¶ … education is that it should be rooted in reason, and in this sense it is based in the philosophical principle of modernism identified by Knight, namely that human reason has the ability to see and understand the world around it, identify its nature and laws and extrapolate its meaning (2008, p. 87). At the same time, however, I also approach education in the sense that there remains a mystery to the world that our human reason cannot always understand. In other words, I see a transcendent reality that exists above us -- and this is rooted in the classical philosophical traditions of the Greeks (Socrates, Plato, Aristotle). I do not view approach as very postmodern in the sense of Hume, Kant, and Nietzsche, who finally stated that there is no truth but what the human mind constructs (Knight, 2008, p. 89). I believe this is to place too much emphasis on the subjective experience without giving proper weight to the objective experience. Thus, my three approaches are based in modernism, classicalism, and scholasticism, which is part of the medieval educative tradition. These same three approaches are ones I plan to implement in my classroom, but I also intend to add humanism, which I think emphasizes the experience of the individual and can serve as a type of post-modernism, because it points out how every individual does see things uniquely through his or her own eyes. This is supported by the view of Kant and Nietzsche (Knight, 2008). I also want to engage...
(Koonce, 2016, p. 60-77). There is no simple way to approach education. Taking cues from the various philosophical sectors in the education field is a way that can help teachers and administrators provide enough freedom for teachers and students to move successfully towards goals while at the same time providing the necessary parameters in which those movements should be situated.
Educations Both traditional and progressive views of education take into account the needs of the student, the teacher, and the role of the curriculum. However, traditional and progressive forms of education differ greatly in their approach. In a traditional classroom, the teacher is an authority figure. The format of instruction is lecture-based with minimal opportunity for democratic participation although some question and answer sessions may follow the lecture. The teacher
Dr. Frank Pajares, writing in Reading and Writing Quarterly (Pajares 2003), points out that in his view of Bandura's social learning theory, individuals are believed to possess "self-beliefs that enable them to exercise a measure of control over their thoughts, feelings, and actions." As has been mentioned earlier in this paper, but put a slightly different way by Pajares ("Self-Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of the Literature")
How many value-added units is the teacher-scholar producing?" and, Van Luchene continues, "Lip service is paid to educational considerations beyond quantitative measures... [and because of that] we stand to lose the vitality of our educational system. To boot, we may also lose our democratic form of government, depending as it does on education to foster deliberation, judgment, imagination..." Meantime, Van Luchene stresses that Dewey's writing "provides a refreshing antidote..." To
education and the teacher-learner relationship from a Christian-informed philosophical perspective. It begins with an explanation of the author's personal worldview, and then explores the various philosophical schools of education. Combining the two, the author explains how they have helped shape the author's approach to education. Rather than relying on a single educational philosophy, the author intends to combine multiple philosophies in the classroom environment. Describing the purpose of education is
" (Montessori, 9) There is a counter-intuitive disconnect between the priorities of the educational system and the real-life demands of individuals attempting to function ably therein. Here, Montessori speaks to the incredible irony present even in higher education, where students are essentially intended to be prepared for the real world but are instead isolated in a false environment where priorities such as a streamlined means of graded evaluation, a disregard for
Here, the information processing theory applies to the manner in which the board induces a multilayered engagement of the subject matter. The correlation of conceptual and practical application with a visual presentation conforms to the information processing idea that "information is stored in multiple locations throughout the brain in the form of networks of connections. It is consistent with the levels-of-processing approach in that the more connections to a
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