis in the introductory segment. Lastly, formatting the essay correctly is the final task involved here.
Once that is done, your essay is ready to be sent out! Skip to Content Home Philosophy of Education Essay, philosophy of education essay. Education Essay Example Education is a comprehensive process that relies on many factors to be successful. Starting the Philosophy Education Essay There are essentially two points to keep in mind in order to start writing the essay. Making an Outline Of The Essay The structure of the philosophy education essay is rather simple. Introduction — The essay starts with the introduction. This contains your basic views about teaching and its methods.
Body — This forms the philosophy of education essay content of the essay. It is ideal to keep 5 to 6 paragraphs dedicated to the body, which explains in detail the topic in question. This also has ideas of how one can make teaching methods more effective. Conclusion — Lastly, this part of the essay summarizes the views of the writer. We will look into each of these segments in more detail, philosophy of education essay. Introduction of philosophy of education essay This works as a prelude to the essay, describing to the user about the content.
These are only pointers and not detailed discussion. This is how you could build the body of the essay: Make use of all the notes that were drafted before the start of the essay The idea is to provide suitable arguments in the body that would justify the philosophy of education essay statement Examples are key to successful essay writing. Philosophy of education essay examples are proof of this idea. It is best to make one paragraph for each concept or thought mentioned in the essay. In addition, this paragraph should be a maximum of lines. A logical argument could connect all the sentences of the paragraph Too much technical language should be avoided at all cost.
Ending The Philosophy Of Education Essay There are two parts to the concluding segment of the essay.
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Stanford Encyclopedia of Philosophy. There are others though that believes that learners are born with certain innate capabilities that are then shaped and formed from the outside Montessori theory, No matter which theory one looks at though the bottom line is that each philosophy is based on the idea that everything possible should be done to encourage as much learning as possible. All philosophies are based on the fact that education should be about learning and that no matter how the learning takes place, what environment is takes place in or under what circumstances the edn result should be something was learned.
Educational philosophy in general believes that in order for people to be successful and productive they must learn as much as possible and that this should be done by way of formal education. eferences Chinn, C. Epistemological Beliefs. How Progressive Education Gets it Wrong. References Chinn, C. Rousseau's Errors: They Persist Today in Educational Theory. Retrieved from. This cultural enrichment would provide nutritional information all the children could use when with their families or in their neighborhoods. constructionist teacher will find examples of careful and systematic thinking about how children learn that can guide him or her in the classroom. Piaget and Vygotsky Gredler, give us solid examples of what children are ready for and at what ages they are most likely to benefit from specific kinds of instruction.
Piaget's theories help the constructionist teacher be aware that although children think about what they're doing, they go through cognitive developmental stages. Respecting the types of cognitive thinking a child is likely to use at a given age is another way to teach the child respectfully -- by neither teaching below their abilities or by demanding that they perform as little adults. Maria Montessori might serve as an excellent role model for such a teacher. Montessori looked…. Author not available, "Montessori, Maria. Gredler, Margaret E. Shaughnessy, Michael F. When professors work with students with special needs they should always be certain to create an inclusive environment that encourages all students to shine.
Moreover, community college professors need to develop curricula that honor diversity whenever possible. A comprehensive teaching philosophy for the community college professor therefore expands student awareness of diversity as well as of their subject matter. The community college instructor must also keep in mind that many students will have families, part-time, or full-time jobs and must therefore respect the needs for students to juggle differing demands. Professors should always listen to their students needs: if work loads appear too hard for many students then the professor should consider reducing them. Expanding awareness also includes helping students network. The community college professor should introduce students to various campus organizations, clubs, other classes, and community resources.
The instructor should direct students to campus bulletin boards and career development…. This view is described as, " mutually reinforcing qualities of a fully functioning mind and body. Education that makes a difference" This commonly heard phrase refers to the importance of education in the development of the child and individual. It is also a specific concept which expands on the idea of holistic education and points to the way that education can shape and change life. It also contains within it the idea that education makes a difference…. References www. No Child Left Behind: 3 Years and Counting. No Child Left Behind: What it Means for U. Adolescents and What We Can Do about it the No Child Left Behind Act Promises All Students a Better Chance to Learn, but Does That Promise Include Adolescents?.
Thinking outside the Box: Placing Park and Recreation Professionals in K Schools. Preschool Teachers' Beliefs concerning the Importance of Various Developmental Skills and Abilities. Kant then distinguishes between two basic kinds of maxims: material and formal principles. If I am acting in order to satisfy some desire, such as going to a Starbucks to get a coffee, that is acting on a material principle. According to Kant, maxims are rules that describe how one does act and imperatives prescribe how one should act. A categorical imperative commands that I should act in some way unconditionally.
Kant regards these categorical imperatives as moral laws and they apply to everyone in the same way. In other words, if stealing is morally wrong, we cannot say that stealing is okay. Part II Kant's Categorical Imperative commands that we should act in some…. References McCormick, M. Rohlf, Michael, "Immanuel Kant," The Stanford Encyclopedia of Philosophy Fall Edition , Edward N. Philosophy Socrates has been accused of not recognizing the gods of the state, and also of inventing gods of his own. In fact, this is a two-part accusation. Socrates is first being accused for not believing in the state-sanctioned religion. Of course, it is impossible to know what Socrates does or does not believe. Based on his words, though, it would seem Socrates does actually believe in the gods although may not pay them the kind of respect that the Athenian courts would prefer.
The second part of the accusation is different. Here, the state accuses Socrates of inventing new divinities of his own. Socrates is in fact not starting a new religion and he does not tout the divine authority of any deity. If the accusation is taken collectively, that is, if declaration of guilt or innocence is made on the fulfillment of both these two parts, then Socrates…. Works Cited Plato. Translated by Benjamin Jowett. html Plato. Education of Abbasid Today, the majority of high school students hope to finish college one day. This is a realistic dream for many, as there is an established education system that gives students a choice of career paths and training. The modern world if full of universities and training centers. However, the world was not always like this.
Many centuries ago, education was limited to the privileged and even the privileged did not have many opportunities in learning. Today's existing modern educational system has been influenced by traditions of the past, particularly by the great advances that occurred during the Abbasid Dynasty in the Muslim world. One of the achievements of Muslim culture during the Abbasid Dynasty was the widespread spread of literacy. Elementary education was almost universal, especially in the cities. Emphasis on the value of reading and writing stems from the very first revelations of the Qur'an, which….
It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it serves a diverse amount of people, but in most institutions it also has to support itself if not turn a profit, and that is an important aspect to take into consideration. Therefore, classes must be viable to the institution, but to the student, as well, to keep attracting a wide variety of students into the program.
In addition, diverse students could form a major foundation of the program, and so, it pays to understand these diverse learners so administrators and teaching…. Education As the educational system continues to come unde inceasing amounts of scutiny, the teache is ultimately at the fulcum of pessue. They ae equied to digest new educational theoy and sot out the wheat fom the chaff. They ae asked to manage inceasing levels of divesity in the classoom, and students who come to class acoss a widening spectum of pepaedness. At the same time, they ae expected to be a students fiend, motivato, and at times suogate paent.
Technological advances in the maketplace have made it necessay fo teaches to adapt to inceasing amounts of technology in the classoom. All of these issues ae coming at a time when fedeal mandates in the No Child Left Behind act ae demanding impoved pefomance, in some cased damatically impoved pefomance. In light of the inceased levels of demands placed on teaches and the continuing decline of academic pefomance, it is…. references for ways and means of communicating and sharing information The pedagogy takes into account the e-learning styles of different students, 4 Learners have no option other than to "hack" their way through a lesson, picking up tips and tricks as they stumble across them The pedagogy encourages the development of team communication skills, in order to reduce information overload, and leverage team learning and improve group practices and performance.
Adapted from C. pdf Part Seven: Miscellaneous. The final section of this book contain a collection of essays that address larger cultural issues in the framework of the classroom. Equality in races, between black, white, Hispanic, and others is still a hotly debated topic. Some want to measure equality by equality of outcome. However, in an increasing diverse culture, this measuring stick often does not contain the correct units to make a valid evaluation. Schools cannot guarantee equality of outcome between students, because the outcome is a function of the input the student applies.
The equality of opportunity is the cry which must be heard in educational institutions. Whether a student is male of female, white or colored, upper middle class or urban poor, schools need to provide equal access, and equal opportunity. The results, ultimately, are up to the child to take advantage of the opportunity, and become an educated person. Education for Economy Theory as it elates to Adult Education In an economy motivated by improvement and information, in marketplaces betrothed in powerful opposition and steady regeneration, in a world of incredible chances and risks, in a culture facing multifaceted business, political, scientific, technological, health and environmental challenges, and in diverse workplaces and neighborhoods that center on mutual associations and social networking, the cleverness, nimbleness and skills of the American people are vital to U.
Education economics is the study of economic matters as they relate to education, comprising the demand for education and the funding and condition of education. The leading model of the demand for education is founded on human capital theory. The main idea is that undertaking education is an investment in the attainment of skills and information which will augment earnings, or offer long-range benefits such as an…. pdf Bouchard, P. Human Capital and the Knowledge Economy. pdf Checchi, Daniele. The Economics of Education: Human Capital, Family Background. Even within the United States, the education system has proven itself to be extremely vulnerable to the detrimental influence of intellectual corruption by the excessive entanglement of ideology and formal education.
Specifically, the infamous Scopes Trial featured the criminal prosecution for teaching evolutionary biology because it conflicted with prevailing religious dogma Davidson, Much more recently, a conservative political agenda has dominated the educational systems of individual American states in which educational administrative authorities have sought in some cases, quite successfully to promote religious or quasi-religious dogma under the very thinly veiled guise of teaching nonsense such as "Intelligent Design" Feldman, ; Mooney, Specifically, that approach in conjunction with renewed attempts to challenge the legitimacy of established evolutionary science was a deliberate attempt to promote particular religious beliefs in a manner designed to circumvent very explicit constitutional prohibition against that church-state entanglement Feldman, ; Mooney, References Davidson, K.
Carl Sagan: A Life. Feldman, N. Divided by God: America's Church and State Problem and What We Should Do about it. Goldfield, D. Education The definition of an educated person has no doubt altered over time. Certainly, many people have tried to formulate the ultimate definition of what an educated person is, and what achieving that state might entail. In my earliest thoughts about the subject, I probably thought an educated person was probably my grandmother; she seemed so wise, and certainly, I never asked her anything for which she didn't have an answer, and a good one at that. I hasten to add that I didn't necessarily think so at the time. hen an adolescent love affair of mine had gone awry and I was miserable and mopey, she would advise me that the way to get out of the pits was to work at something, really hard.
I wanted to wallow in misery. It took a few years more of life before I understood that, and even now, she was better…. Works Cited Drucker, Peter F. Glickman, Carl D. Parker, Lynette. Education In order to promote the lofty ideals of the Catholic community, our school must sustain an environment in which Christians and Catholics can forge a solid psychological, social, and spiritual identity. To do so, all instructors and faculty must be aware of the intricacies of modern popular culture so that they can relate to students in a way that is meaningful to them. Curriculum, while solidly traditional, must reflect the changing needs of the social, cultural, and psychological identities of the students.
To fulfill this goal, teachers need to be hired according to rigorous standards: regardless of age or gender all teachers must prove that they can relate meaningfully to the students they are teaching. Furthermore, we must stimulate students by providing opportunities for self-expression, creative thinking, problem solving, and aesthetic appreciation. e can accomplish these goals through field trips relevant to a particular subject matter. For instance, the…. Works Cited Department for Education and Skills. Online at. United States Department of Education.
He believed, a bit more than Sophocles, that through behavior, humans can actually change fate. Fate does control, yes, but only punishes those who fly in the face of all that is just and divine. For instance, Plato would agree with Sophocles that Fate would have a hand in punishing those who rule via hubris, or supreme confidence in their wisdom and strengths. However, Plato believed that through acting justly and with proper political and logical behavior, humans can actually reroute fate and escape its wrath. Aristotle was, arguably, the most different in his beliefs on how humans should behave, and the construction of their education, in this group of Plato, Sophocles and Aristotle.
By setting up objective criteria for human behavior, Aristotle prepares the foundation for his aristocratic political views. Perhaps the part of Aristotle's Politics most offensive to the general concept of Greek democracy is his defense of…. The naturalist position is further "bolstered" by a fundamental faith in the veracity of sensory inputs and human cognitive processes, a faith that is woefully misplaced. In fact, the naturalist belief in random evolution undermines any belief in the ability of human senses to derive truth about the workings of the universe Plantinga 2. Those who believe in a supernatural deity often believe that said deity imbued human beings with the ability to acquire and understand knowledge.
If this is the case, it is possible for human beings to use their minds to discern the nature of reality. But if instead humans are simply the product of randomly accrued changes through natural selection, then there can be no such guarantee. Our physical senses and cognitive processes wouldn't have developed with reliability in mind, but rather with survivability. The mind or the senses are only important, in the naturalist context,…. Works Cited Dubray, C. New York: Robert Appleton Company, Johnson, Phillip E. Plantinga, Alvin. Popper, Karl. The Logic of Scientific Discovery. New York: Routledge, Punishment should be equal, and no favoritism is employed. ules enable a teacher to maintain control of the classroom. Maintaining a good classroom behavior is easier than trying to correct inappropriate behavior.
Students who have established inappropriate behavior will resist any changes that a teacher attempts in order to correct their behavior. Therefore, it is better for a teacher to maintain order and discipline for the classroom at all times. Establishing clear guidelines and rules, which have consequences if broken will ensure that students maintain good behavior. Parental influence is vital in maintaining discipline of the students. Parents will be kept in the know of their children behavior, and they can also administer disciplinary measures at home. Students should also be made to understand that disciplinary measures are undertaken to teach them and prepare them for the future. Good student behavior is vital as it protects other students and ensures….
References Evertson, C. Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Florence, Kentucky: LAWRENCE ERLBAUM ASSOC Incorporated. Mehra, R. Classroom Management. Manhattan, New York: Pinnacle Technology. Shaw, R. Philosophy in the Classroom: Improving Your Pupils' Thinking Skills and Motivating Them to Learn. Learning Tools Study Documents Writing Guides About us FAQs Our Blog Citation Generator Flash Card Generator Login SignUp. Filter By:. Keyword s Filter by Keywords: add comma between each.
Most Relevant Recently Added Most Popular. Home Topics Education Philosophy Of Education Essays Philosophy Of Education Essays Examples. Having trouble coming up with an Essay Title? Use our essay title generator to get ideas and recommendations instantly. On the other hand, I… Bibliography Campbell, a. My theory of education requires… Logic: Logic examines arguments and how knowledge is verified. Helping any age student to learn math… Works Cited Bloom, B. ousseau believed that some children simply begin speaking later than others and that if they were just left alone and allowed to absorb… References Gerrig, R. Until they learn that they will continue to have… Bibliography Barrett, H. Any educators aiming at transforming the ideal educational experience and outcome into the real educational experience and outcome must incorporate both perspectives and practices in their philosophy of… References: Hein, G.
This method… Sources Jean-Jacques Rousseau on Education. In this essay, I will discuss my philosophy on teaching and which teaching methods… Bibliography N. This is vitally important to maintain an effective teaching paradigm, where my… References Fuller, B. Once this is achieved, I… References Schuh, K. Finally, a discussion concerning some of the psychological and cultural factors influencing education is followed by an assessment concerning how the legacies of Socrates,… References Cainbridge, J. Philosophies of Education Words: Length: 2 Pages Document Type: Term Paper Paper : Teaching Philosophies Adult Education Has Words: Length: 5 Pages Document Type: Term Paper Paper : In order to find what would work best in a specific classroom therefore, once should assess needs… Bibliography Bullen, Mark.
Evolving Educational Philosophy Higher Education Words: Length: 3 Pages Document Type: Essay Paper : Education Philosophies Philosophy Is an Extensive Branch Words: Length: 2 Pages Document Type: Essay Paper : Under them, he asserted the importance of self-education based… References Curren, R. Education - Philosophy Statement of Words: Length: 4 Pages Document Type: Essay Paper : Education -- Philosophical Approaches and Words: Length: 2 Pages Document Type: Essay Paper : Education How Are Schools Seen Words: Length: 1 Pages Document Type: Term Paper Paper : Classic and contemporary readings in the philosophy of… Works Cited Cahn, Steven M.
Philosophy in Education Being and Inclusiveness Words: Length: 2 Pages Document Type: Essay Paper : Education Mirrors Life And Life Follows From Words: Length: 5 Pages Document Type: Term Paper Paper : Education Motivational Education My 7th Grade Student Words: Length: 3 Pages Document Type: Term Paper Paper : Alice however still failed to… Bibliography Brophy, J. Education - NCLB Problems Reconsidering Words: Length: 13 Pages Document Type: Thesis Paper : Many critics and career educators believe that any proposed educational… References Adams, D. Education Sociology and Education While Words: Length: 6 Pages Document Type: Term Paper Paper : Philosophy Personal Worldview Out of Words: Length: 3 Pages Document Type: Term Paper Paper : Dominant Worldview in America Today: My Perception I believe the dominant worldview in America is axiology-based and influenced heavily by modern technology… References Archie, L.
Education Canada Option B Progressive Words: Length: 12 Pages Document Type: Essay Paper : Some of the better funded academic institutions do possess programs availing medical treatment and psychological counseling to students where needed at… Works Cited: Axelrod, P. Education Is Important Aspect and Words: Length: 4 Pages Document Type: Term Paper Paper : Education Importance Shaping Independent Thinkers Words: Length: 3 Pages Document Type: Term Paper Paper : Even such instances are part of the educational process when it comes to building critical thinkers and careful… References Applebaum, P. Philosophy Kuhn's Rationale on the Irrationality of Words: Length: 8 Pages Document Type: Essay Paper : To paraphrase Kuhn,… References: Andersen, H.
Philosophy of Life Words: Length: 5 Pages Document Type: Term Paper Paper : Although there are several ways in which one can interpret the meaning of life and personal identity, perhaps one of the most useful steps one can take in the process is to recognize… Works Cited Locke, John. Philosophy of Teaching My Philosophy Words: Length: 1 Pages Document Type: Term Paper Paper : Philosophy General Given That Experience Is Argued Words: Length: 4 Pages Document Type: Term Paper Paper : Philosophy General in Sections 37 Thru 45 Words: Length: 4 Pages Document Type: Term Paper Paper : Truths of… Works Cited Leibniz, G.
Education Teachers Take the Most Words: Length: 3 Pages Document Type: Term Paper Paper : They must learn to understand the value of giving and sharing in the same way that they should learn how… References Aristotle. Philosophy in His Writings Hegel Is Concerned Words: Length: 2 Pages Document Type: Essay Paper : Human beings exist only in relation to the Absolute, but the Absolute does not depend on any other entity or being for its self-definition or its… Works Cited The Encyclopedia of Marxism. Education Review it Is Now Words: Length: 14 Pages Document Type: Term Paper Paper : These different ways of learning consist of: 1 concrete or abstract perceivers, where concrete perceivers acquire information through direct experience of doing, sensing, and feeling, and abstract perceivers, instead accept new ideas through analyzing, observing and thinking; 2 active or reflective processors -- active processors understand a new experience by immediately utilizing new information, and reflective processors analyze an… References Bruner, J.
Education in Gruwell's Teach With Words: Length: 2 Pages Document Type: Term Paper Paper : Guell, Jesse Stuart's the Thread that Runs so True, provides a personal account… Bibliography Carter, Forrest. Education Knowledge Diversity and the Words: Length: 6 Pages Document Type: Term Paper Paper : This tends to reinforce the position taken throughout this research, which is that the successful teacher will, therefore, tend to an educational strategy which diverts from strict academic prerogatives and instead approaches its subjects… Works Cited: Chang, J. Education Philosophical Influences on American Words: Length: 5 Pages Document Type: Essay Paper : Education as an Educator I Words: Length: 4 Pages Document Type: Term Paper Paper : Montessori looked… Author not available, "Montessori, Maria.
Philosophy of Teaching Effective Professionals Words: Length: 4 Pages Document Type: Term Paper Paper : Philosophy Analysis of Education Terms Words: Length: 4 Pages Document Type: Term Paper Paper : It also contains within it the idea that education makes a difference… References www. Philosophy Immanual Kant's Ethics Have Words: Length: 3 Pages Document Type: Essay Paper : Part II Kant's Categorical Imperative commands that we should act in some… References McCormick, M. Philosophy Socrates Has Been Accused of Not Words: Length: 3 Pages Document Type: Essay Paper : If the accusation is taken collectively, that is, if declaration of guilt or innocence is made on the fulfillment of both these two parts, then Socrates… Works Cited Plato.
Education of Abbasid Words: Length: 15 Pages Document Type: Term Paper Paper : Education for Diversity Were You Words: Length: 2 Pages Document Type: Thesis Paper : Education Words: Length: 8 Pages Document Type: Term Paper Paper : In light of the inceased levels of demands placed on teaches and the continuing decline of academic pefomance, it is… references for ways and means of communicating and sharing information The pedagogy takes into account the e-learning styles of different students, 4 Learners have no option other than to "hack" their way through a lesson, picking up tips and tricks as they stumble across them The pedagogy encourages the development of team communication skills, in order to reduce information overload, and leverage team learning and improve group practices and performance.
Education for Economy Theory as it Relates Words: Length: 12 Pages Document Type: Term Paper Paper : Education -- Universal Truths vs Words: Length: 2 Pages Document Type: Essay Paper : There have…. In case you can't find a relevant example, our professional writers are ready to help you write a unique paper. Just talk to our smart assistant Amy and she'll connect you with the best match. Home Education Philosophy of Education. Essays on Philosophy of Education We found 8 free papers on Philosophy of Education. My Philosophy of Children Education Philosophy of Education.
My Personal Philosophy of Education Philosophy of Education Pragmatism. Philosophy of Education for Future Teachers Philosophy of Education. Statement of Teaching Philosophy Philosophy of Education. Only certified experts. Philosophy of Art Education Philosophy of Education. Integration and Synthesis of Relevant Theory and Research Education Learning styles Philosophy of Education Special education Teacher. Given this enormous range, there is no non-arbitrary way to select a small number of topics for further discussion, nor can the topics that are chosen be pursued in great depth. The issue of what should be taught to students at all levels of education—the issue of curriculum content—obviously is a fundamental one, and it is an extraordinarily difficult one with which to grapple.
In tackling it, care needs to be taken to distinguish between education and schooling—for although education can occur in schools, so can mis-education, and many other things can take place there that are educationally orthogonal such as the provision of free or subsidized lunches and the development of social networks ; and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like. In developing a curriculum whether in a specific subject area, or more broadly as the whole range of offerings in an educational institution or system , a number of difficult decisions need to be made.
Issues such as the proper ordering or sequencing of topics in the chosen subject, the time to be allocated to each topic, the lab work or excursions or projects that are appropriate for particular topics, can all be regarded as technical issues best resolved either by educationists who have a depth of experience with the target age group or by experts in the psychology of learning and the like. Is the justification that is given for teaching Economics in some schools coherent and convincing? The justifications offered for all such aims have been controversial, and alternative justifications of a single proposed aim can provoke philosophical controversy.
Consider the aim of autonomy. These two formulations are related, for it is arguable that our educational institutions should aim to equip individuals to pursue this good life—although this is not obvious, both because it is not clear that there is one conception of the good or flourishing life that is the good or flourishing life for everyone, and it is not clear that this is a question that should be settled in advance rather than determined by students for themselves. Thus, for example, if our view of human flourishing includes the capacity to think and act autonomously, then the case can be made that educational institutions—and their curricula—should aim to prepare, or help to prepare, autonomous individuals.
A rival justification of the aim of autonomy, associated with Kant, champions the educational fostering of autonomy not on the basis of its contribution to human flourishing, but rather the obligation to treat students with respect as persons Scheffler []; Siegel It is also possible to reject the fostering of autonomy as an educational aim Hand Assuming that the aim can be justified, how students should be helped to become autonomous or develop a conception of the good life and pursue it is of course not immediately obvious, and much philosophical ink has been spilled on the general question of how best to determine curriculum content. One influential line of argument was developed by Paul Hirst, who argued that knowledge is essential for developing and then pursuing a conception of the good life, and because logical analysis shows, he argued, that there are seven basic forms of knowledge, the case can be made that the function of the curriculum is to introduce students to each of these forms Hirst ; see Phillips ch.
Scheffler [ —5]. In the closing decades of the twentieth century there were numerous discussions of curriculum theory, particularly from Marxist and postmodern perspectives, that offered the sobering analysis that in many educational systems, including those in Western democracies, the curriculum did indeed reflect and serve the interests of powerful cultural elites. A closely related question is this: ought educational institutions be designed to further pre-determined social ends, or rather to enable students to competently evaluate all such ends? Scheffler argued that we should opt for the latter: we must.
surrender the idea of shaping or molding the mind of the pupil. The function of education…is rather to liberate the mind, strengthen its critical powers, [and] inform it with knowledge and the capacity for independent inquiry. Scheffler [ ]. Third, should educational programs at the elementary and secondary levels be made up of a number of disparate offerings, so that individuals with different interests and abilities and affinities for learning can pursue curricula that are suitable? Or should every student pursue the same curriculum as far as each is able? The thinking here can be explicated in terms of the analogy of an out-of-control virulent disease, for which there is only one type of medicine available; taking a large dose of this medicine is extremely beneficial, and the hope is that taking only a little—while less effective—is better than taking none at all.
Medically, this is dubious, while the educational version—forcing students to work, until they exit the system, on topics that do not interest them and for which they have no facility or motivation—has even less merit. For a critique of Adler and his Paideia Proposal , see Noddings Over time, as they moved up the educational ladder it would become obvious that some had reached the limit imposed upon them by nature, and they would be directed off into appropriate social roles in which they would find fulfillment, for their abilities would match the demands of these roles.
Those who continued on with their education would eventually become members of the ruling class of Guardians. The book spurred a period of ferment in political philosophy that included, among other things, new research on educationally fundamental themes. Fair equality of opportunity entailed that the distribution of education would not put the children of those who currently occupied coveted social positions at any competitive advantage over other, equally talented and motivated children seeking the qualifications for those positions Rawls 72— Its purpose was to prevent socio-economic differences from hardening into social castes that were perpetuated across generations.
One obvious criticism of fair equality of opportunity is that it does not prohibit an educational distribution that lavished resources on the most talented children while offering minimal opportunities to others. So long as untalented students from wealthy families were assigned opportunities no better than those available to their untalented peers among the poor, no breach of the principle would occur. Even the most moderate egalitarians might find such a distributive regime to be intuitively repugnant. All citizens must enjoy the same basic liberties, and equal liberty always has moral priority over equal opportunity: the former can never be compromised to advance the latter. Further, inequality in the distribution of income and wealth are permitted only to the degree that it serves the interests of the least advantaged group in society.
But even with these qualifications, fair equality of opportunity is arguably less than really fair to anyone. But surely it is relevant, given that a principle of educational justice must be responsive to the full range of educationally important goods. Suppose we revise our account of the goods included in educational distribution so that aesthetic appreciation, say, and the necessary understanding and virtue for conscientious citizenship count for just as much as job-related skills. An interesting implication of doing so is that the rationale for requiring equality under any just distribution becomes decreasingly clear. That is because job-related skills are positional whereas the other educational goods are not Hollis If you and I both aspire to a career in business management for which we are equally qualified, any increase in your job-related skills is a corresponding disadvantage to me unless I can catch up.
Positional goods have a competitive structure by definition, though the ends of civic or aesthetic education do not fit that structure. If you and I aspire to be good citizens and are equal in civic understanding and virtue, an advance in your civic education is no disadvantage to me. On the contrary, it is easier to be a good citizen the better other citizens learn to be. At the very least, so far as non-positional goods figure in our conception of what counts as a good education, the moral stakes of inequality are thereby lowered. In fact, an emerging alternative to fair equality of opportunity is a principle that stipulates some benchmark of adequacy in achievement or opportunity as the relevant standard of distribution.
But it is misleading to represent this as a contrast between egalitarian and sufficientarian conceptions. Philosophically serious interpretations of adequacy derive from the ideal of equal citizenship Satz ; Anderson This was arguably true in A Theory of Justice but it is certainly true in his later work Dworkin —; Rawls The debate between adherents of equal opportunity and those misnamed as sufficientarians is certainly not over e. Further progress will likely hinge on explicating the most compelling conception of the egalitarian foundation from which distributive principles are to be inferred. In his earlier book, the theory of justice had been presented as if it were universally valid. But Rawls had come to think that any theory of justice presented as such was open to reasonable rejection.
A more circumspect approach to justification would seek grounds for justice as fairness in an overlapping consensus between the many reasonable values and doctrines that thrive in a democratic political culture. Rawls argued that such a culture is informed by a shared ideal of free and equal citizenship that provided a new, distinctively democratic framework for justifying a conception of justice. But the salience it gave to questions about citizenship in the fabric of liberal political theory had important educational implications. How was the ideal of free and equal citizenship to be instantiated in education in a way that accommodated the range of reasonable values and doctrines encompassed in an overlapping consensus?
Political Liberalism has inspired a range of answers to that question cf. Callan ; Clayton ; Bull Other philosophers besides Rawls in the s took up a cluster of questions about civic education, and not always from a liberal perspective. As a full-standing alternative to liberalism, communitarianism might have little to recommend it. But it was a spur for liberal philosophers to think about how communities could be built and sustained to support the more familiar projects of liberal politics e. Furthermore, its arguments often converged with those advanced by feminist exponents of the ethic of care Noddings ; Gilligan One persistent controversy in citizenship theory has been about whether patriotism is correctly deemed a virtue, given our obligations to those who are not our fellow citizens in an increasingly interdependent world and the sordid history of xenophobia with which modern nation states are associated.
The controversy is related to a deeper and more pervasive question about how morally or intellectually taxing the best conception of our citizenship should be. The more taxing it is, the more constraining its derivative conception of civic education will be. Contemporary political philosophers offer divergent arguments about these matters. The need arises from the obligation of reciprocity which they like Rawls believe to be integral to citizenship. Because I must seek to cooperate with others politically on terms that make sense from their moral perspective as well as my own, I must be ready to enter that perspective imaginatively so as to grasp its distinctive content.
Many such perspectives prosper in liberal democracies, and so the task of reciprocal understanding is necessarily onerous. Still, our actions qua deliberative citizen must be grounded in such reciprocity if political cooperation on terms acceptable to us as diversely morally motivated citizens is to be possible at all. This is tantamount to an imperative to think autonomously inside the role of citizen because I cannot close-mindedly resist critical consideration of moral views alien to my own without flouting my responsibilities as a deliberative citizen. Civic education does not exhaust the domain of moral education, even though the more robust conceptions of equal citizenship have far-reaching implications for just relations in civil society and the family.
The study of moral education has traditionally taken its bearings from normative ethics rather than political philosophy, and this is largely true of work undertaken in recent decades. The major development here has been the revival of virtue ethics as an alternative to the deontological and consequentialist theories that dominated discussion for much of the twentieth century. The defining idea of virtue ethics is that our criterion of moral right and wrong must derive from a conception of how the ideally virtuous agent would distinguish between the two. Virtue ethics is thus an alternative to both consequentialism and deontology which locate the relevant criterion in producing good consequences or meeting the requirements of moral duty respectively. The debate about the comparative merits of these theories is not resolved, but from an educational perspective that may be less important than it has sometimes seemed to antagonists in the debate.
To be sure, adjudicating between rival theories in normative ethics might shed light on how best to construe the process of moral education, and philosophical reflection on the process might help us to adjudicate between the theories. There has been extensive work on habituation and virtue, largely inspired by Aristotle Burnyeat ; Peters But whether this does anything to establish the superiority of virtue ethics over its competitors is far from obvious. Other aspects of moral education—in particular, the paired processes of role-modelling and identification—deserve much more scrutiny than they have received Audi ; Kristjánsson , Related to the issues concerning the aims and functions of education and schooling rehearsed above are those involving the specifically epistemic aims of education and attendant issues treated by social and virtue epistemologists.
The papers collected in Kotzee and Baehr highlight the current and growing interactions among social epistemologists, virtue epistemologists, and philosophers of education. There is, first, a lively debate concerning putative epistemic aims. Catherine Z. This cluster of views continues to engender ongoing discussion and debate. Its complex literature is collected in Carter and Kotzee , summarized in Siegel , and helpfully analyzed in Watson Does teacher testimony itself constitute good reason for student belief? For very young children who have yet to acquire or develop the ability to subject teacher declarations to critical scrutiny, there seems to be little alternative to accepting what their teachers tell them.
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