I believe that students who are capable of 'learning to learn' are much more capable as professionals, in whatever field they aspire to, but especially nursing. It is important for these students to understand the importance of continuing to learn and applying the knowledge they gain through learning to other situations. As Gagne espoused a progression of intellectual knowledge in a step-by-step process, I too would require the same type of process from my students. Beginning with the most fundemental nursing requirements and standards and adding to that each day in my classroom would assist my students in gaining the necessary knowledge they will need to succeed in the nursing community. Progression allows for a simple method of adding incrementally to their knowledge. As I stated in the opening paragraph, my teaching philosophy will likely be very different in the future; that is because I will be using the same philosophy on my own learning that I use in the classroom to teach these students...
I will be progressing as they progress, I will be experiencing nursing through a hands-on approach that bodes well for my growth as a teacher and instructor. I firmly adhere to the philosophy that every individual continues to learn every day (even if it is only accidental) and that most students are eager to learn. Since most people can learn through a wide variety of experiences, I hope that I will not only be able to provide those experiences, but that the students can reciprocate by supplying experiences for myself and the other students to learn from as well.
Teaching Ethics In the realm of psychology and education, moral education is continuing to be more and more an accepted subject. Several people in the U.S. inclusive of educators involved with education for democratic citizenship are underlining for effectual moral education of the youth because of an overall moral crisis confronting these youths. People are clamoring for announcing a moral crisis in our nation in the wake of media coverage of
Teacher Education in Nigeria: A Comparison with the United States There is no nation that can grow beyond the quality of its education (Lawal, 2003). A nation can only develop meaningfully and attain professionalism through a good teacher education program, which begins with the organization of teacher education and the resolving of its problems. The paper concerns itself with teacher education in Nigeria, comparing this nation's program with that of the
"Many of our current challenges are unprecedented," the president explained. "There are no standard remedies, or go-to fixes this time around. That is why we are going to need your help. We'll need young people like you to step up. We need your daring and your enthusiasm and your energy." I will continue to offer my enthusiasm and my energy -- and hopefully I will be daring enough to
With the conceptual tools offered by psychology, we now can, for instance, more readily investigate the effects of mistreatment on children's development. My concern regarding the general disharmony of the relationship between adult and child stems from the awareness that we adults have the inclination to view the child as grossly inadequate. In our misguided efforts to help them, we downplay the significance of what the children themselves find applicable
Philosophy of Chemistry The work of Scerri (2000) asks the question of what could the connections between chemistry and philosophy possible be "apart from the obvious superficial one of their both representing quests for knowledge?" (p.1) Scerri states that in the view of the chemist "the philosopher -- who conducts no experiments whatsoever -- is not worthy of very high esteem. From the scientific perspective, philosophical views do not seem very
The works of Borko and Putnam (1998) expressed the contemporary perspectives to the concept of contextual learning. Situated recognition (uses both social and physical contexts),social cognition (uses an individual's construction of a given knowledge) as well as distributed cognition which employs or relates to both the social and situated nature of cognition (Clifford and Wilson,2000). While employing this ideas, I emphasize on problem solving, recognition of the fact that
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