Education philosophy

EDUCATION PHILOSOPHY 9

Educationphilosophy

Abstract.

Thepurpose of education is to make students realize the existingopportunities by living to their goals. As students enter school,they are influenced by traditional philosophies of education such asrealism, idealism, and neo-scholasticism. However, they change theirperceptions as per methodology of delivering instructions andtheories of the learning process. Students accept to link thetheories to reality in aiding their education. This makes the teacherplay the role of assisting students to absorb the instructionmaterial despite their differences. Each develops a role in ensuringlife goals are met.

Peoplehave different reasons for going to school or seeking formaleducation. Other people also have their reasons making them not tostep to formal learning centers. It all depends with individual’seducational philosophy and purpose in life. Whereas many people go toschool in order to increase opportunities related to employment,others go to expand their knowledge on the subject matter of choice.Similarly, some people seek formal education to get recognition sinceit gives them status. However, there are prominent people in life whonever went to formal schools, but achieved very high in life.Therefore, seeking education depends with individual’s aspirationssince it varies with the individual. Thus, education plays the roleof increasing an individual to opportunities by expanding one’sknowledge bracket to utilize the resources for self-benefit.

Worldviewand philosophy of life

Thereality of life always remains as much as human tries to change it tofit individual bias. However, there are some cases when learningprovides opportunities for students to know what they have not known.This is very important in helping them distinguish between abstractsand realities. Therefore, life is shaped by the individual’spurpose as it determines the degree of acquiring knowledge. As aneducator, it is very important to give student`s knowledge on whatthey want to learn rather than giving out what is not important inhelping a student achieves the set life goals. Many students havefailed to achieve their life purpose because of too much informationgiven to them, which are irrelevant in the course of their lifegoals. This coincides with the realism view.

Realismschool of thought asserts that individuals or universe has a realobjective of existence (Graham, 2007). This implies that individualshave reasons for their existence action and behaviors. Therefore, itis important for educators to align themselves as per individual’sperception and view of the world. Deviation from this perceptionleads to conflict leading individual to change the course of action.

Similarly,idealism philosophers have argued that people come to know thereality even without going to school to seek formal education. Thevalues and beliefs, which the society have adopted influencesindividual towards accepting what is believed to be right on thesociety as well as in the school (Graham, 2007). This attempt makesstudents realize reality and their expectation. Thus, their goals ofgaining knowledge are fulfilled if all the societal values arefilled.

Despiteall this, neo-scholasticism has a different perception to meaning oflife as it asserts that the education is meant to present theintellectual needs of the individual (Graham, 2007). Besides what Godcreated and what exists in the world, education has a purpose ofdigging dip to know the underlying truths, which supports thephenomenon. Therefore, it believes that life has a purpose of givingan individual what he or she desires. This will help in fulfillingthe knowledge gap and knowing the reality.

Philosophyof schools and learning

Manytheorists have come up with philosophies and learning theories thatcan help students get the basic and what they are taught. Thesetheories also elaborates on strategies that teachers can use inensuring they develop learning and school modalities which meetstudents expectation when delivering instructions in classrooms.Similarly, they focus on the influence of child environment and ongrasping information. Some of the theories includebehaviorist-learning theory, social cognitive learning theories andconstructivist learning theory (Bleazby, 2013).

Constructivistlearning theory bases on the principle where the teacher asksstudent`s question on thing happening within the learningenvironment. It does not force learning rather it appears to occurnaturally. It allows students to have a natural perception of thelearning environment as well as the phenomenon being studied(Bleazby, 2013). This makes students have a wider perception of theworld and chooses what they want to learn in the selection process.This learning theory also entails the use of symbolic objects, words,and actions, which prepared students in meeting their expectations.

Secondly,behaviorist-learning theory defines learning as change occurringbecause of observable behaviors due to environmental stimuli.Students respond to the conditioned stimulus, which prompt theircorrect choices (Naugle, 2013). Therefore, positive feedback helps inreinforcing behavior, which responds to the learning process andneeds. On the other hand, behaviors that are not reinforced aresuppressed through punishment making students avoid them.

Lastly,social cognitive learning theory is based on the argument thatstudents alter their behaviors and learn from observed behaviors ofothers. This is a natural tendency where students learn from theprocess of interaction with each other as well as adults in thesociety (Naugle, 2013). However, this theory does not spell what achild can learn since it varies from good and bad behaviors, whichsocietal members depict.

Educationalpractices

Thepurpose of education is to mould students and make them realize theirlife dreams and goals. Hence, education practices developed shouldwork towards meeting these goals without deviating much. Therefore,it is important to put some of the theories discussed into practicein ensuring they deliver to the expectation of students. One of thetheories that are helpful in this aspect is behavioral. It isessential to shaping the perception of the student towards meetingthe individual and societal expectation through using any applicablemodel (Boynton, 2013).

Thebest pedagogical practice to use are reward and punish a studentwhere applicable. The aim of education is to meet goals of life,which are possible with disciplined and achieving students. This isimportant because it will help in reinforcing the desired learningbehaviors while suppressing the unwanted learning behaviors.Therefore, the students will strive towards meeting the expectedbehavior in order to be rewarded.

Similarly,the best instructional strategy to use in this practice is to usepresents where students who achieves the expectation will get rewardsand denying those who do not meet the expectations. This will beimportant in the long run because it will give the students anopportunity to compete on an individual basis to achieve the setgoals. Similarly, this practice will achieve improved uptake ofinformation by students, as they will be aiming to achieve reinforcedbehavior (Naugle, 2013).

Hence,my educational experience has shaped my philosophy of education inthat it has helped me aim higher to achieve life goals byprogressing. Most of the promotions offered by many organizations arebased on education the higher one goes with education the moreopportunities come. Therefore, I am motivated by my educationphilosophy to achieve more so that I can scale the heights in termsof getting more opportunities such as promotion, rewards amongothers.

Teacherlearner relationship

Effectiveinstructional delivery requires the input of both teachers andstudents. Both plays an essential in making them realize a change ingrasping of information as well as in delivering instructions.

Thestudents have the role of being active participants in the learningprocess. They should cooperate with their instructor to get moreinformation (Cruey, 2006). This will also entails learning togetherto achieve the set goals of the course. Similarly, exercising amongstudents will helps them remember the concepts taught which easesdelivery of information and other aspects of teaching.

Teachershave the role of offering expert guidance to students. Students aimat getting more information, which can change them hence it is theresponsibility of the teacher to guide the student on the best waysto grasp the information without diverting attention (Cruey, 2006).

Additionally,the teacher has the role of aiding the recovery process duringlearning. The teacher should act as a coach in helping studentreflect what they have learnt (Cruey, 2006). This can be throughreminding them often on their expectation as well as what they shouldachieve. Hence, teachers should correct the student in the best waythat the student does not feel offended which can result todemotivation.

Moreover,the teacher should encourage students by telling them they have theability of doing well despite challenges they face (Cruey, 2006).This is very important in upbringing the weak as well as motivatingthem to realize their goals.

Hence,bible states that learners should respect their teachers and get theknowledge they require. Similarly, teachers should treat student withdignity and help them understand the concepts. This will ensure thatboth learners and teachers benefits from one another since knowledgeis shareable.

Diversity

Workingin a diversified environment is sometimes challenging in case theteacher or student does not understand one another. It becomes achallenge to both the teacher and students as they misunderstand onanother. Therefore, there is a need to develop a concept, whichovercomes the barrier of diversity to ensure efficient delivery ofinstruction.

Theteacher needs to consider the diversity of the student in any givenset-up before delivering instruction (Naugle, 2013). There arestudents who are slow learners as others are quick learners.Therefore, the teacher should consider how to integrate thesestudents when teaching. Considering this factor will be important inbringing uniformity in the classroom set-up.

Secondly,the teacher needs to consider social backgrounds of the students.Some student performances are influenced by their cultural or socialbackgrounds and may look inferior before others (Naugle, 2013). It isthe responsibility of the teacher to ensure these students copes withthe environment.

Studentdiversity impacts instruction because they have different level ofunderstanding perception. Therefore, it is the role of the teacher tounify their perception for the success of delivering instruction.Similarly, it impacts delivering instruction because of theassumptions, values and aspirations which students have (Unwin,2008). They are influenced by their cultural backgrounds hence havediversified needs in school.

Bibleagitates for equal treatment of people despite the differences. Itviews everyone to be equal hence, all deserves respect.

Conclusion

Thegoal of education is to ensure students meet their life goals byusing the available opportunities. Hence, philosophies of educationmake it impossible because they agitate for different reasons foreducation. However, they are all integrated through the learningtheory, which focuses on individuals needs in the society as well aslife goals. Therefore, teachers have the responsibility of meetingthe diversified need of their student to meet the key goals of lifeas well as in delivering instruction to them.

References

Bleazby,J. (2013). Socialreconstruction learning: dualism, Dewey and philosophy in schools.

NewYork: Routledge

Boynton,M. (2013). Educatorsguide to preventing and solving discipline problems.Retrieved

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http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher-

Student_Relations.aspx

Cruey,G. (2006). Theroles of students and teachers.Retrieved from https://suite.io/greg-

cruey/1b725a

Graham,G. (2007). Theinstitution of intellectual values: realism and idealism in higher

education.Canada:Imprint Academic.

Naugle,D. (2013). Worldview:the history of a concept.Cambridge: Eerdmans.

Unwin,L. (2008). Teachingand learning in further education: diversity and change.London:

PsychologyPress.