Introduction to the Philosophy of Education

Paragraph Broadly speaking the concept of education implies many things: Contol, fun, essential skills, Imagination and creativity, influence, real world skills, individual learners, sitting still vs moving around and silence. Learners (in fact all learners) need to know ‘what is in it for me? ‘ ‘We need to know the “why” before the “how” is even relevant’. Learners have proved that they learn actively before they ever set foot inside a classroom, and yet when they get there they are usually given passive roles. It is a little like setting a television on standby.

Learning is not a receptive task; it is active, pro-active even. Yet, if they are able to see or feel a need for something; if they have a personal interest in something; or if they just want the challenge; they have the “why” and are ready to learn actively. Learners spend far more of their lives outside of school, out in the ‘real world’, and they deserve to see that what they do is realistic, relevant and necessary. The motivation is then intrinsic and the “how”, the learning itself, actually means something and can be absorbing. Education Theory

First of all from a theoretical perspective, Framingham, Massachusetts (1968) for instance referred to a learning process named Sudbury Model of democratic education schools. Sudbury model of democratic education schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you. The experience of Sudbury model democratic school shows that there are many ways to learn without the intervention of teaching to say, without the intervention of a teacher being imperative.

In the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, and others from street signs. Some teach themselves letter sounds, others syllable, others whole words. Sunbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they have had no dyslexia.

None of their graduates are real or functional illiterates and no one who meets their older students could ever guess the age at which they first learned to read or write. In a similar form students learn all the subjects, techniques and skills in these schools. Concrete education accomplishments Secondly an educated human being performs in a very efficient and effective way that guaranties results for example: At the Training Fall Conference and Expo held last week in Long Beach, California, Dr.

Robert Wisher received the 2005 United States Distance Learning Association (USDLA) Hall of Fame Award. Dr. Wisher was recognized for his many years of commitment, service and dedication given to the continued development, promotion and application of distance learning through education and training. In addition, the USDLA Board also acknowledges his accomplishments through the direction of the ADL Initiative and the refinement of the Sharable Content Object Reference Model (SCORM®).

Through his global contribution to other government organizations, academia and industry, Dr. Wisher has enhanced the role of education and training. The USDLA Awards are created to acknowledge major accomplishments in distance learning and to highlight those distance learning instructors, programs and professionals who have achieved and demonstrated extraordinary achievements through the use of online, videoconferencing and satellite delivery technologies. A personal view of education

Finally following is my personal understanding and interpretation. The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, and water comes from the faucet.

The school has to give children, not only an insight into the social importance of such activities, but above all the opportunities to practice them in play form. This leads naturally into the problem or “project method” which has come to be identified with the essence of the progressive procedure. Education seems limited at times we are quick to take over what was there before without asking questions. It happens very often as the saying goes “why fix something that is not broken” I say question it, why did it not break, what is it made up of?

We often limit ourselves, we are afraid of failing by trying new things. Education can be obtain in different ways once you know where someone talents lays. Children soak up knowledge and retain it for use when they are spontaneously induced to look into matters of compelling interest to themselves. They progress fastest in learning, not through being mechanically drilled in prefabricated material, but by doing work, experimenting with things, changing them in purposive ways. Occasionally children need to be alone and on their own. But in the main they will learn more by doing things together.

By choosing what their group would like to do, planning their work, helping one another do it, trying out various ways and means of performing the tasks, involved and discovering what will forward the project, comparing and appraising the results, the youngsters would best develop their latent powers, their skill, understanding, self-reliance and cooperative habits. Traditional schools/education is becoming less attractive because you have a group that don’t have the time because they have to work, or financial is not possible, or the distance is too far away and the list goes on and on.

I strongly believe everyone is entitle to an education regardless of race or colour. We just need to be more creative when it comes to education. We have to stop limiting education there are no books out there that tells you this is the way to teach. You quickly find books that tell you how to teach in a way to get good results, so why are we not doing this? Why are there still schools that only allow the best of the best to attend? If everyone is entitle to an education then everyone should get a chance to become the best. Everyone can be the best once they get the chance to do so.

When it comes to education we have to be more creative because each one of us is different in terms of our learning styles, as well as our strengths and talents. Conclusion In short, it might be a very interesting chore to redesign education with more pragmatic reconstructionism. 1. Education must commit itself here and now to the creation of a new social order that will fulfil the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world. 2. The new society must be a genuine democracy, whose major institutions and resources are controlled by the people themselves. . The child, the school, and education itself are conditioned inexorably by social and cultural forces. 4. The teacher must convince his pupils of the validity and urgency of the reconstructionist solution, but he must do so with scrupulous regard for democratic procedures. 5. The means and ends of education must be completely re-fashioned to meet the demands of the present cultural crisis and to accord with the findings of the behavioural sciences.

Reference:

By W. F. Warde (George Novack) John Dewey’s Theories of Education http://www. marxists. org/archive/novack/works/1960/x03. tm

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