Educational Philosophy
More than ever, teachers have myriad of decisions to make in their classrooms. Naturally, they have to determine curricula, how to rate the students on their work and the specific grades to give to each pupil. However, a teacher's responsibility goes far beyond this. They must decide what other skills would be helpful, or even essential, to live in this fast-paced global environment. Beyond the academics, students need education in intercommunication, diversity and multiculturalism, time management, critical thinking, creativity and expression, and multi-tasking. Many students also need self-esteem building, stress reduction methods, psychological support and just a caring, nonjudgmental hand of support.

According to the class readings, educational philosophy reflects the personal values/principles that guide teachers in making choices in their classroom. To determine these choices, they should take into consideration the nature of reality (metaphysics); the study of knowledge that has been disclosed to man by God (revealed); knowledge…...

Mathematics has its own internal logic and creates and obeys its own 'rules,' just as a beautiful picture obeys the rules of proportion (or deliberately violate but acknowledges the rules of form as seen in the artwork of Picasso). Great art or important science holds true to the logical rules of a discipline. hat is good in art and science holds true to valid principles of a correspondence to reality, and instructs people in the true nature of the world.
The heart of both great art and science is philosophy, and the Greek philosopher Plato once said that the only thing someone needed to be a great philosopher was a "passion is to see the truth." Great artists, scientists, philosophers and great individuals who do goof things by inspiring others to good all have a passion for the truth. This kind of passion for truth inspired Keats to write his…...

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Works Cited

Keats, John. "Ode to a Grecian Urn." Quiller-Couch, Arthur Thomas, Sir. The Oxford Book of English Verse. Oxford: Clarendon, 1919, [c1901]; Bartleby.com, 1999. Retrieved January 15, 2008 at  http://www.bartleby.com/101/625.html 

Plato. (2007). Philosphy Pages. Retrieved January 15, 2008 at  http://www.spaceandmotion.com/Philosophy-Plato-Philosopher.htm 

Shakespeare, William. Romeo and Juliet. Shakespeare Homepage. Retrieved January 15, 2008 at  http://shakespeare.mit.edu/romeo_juliet/index.html 

Educational philosophy statement

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…...

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 requires that some limitations be placed on children's own personal developmental choices and possibilities (Cahn, p. 423). The author's own notion of the Democratic State is largely derived from this last concept. Education must be divided between a concept of absolute individual choice and societal necessity. Societal necessity demands that children be allowed enough choice for free and individualized expression, while at the same time being prohibited from choosing lifestyles that take as their express point-of-view the idea that they…...

The author presents a much broader concept of what the point of schooling is that includes preparing individuals for becoming competent caring adults. I have often noticed that some of the highest performing students are comparatively less well developed socially.
On the other hand, I disagree somewhat with Kohn's conclusion that preparing students for vocational success is necessarily an all-or-none proposition that corrupts education for corporate needs to the extent it focuses on vocational training (Kohn, 2003). hile I agree that any strict focus on vocational training undermines the most essential purpose of education, I have always believed that it could accomplish both goals simultaneously instead of producing students who are virtually completely unprepared to perform vocationally when they first enter the workforce. If anything, learning skills like project management, interpersonal communications in various media, and other necessary vocational skills could be better incorporated into the college curriculum without sacrificing…...

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Works Cited

Kohn, a. (2002). The Dangerous Myth of Grade Inflation. The Chronicle of Higher Education; Vol. 49, Issue 11,-Page B7, November 8, 2002. Kohn, a. (2003). What Does it Mean to Be Well-Educated? Principal Leadership; March 2003.

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 justice education with academic excellence. It stresses that students must take pride in their African-American identity, and show pride and respect for themselves and their community by applying themselves to their studies with intellectual engagement as well as with a sense of duty.

This stress upon the great works of the religious tradition may seem to connect the school to the academic tradition and philosophy of perennialism. This educational philosophy advocates the use of original, translated but not abridged, great books…...

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Works Cited

Educational Philosophy." (2004) Free Dictionary.

 http://encyclopedia.thefreedictionary.com/Educational%20philosophies 

'Existentialism." (2004) Free Dictionary.

 http://encyclopedia.thefreedictionary.com/Educational%20existentialism

Educational Philosophy An educational philosophy guides a teacher’s practice in the classroom since it is used for decision making. Creating an educational philosophy is an important part of becoming a teacher or educator. This is primarily because the philosophy provides the teacher’s vision of education and his/her teaching practice. Lewis (2019) states that an educational philosophy is a teacher’s personal statement that show his/her guiding principles on teaching. This personal statement conveys the teacher’s personal beliefs and thoughts about education. It plays an important role in the lives of many teachers or educators in relation to crafting teachings. This paper provides my personal philosophy of education based on my personal information, educational experience, the results of my philosophy survey, and theorists/philosophers.
Personal Philosophy of Education
My personal philosophy of education is based on the belief that students are ultimately responsible for their own learning and development. While learning is a by-product of complex…...

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References

Brameld, T. (2008, January 30). Reconstructionism as Radical Philosophy of Education: A Reappraisal. The Educational Forum, 47(1), 67-76.

Latriz, C. (2016, May 12). Reconstructionism. Retrieved April 29, 2019, from

Lewis, B. (2019, March 22). 10 Questions to Ask Yourself to Design Your Educational Philosophy. Retrieved April 29, 2019, from https://www.thoughtco.com/design-your-educational-philosophy-2081733

Simon, L. (n.d.). Reconstructionism. Retrieved from Elon University website: http://facstaff.elon.edu/simonl/Rec.doc

https://www.slideshare.net/CarloLatriz/reconstructionism-61949112

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 to struggle more, in grasping concepts and in trying to understand ideas, but I still believe that struggle is one of the more beneficial and instructive lessons, and that it can teach lasting and memorable lessons.
However, this will mean at times that one will have to provide students with a certain level of introduction so that they have the backbone and scaffolding to make discoveries and to learn the most meaningful lessons possible. As Locke illuminates, one of the major…...

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References

Burgess, B. (2011, August 8). The Educational Theory of Socrates. Retrieved from newfoundations.com:  http://www.newfoundations.com/GALLERY/Socrates.html 

Goodyear, D. (2013). John Locke's Pedagogy. Retrieved from eepat.net:  http://eepat.net/doku.php?id=john_locke_s_pedagogy 

Stanford.edu. (2010, June 27). Jean Jacques Rousseau. Retrieved from Stanford.edu:  http://plato.stanford.edu/entries/rousseau/#Edu

Philosophy of Education
The objective of this study is to articulate a personal philosophy of education noting specifics in belief in the areas of worldview foundations. The philosophic foundations will include metaphysical beliefs and epistemological beliefs. elevant issues are inclusive of discipline, diversity, curriculum development, professional development and learning communities.

Education as growth involves the direction of the activities of young learners and is determinant in the young learner's future. It is reported that "Since the young at a given time will at some later date compose the society of that period, the latter's nature will largely turn upon the direction children's activities were given at an earlier period. This cumulative movement of action toward a later result is what is meant by growth." (Dewey, 2003, p. 1) It is reported that the "primary condition of growth is immaturity. This may seen to be mere truism -- saying that a being can…...

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References

Dewey, J. (2003) Democracy and Education: An Introduction to the Philosophy of Education. The University of Virginia American Studies Program. Retrieved from:  http://xroads.virginia.edu/~HYPER2/dewey/header.html 

Bielaczyc, K. And Collins, A. (nd) Learning Communities in Classrooms: A Reconceptualization of Educational Practice. Harvard University. Retrieved from: http://isites.harvard.edu/fs/docs/icb.topic541040.files/Bielaczyc%20and%20Collins-Learning%20Communities%20in%20Classrooms.pdf

Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.) Cambridge, MA: Harvard University Press

Classroom Applications of Vygotsky's Theory (1999) Pearson Education. Retrieved from:  http://jan.ucc.nau.edu/lsn/educator/edtech/learningtheorieswebsite/vygotsky.htm

Philosophy of Education
hen the discussion turns to what is a proper philosophy of education -- in order to provide clarity and coherence to the profession of teaching -- one name stands out in the history of American education. That name is John Dewey. There are others too, that have made contributions to the philosophy of education, including Karl Popper, and this paper will review the topic and provide insights into a progressive philosophy of education as well.

John Dewey

Dewey didn't say that unless there is a workable, creative philosophy of education, teachers' work will " ... lack coherence and conviction" and be "vulnerable to a wide range of unwelcome pressures," many of which are not helpful in an educational setting. That was Paula Kinnarney in ED621A (December, 2015), raising very pertinent questions in the context of making the teaching profession relevant to children in today's fast-changing and challenging world. hat Dewey…...

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Works Cited

Dewey, John. Experience and Education. Indianapolis, IN: Kappa Delta Pi, 1998.

Kinnarney, Paula. Teacher as Critically Reflective Practitioner / Nov. -- Dec., 2015

Magee, Bryan. Popper. New York, NY: Psychology Press, 1974.

Career Technical Education
Vocational education has been a part of the American educational system for decades. It is accepted as a vital part of the educational process as a whole and is regarded as a vital role for the future of the American economy.

The movement for vocational education consists of two forces, one which would utilize the public school to simply turn out more efficient laborers and the other would utilize educational resources to equip individuals to control their own future economic careers (Passe 2001). The latter, many feel, would "help on such a reorganization of industry as will change it from a feudalistic to a democratic order" (Passe 2001). ith the arrival of large numbers of immigrants during the 1800's, there arose a concern about the socialization of foreign-born children and their parents, thus, the common school was formed as a means of assimilating new Americans into the dominant culture…...

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Works Cited

Passe, Jeff. "Social Education vs. Vocational Education: Can They Coexist?"

The Social Studies. March 01, 2001.

Lagemann, Ellen Condliffe. "The challenge of liberal education: past, present, and future - Featured Topic - making vocational exploration a more important aspect of liberal education."

Liberal Education. Spring, 2003.

The provision of a safe and comfortable classroom environment is one of the most important factors toward enhancing teachers’ effectiveness with regards to achieving the desired learning goals and objectives. Such a classroom environment contributes to achievement of learning goals/objectives through enhancing student learning. However, for teachers to create such an environment, they need to understand the differences in classroom environments based on the age group of the students. Classroom environments should be designed based on the principle of age appropriateness and a developmentally appropriate curriculum. The design of the classroom also has significant impacts on the educational philosophy utilized by teachers. This paper compares and contrasts a preschool classroom and a classroom for children aged five years or more in relation to age appropriateness. This is followed by a discussion of my personal educational philosophy and how I will implement it. Part 1
A Preschool Classroom
A preschool classroom is a learning…...

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References

Armstrong et al. (2014). Early Childhood Development Theories. In Evidence-Based Interventions for Children with challenging behavior (chap. 2, pp.21-30). Retrieved from  

Ganly, S. (2012). Educational Philosophies in the Classroom. Retrieved from Indiana Department of Education website: https://www.doe.in.gov/sites/default/files/cte/ncteb-edphil.pdf

Knopf, H.T. & Welsh, K.L. (2010, February). Preschool Materials Guide. Retrieved April 13, 2018, from https://www.sc-ccrr.org/media/736/preschool-materials.pdf

McCabe, S. (2015, February 26). What Does a Good Preschool Classroom Look Like? Retrieved April 13, 2018, from  http://edublog.scholastic.com/post/what-does-good-preschool-classroom-look# 

https://www.springer.com/cda/content/document/cda_downloaddocument/9781461478065-c1.pdf 

Synthesize traditional and progressive education for today's students. Education digest. Vol. 68, Issue 7, 4-8. etrieved January 17, 2011, from: http://web.ebscohost.com/ehost/detail?hid=12&sid=90682ec6-64e1-4958-adc2-32dc1555fcc4%40sessionmgr13&vid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=9317873
Cohen, L.M. & Gelbrich, J. (1999). Philosophical perspectives in education. Oregon State University, School of Education. etrieved January 17, 2011, from: http://oregonstate.edu/instruct/ed416/PP2.html

Moser, .D. (1951, July). The educational philopophy of William T. Harris. Peabody Journal of education. Vol. 29, No. 1, 14-33 etrieved January 17, 2011, from http://www. Jstor, org/stable/1489104

Nehring, J.H. (2006, February 1). Progressive vs. traditional: eframing an old debate. Education week. Vol. 25, Issue 21, 32-33. etrieved January 17, 2011, from: http://web.ebscohost.com/ehost/detail?hid=12&sid=90682ec6-64e1-4958-adc2-32dc1555fcc4%40sessionmgr13&vid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=19705742

Neil, J. (2005, January). John Dewey: Philosophy of education. Experimental learning. Wilderdom.com. etrieved January 17, 2011, from http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html

Sternberg, J., & Zhang, L. (2005, Summer). Styles of thinking as a basis of differntiated instruction. Theory into practice, 44(3), 245-253. Lawrence Erlbaum Associates. etrieved January 17, 2011, from: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=111&sid=4dc68d17-580a=4983=af18=762283ca50ef%40sessionmgr114...

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References

Ackerman, D.B. (2003, March). Synthesize traditional and progressive education for today's students. Education digest. Vol. 68, Issue 7, 4-8. Retrieved January 17, 2011, from:  http://web.ebscohost.com/ehost/detail?hid=12&sid=90682ec6-64e1-4958-adc2-32dc1555fcc4%40sessionmgr13&vid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=9317873 

Cohen, L.M. & Gelbrich, J. (1999). Philosophical perspectives in education. Oregon State University, School of Education. Retrieved January 17, 2011, from:  http://oregonstate.edu/instruct/ed416/PP2.html 

Moser, R.D. (1951, July). The educational philopophy of William T. Harris. Peabody Journal of education. Vol. 29, No. 1, 14-33 Retrieved January 17, 2011, from Jstor, org/stable/1489104http://www.

Nehring, J.H. (2006, February 1). Progressive vs. traditional: Reframing an old debate. Education week. Vol. 25, Issue 21, 32-33. Retrieved January 17, 2011, from:  http://web.ebscohost.com/ehost/detail?hid=12&sid=90682ec6-64e1-4958-adc2-32dc1555fcc4%40sessionmgr13&vid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=19705742

However, I believe wholeheartedly that it is possible to help ESOL students keep up with classroom material and overcome the language barrier without suffering either socially or academically. Research reveals several ways teachers can work within diverse linguistic environments such as cooperative learning.

Because I have two boys of my own who both attend private schools, I also have insight into different pedagogy and educational environments. The philosophies of teachers who work in private schools does not differ greatly from those in public schools but the student body tends to be more homogenous in terms of socio-economic class than it would be in a comparable public school. Wherever I work as a teacher I will be acutely sensitive to the issues related to class including access to technology and other…...

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 applicable to daily life, Dewey believed that Prosser's focus on vocational education might inhibit intrinsic motivation and the development of a person's natural interests, thereby artificially channeling children into specific career paths (Wonacott, 2003). Dewey believed that vocational education presented a danger of becoming too "rote, mechanical, and slavish," (Wonacott, 2003, p. 6). As Labaree (2010) points out, Dewey "lost" the philosophical debate over the role of education as Prosser helped to pass the Smith-Hughes Act of 1917, which ensconced…...

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References

Labaree, D.F. (2010). How Dewey lost. Retrieved online:  https://web.stanford.edu/~dlabaree/publications/How_Dewey_Lost.pdf 

Steinke, L.J. & Putnam, A.R. (n.d.). The current status of technology education. Retrieved online:  http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1077&context=ojwed 

Wonacott, M.E. (2003). History and evolution of vocational and career-technical education. Retrieved online: http://www.calpro-online.org/eric/docs/compilation-history.pdf

The educational philosophies of Booker T. Washington, W.E.B. Du Bois, and Carter G. Woodson all aimed to uplift African Americans through education, but each man had a unique approach. This essay will compare and contrast the effectiveness of their educational philosophies in promoting social and economic advancement for African Americans. Booker T. Washington believed in vocational education and economic self-sufficiency for African Americans. His philosophy emphasized practical skills and training for jobs that were in demand, such as agriculture and trades. Washington's Tuskegee Institute in Alabama was a model for his educational philosophy, teaching students skills that would enable them to....