In many learning situations, however, there is no ultimate truth upon which the teacher can call to instruct her students. Instead, many topics are still controversial, even as they are a part of history. In this case, teachers must acknowledge this fact as true, leading to a valuable lesson for students who may assume that textbooks and authority figures are always right. In some cases, however, the teacher must continue to teach what is true, despite the fact that this may alienate on of his students. For instance, some still refuse to accept that the Holocaust occurred. These kinds of falsities can be dangerous, so the teacher must be sure to teach the truth regarding this issue and similar ones. In addition to teaching reality and truth, however, which can often be negative and contrary to the hope that most students try to instill in their students, teachers must also teach what is good and what is beautiful. Although good is a word that is often used subjectively, many subjects are good by nearly universal standards. By their actions, in addition to their lessons, teachers can stress the importance of being good to one another, of being kind, even to those with whom one does not agree. Furthermore, teachers can demonstrate the importance of being able to disagree, while exemplifying how this can be done in a kind and good manner. In addition, teachers can also instruct students in finding the good in situations. In much the same way, teachers can instruct students to have eyes for beauty, searching...
For instance, many see a beauty in dying, as it reminds some that life goes on. Others can find beauty in war, that some have cared for their countries and fellow humans enough to die for them. Teaching students to find beauty in what is commonly seen as negative is one way in which to increase their hope and positive attitudes, allowing them to understand that they have no bounds, but can affect change wherever they desire.
Here the emphasis is on complete neutrality, the child being exposed to all different ways of thinking and believing (Cahn, p. 421). In the end the child will make his own choice as to what is best. Such complete freedom; however, rests upon a notion that children might indeed make incorrect choices; ones that are base don incomplete knowledge of the real world. The need to make rational choice
Educational Philosophy Comparison: John Dewey vs. William Bagley There have always been philosophical battles between progressive thinkers and conservative thinkers when it comes to the education of America's children. Those wars were waged in the 18th, 19th, and 20th Centuries, and educators from both sides, and some in the middle or the far left or far right, are still involved in the same philosophical scrimmages today. It's healthy though, to look
Educational Philosophy Although not old in years and experience, my educational philosophy is fortunately commensurate with the institution I am presently working for as a teacher. This institution is committed to one of the oldest and most respected academic traditions in existence, that of the Jesuit Catholic tradition of rigorous, questioning inquiry in education. It also stresses a strong community service tradition, along with the Catholic faith tradition. It combines
John Dewey and Charles Prosser were both instrumental figures in American educational philosophy and pedagogical theory. Both Dewey and Prosser were pragmatists, but each proposed a fundamentally different function for public education. Dewey stressed the importance of education for fostering civic duty and promoting democracy; Prosser remained more concerned with the role education would play in preparing children for vocational careers. Although both Dewey and Prosser believed education should be
Educational philosophy that I would most support more than anything would be one which supports the benefit of learning by doing. I believe wholeheartedly in the power of experience being the best teacher. I realize that this might mean that my students or any students might fail repeatedly before they succeed at something, but I've always believed that failure is an excellent teacher. Furthermore, learning by doing might cause students
Psychology Professor Phillip Zimbardo and Social Studies Teacher Ron Jones In 1971, Stanford University Psychology professor conducted the now-famous Stanford Prison Experiment in which simulated jailer/inmate relationships actually generated many of the very behaviors recognized as being characteristic of real-life situations where group identification and blind obedience to authority release the profound capacity for morally horrendous and brutal behavior that lies within most us on different levels (Zimbardo, 2007). Similarly, several
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