Philosophical Analysis of Public Education and Curriculum Using Contemporary Philosophers
Introduction
This paper seeks to use philosophy to find out what meaningful learning means in today's context. It also seeks to offer a serious philosophical analysis of public education and pedagogy by using contemporary philosophical considerations. A typical teaching scenario involves one individual deliberately helping another one to learn a concept or skill. Nevertheless, the knowledge of an individual is not concrete and observable. Rather, it is a set of representations of the mind drawn from the interpreted dynamics, and ones that the subject knowledge establishes with instruments of reconstructing the world. Therefore, the teaching activity is balanced by various representations of the same knowledge, the learners' the teachers', and the teaching materials.
Therefore, learning, in such a dynamic match with a continuous personal, active, intentional, dynamic interactive, and recursive process which produces a product that is always interim and marked by a given knowledge base generated at defined moments and context. According to David Ausebel, author of Meaningful Learning Theory, learning is a promising strategy in formal teaching. It consists of non-literal and non-arbitrary knowledge interaction circumstances that demand prior knowledge relevant (subsumption) (Agra et al., 2019).
Therefore, from continuous interactions, specific subsumption develops fresh meaning. It is enriched and turns out polished and differentiated. It can serve as a foundation for new learning that is meaningful. The main point of reflection in theory by Ausebel is that of all factors influencing learning; what the learner knows previously is the most important in determining the starting point (Agra et al., 2019).
According to Xenophon, in his teaching ideas, if you introduced the concept of his teacher that if a human being with the best traits, with the ability to accomplish things they try, and educate them and teach them what they ought to do, they are refined and become the best at what they do, thus more beneficial to the world around them (Donskikh, 2019).
Thus, they turn out bad and dangerous with no education and learning since they do not know how to choose what should be done. Thus they try wicked actions. Since they are impetuous and are grand, they are hard of hearing or listening to advice. In short, the idea is about curbing wild tendencies- the comparison of which is an uneducated human. Therefore, education intends to develop a political individual (with polis) (Donskikh, 2019).
In modern-day, training is related to acquiring information from the outside world. It is provided by a program, a standard, and a teacher. In the digital world, the unit of learning is the student activity. It is captivating to view the education system's goals during the Aristotle era, influenced by the Greek Miracle phenomena. It clearly and efficiently manifested in several areas of human action and engagements,...
Aristotle is regarded as a teacher in this scenario and the school's originator that informed Alexandria's development concerning learning. Alexandria was the hitherto critical and mandatory center of
science in the era of Hellenics (Donskikh, 2019).
Wollstonecraft (1990) believes that some learning is needed to anchor a gentleman's character. Boys are required to align with a couple of years of discipline. However, in educating women, cultivating the understanding is subservient to acquiring a level of corporal attainment. When we consider what potentially meaningful, and un-arbitrary material is, it is essential to internalize the meaning of the expression non-arbitrary or meaningful, logically, or lack randomness (Agra et al., 2019).
Therefore, it implies that meaning interaction does not depend on any earlier idea but a specified and relevant knowledge in the cognitive structure and the subject's earlier knowledge, located in the...
…learning institutions. In the current practice used over the years, the teacher's role is to transmit content to learners; under such a traditional method, teachers who have the most impact develop strategies to help learners understand and retain knowledge specific to their area. When learners see us pursuing genuine inquiry related to life experiences, products, situations, and people, they have a stronger will to engage us in a similar inquiry (Makaiau & Miller, 2012).
Consequently, the learners start to internalize the knowledge and skills we expose them to, which also helps them examine their lives. Their schoolwork acquires a double purpose in which it sharpens their philosophical tool, even as it provides a window for meaningful inquiry. We assert that what holds of the teacher as an artist is also true of the philosopher teacher. Leading a life that is examined is contagious. Once someone experiences activity engagement in lower-level philosophy, it increases in degree in student practice (Makaiau & Miller, 2012).
Conclusion
The analysis of the idea of meaningful learning made it possible to extrapolate the understanding of both the idea and its application through its attribute definition, the antecedents, and the consequences, making it possible to make it means clear (Agra, 2019). The modern practices of pedagogy are evolving into increased visualization, while the philosophical triggers should be informed, basically, by local communication (Donskikh, 2019).
Similarly, there is a need to pay more attention to oral communication and dialogue to resolve the concerns in teaching content in other disciplines. If it is understood that any knowledge has an ethical angle, teaching is more responsible. Working to unravel the truth and being aware of the power of acquired knowledge should be part of teaching practice from the onset. If such conditions are met, education will create a responsible citizen instead of a narrow-minded specialist…
