Education fulfills personal psychological needs: the innate desires for understanding and the acquisition of knowledge that facilitates understanding. Individual differences, however, suggest that students may not all agree as to what facts or figures are important to learn. We all remember wondering in school, "How is this going to help me find a job?" Or "When am I going to need to know this when I grow up?" While structure

By "personal" and "social" goals, I meant the achievement of ideals set by the individual for himself/herself and for the society in general, respectively. Education and learning gained from it is meaningless if the individual cannot enjoy and optimize it to achieve his/her own needs and aspirations in life. However, similarly, one's success in achieving his/her aspirations becomes irrelevant if these achievements do not benefit society. A recognize the need

It is important for students to understand that the world does not exist in isolation, but the skills we learn overlap in our journey into learning. Epistemology: Epistemology asks us to ponder the question: what is knowledge how does knowledge of one event or process impact other events, how do we know what we know? Within my educational philosophy, the concept of knowledge is, as it is in Bloom's hierarchy,

Philosophy of Education Norma Cunningham I am a nontraditional student and I am returning back to college due to a job loss. I have been given a second chance at obtaining an education. Since I have been attending college, I was accepted into the nursing program, but I turned it down. I did this because I remember my dream has always been to be a math teacher. Everyone knows teachers are not

Thus, it is incumbent on the modern teacher to understand that one size does not fit all. Is this more work? Most assuredly; one must be constantly aware of the undercurrents that exist within the classroom and work towards those issues; one must be continually creative to ensure that students are exposed to literature and ideas that are less Eurocentric; and finally one must continually adapt one's own view.

All these little faults of speech, which you are so afraid the children will acquire, are nothing. They may be prevented or corrected with the greatest ease, but the faults that are taught them when you make them speak in a low, indistinct, and timid voice, when you are always criticizing their tone and finding fault with their words, are never cured." [195] Similarly, Rousseau uses the example of late-onset language