The first answer that has always come to mind when asked why I chose teaching is ‘to positively impact the lives of as many people as I possibly can.’ I believe that we all have roles to play in seeking to positively influence the society in which we live in. This is a personal objective I would desire to actively pursue in my teaching role. Thanks to the close relationships educators forge with learners in the course of instruction, educators occupy a strategic position as far as influencing the academic achievements of students as well as their behaviors and outlook about life is concerned. It is for this reason that I am convinced that teaching offers me a perfect platform to advance my agenda of ‘positively impacting the lives of as many people as I possibly can.’ As a matter of fact, my educational philosophy rating and supervisory belief are both reflective of this very agenda. While my educational philosophy rating was experimentalism, my supervisory belief was collaborative. With regard to my educational philosophy, the focus ought to be on teaching students how to think, as opposed to what to think. I feel that I reinforce knowledge in a more significant way via experimentation. It is for this reason that I am convinced that classroom management ought to be adapted to be constructivist. The teaching methods I adopt are, therefore, tilted towards experimenting...
It is important to note that to survive in today’s increasingly competitive world, students ought to be equipped with much more than arithmetic, reading, and writing skills. As much as these are important in a professional setting, so are other skills and abilities including, but not limited to, problem solving skills, ability to relate well with others, ability to spot and embrace change, etc. I am of the opinion that if I can equip students with the appropriate problem solving methodologies and the skills that they require to be successful in whatever it is that they pursue later on in life, I will have succeeded in seeking to bring positive and meaningful change in their lives.
Education Philosophies Philosophy is an extensive branch of knowledge that deals with the notions of reality and existence with a solid correlation to wisdom. Therefore, education philosophy is an applied field of specification dealing with conventional development of educative standards, for example, from ethics. For years, the development of education has undergone several transitions from fields of concern and especially through theoretical pedagogic philosophies. These theories and philosophies have had a
Abstract The education approach plays a fundamental role in the cognitive development of a child. The Montessori theory of Education introduced in 1903 by Maria Montessori has been identified to significantly contribute to effective cognitive development. The Montessori curriculum has emerged popular across the globe with the Montessori principles being adopted across private and public school setting. The Montessori education philosophy demands a redefining of school and redesigning of the classroom
Developing a Professional Identity Pursuing an education specialist degree has solidified my professional identity, as I build confidence in my skill set and level of competency. I have already established myself within the field of education but have shifted focus to special education. This course has helped me to develop a professional identity as a special education teacher and one who eventually hopes to advocate and inform public policy. Personal Philosophy and
POLITICAL PHILOSOPHY Introduction to Political PhilosophyReflection on Hobbes�s Argument of All Human Beings Equal in the State Of NatureThe reason Hobbes determined the above statement is because being in a natural state requires equal ability to survive, for which killing and conquering could be part of the process. Three elements become consistent elements of this process: opposing one another for access to resources, disbelief, and magnificence (Internet Encyclopedia of Philosophy,
Berkley stated that because the senses were potentially faulty, everyone's sense perceptions and thus everyone's 'truth' was unique and variable. However, most empiricists like Locke believed that some (few) things could be known with certainty, like shape and color, even if other properties of things could not be known. The empiricists come from the Aristotelian rather than the Platonic tradition of philosophy, and had rigorous standards of truth based upon
Philosophy (general) Given that experience is argued to be the foundation of knowledge (according to Locke) how - if at all - does Locke make room for what Leibniz would call 'necessary truths'? Gottfried Leibniz made many criticisms of the work of John Locke, while acknowledging its sophistication and importance, observing that 'although the author of the Essays says hundreds of fine things which I applaud, our systems are very different' (Leibniz,
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