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Philosophy of EducationRachel BlakeWalla Walla University2014-2015IntroductionAs a future teacher, I believe the purpose of education should be to enlighten and allow students to grow in the knowledge of the world by learning about the peoples and cultures surrounding us. The goal of teaching should be to provide a healthy, positive environment for learning and growth in which students have the ability to engage in one another’s learning experience. In order to be able to provide this kind of environment, teachers must educate themselves in the various philosophies of education and carefully understand and decide their own philosophies. Our metaphysical, epistemological, and axiological beliefs greatly influence the way we teach and present ourselves. They shape our teaching techniques and priorities in the classroom. When one is familiar with and solid in their beliefs, while keeping an open mind, a teacher can productively communicate their subject to their students and determine the best way in which to do so. Role of a TeacherTeachers play many roles within the classroom; one key role is a guide to learning. Socrates presented himself to his students in this way, as a facilitator rather than a dictator of knowledge. He believed that the teacher’s real role in the classroom was to ask questions, and enable students to discuss and discover answers through their own pathways, which has been properly called the Socratic Method. In The History and Philosophy of Education: Voice of Educational Pioneers, author Madonna M. Murphy states that “Socratic education is based on the principle that both teacher and student harbor knowledge as well as ignorance within themselves. Socrates did not teach be inculcating his own ideas and views into another, but by guiding and questioning and leading others to recollect what is in some way already within them” (24). This method is now referred to in education as “high order questioning” or “developing higher order thinking skills and simulating thinking.” Socrates also believed in the teacher’s ability to “nourish the seeds of knowledge” (24) as well as the being able to “draw knowledge out of the student” (25). This method heightens the importance of the student in their own learning experience. If the teacher executes this method correctly, they can build up the students’ confidence in their own abilities by acknowledging the intelligence within themselves. Socrates’ method as a facilitator of learning frees students to think and build upon their knowledge as they learn. Nature of StudentIn reference to the students’ role in their own learning, I take an existential point of view. I believe that students are responsible for their own learning and are capable in deciding whether or not they want to succeed. George R. Knight, a prominent Seventh-day Adventist scholar and educator, comments on the existential teacher in the classroom, saying that their primary role is as the “facilitator”: “The existentialist teacher will not be one who is mainly concerned with cognitive transference and who has the “right” answers. He or she will rather be a person who is willing to help students explore possible answers” (81). Like Socrates, existentialism agrees that the students are essentially responsible for their own learning and development, while the teacher guides his or her students to possible truths. Knight comments that as three of the core beliefs of the existentialist teacher, “I [the student] am a responsible agent, personally accountable for my free choices as they are revealed in how I live my life” (81). The student is responsible for their own participation and inclusion in the classroom as well. Now, idealistically, we wish that all students would desire knowledge as much as a philosopher, but not one student is the same as another. Though the student is responsible, it is also the teacher’s responsibility to provide a safe atmosphere and the proper information and knowledge to bestow upon their students. While I do believe that the students’ role in learning is their own responsibility, I also believe that teachers have the responsibility as providers of knowledge and cannot merely slack, and watch the students complete the tasks of the teacher.Curricular EmphasisCreating a safe, positive classroom environment is another essential element to teaching. When students feel as if they are alienated or unengaged in the classroom, it is more difficult for them to learn proactively. Many students that come from dysfunctional homes or tragic pasts may sometimes have problems feeling “school failure,” which creates stress and a resistance to learning. In order to create a place of positive emotions and productive learning, a classroom should be viewed as an escape or refuge rather than a prison. Students should feel that they are free to express their ideas and concerns within the classroom without being judged or humiliated in front of their peers. A teacher can create this kind of environment with praise and appropriate compliments rather than negative comments and sarcasm. These aspects almost never help a situation or encourage students to better themselves, and do not create a positive classroom community. Knight comments that a primarily existentialist teacher will be focused on the individual student and their specific needs (81). If a teacher can create an environment that gives care and emphasis on the needs of the individual, an atmosphere of care and attention will follow. Teachers much focus on the positive in order to receive positive reactions from their students. Education is the backbone of a country. When the people are educated about the world around them, it reflects the quality of understanding and comprehension established within th educational system. Education begins with the country’s cultural and social priorities. If an educational system is flawed or does not function effectively, it will reflect the scale of intelligence of the country and attitude it has towards the world and other peoples. Good teachers can improve faulty educational systems by creating productive, positive classroom environments where students can grow and improve their knowledge of various cultures and practices.Since I am studying to be a Spanish teacher, I believe communicative proficiency of the Spanish language will be at the forefront of my curriculum. However, when learning a language there are many different aspects that contribute to fluency and understanding such as reading, writing, history, dance, music, social studies, and even math. Incorporating all of these aspects into a curriculum will enable my students to receive a balanced knowledge of the language, the people who speak it, it origins, and how population size can affect its international growth. Like the educational philosopher John Locke, I do not believe in a separation of subjects into quadrivium and trivium (Murphy, 167). In my experience the clear separation of subjects causes every teacher’s favorite question to be asked: “When will I ever use this in the real world?” Teaching high-level thinking is fostered when students are actively learning a subject by connecting the concepts to other subjects. As they learn more, they will be able to mentally map the connections between, for example, Spanish and math. We can accurately determine the progressive growth of the language based on population density in various places around the world and what percentage of the world speaks Spanish. These kinds of connections draw in students who normally who say that they excel in math. If they can make connections between subjects, they will be more apt to open their minds to learning more about Spanish.Teaching MethodologiesValues can be tricky when it comes to teaching in a variety of educational settings. Some families might not have the same religious, cultural, or social values as another, and that can cause problems. I believe that when teaching values in the classroom, the teacher should first evaluate at what kind of school they are teaching and who their audience is. If I am teaching at a Christian school, I will teach according to the values established in the schools philosophy of education and mission statement. I agree with Benjamin Franklin’s view as he believed that virtues and morality should be the goal of teaching (Murphy, 250). As he says in his autobiography, basic virtues such as temperance, silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, and humility should all be implemented into the values of the classroom (Murphy, 232). One value that Franklin did not address is the role of character development in the classroom. I believe that good character should be modeled by the teacher. Whether they are inside or outside of the classroom, the teacher should always strive to strengthen their own character so as to set an example for their students. Directly addressing character development is also a good idea when well stated. Many of my elementary school teachers read the class morning worship thoughts that usually addressed this subject or other values. I think that is a good way to start off the class period, by talking about the most important values and addressing situations in which these values can be tested.Assessing students comes in all forms, however, I believe the use of portfolios is a most advantageous method of assessment. Alternative projects and portfolios can stimulate a student’s learning and enable them to grasp concepts with deeper understanding. The portfolios I’ve made in separate education classes will enable students to show their comprehension of the topic and create a demonstration of that understanding. I tried to be very detailed in the directions and requirements so that there would be no misunderstandings. I also made it a growth development portfolio so that the students could see their progress at the end of the semester. I also believe in other methods of evaluation. Tests and quizzes can be effective when in the appropriate classroom setting. My classroom will most likely incorporate weekly quizzes that will evaluate knowledge from lectures, just to refresh the students’ minds. Regular tests are not my favorite mode of evaluation, but there can be a time and place for them.As a future teacher, I understand that there will be many different types of children in my classroom. John Locke recommended “private education in the home rather than the one obtained in schools” in order to meet the individual needs of the student (166). However, I feel that one can accommodate the needs of individual student within a group classroom through group involvement and practicing inclusion. I believe that group and social learning is the most stimulating and creates classroom community. Practicing inclusion in the classroom is essential for creating a productive learning environment for students to grow and be educated properly. Inclusion is a way for students to feel accepted, valued, and safe with in the classroom. An inclusive teacher cannot discriminate between students no matter their disability, attitude or appearance. By means of group learning and activities, students can learn with each other, and build social awareness and skills. Regardless of the students’ strengths or weaknesses, they will be included in the learning process. This way, no student is left to fend for themselves. ConclusionAs a future secondary Spanish teacher, I look forward to the prospect of teaching my students new concepts every day. I believe that education is the gateway to understanding and relating to the peoples and cultures around us. By teaching languages, I would like to enable students to understand the relationships between practices and perspectives of the many cultures around the world. My own education and experience in the classroom have helped to shape my philosophy of teaching and to know what kind of a teacher I aspire to be. In understanding my own epistemology, axiology, and metaphysics, I can better communicate knowledge and understanding to my students. By creating positive environments, practicing inclusive instruction, managing a classroom effectively, and demonstrating love and mercy towards my students, I can strive to be the most effective educator for Christ.ReferencesKnight, George R. (2006). Philosophy and Eucation: An Introduction in Christian Perspective. Print. Murphy, Madonna M. (2006). The History and Philosophy of Education: Voices of Educational Pioneers. Print. ................
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