教育论文代写 Assessment on a Teachers Personal Philosophy of Education
I believe students are unique individuals with different needs and abilities and should ultimately be responsible for much of their own learning especially as they grow and mature. This core belief represents a combination of three different classical educational philosophies: Neo-Thomism, Idealism, and Existentialism.
Neo-Thomism is rooted in the thoughts of Thomas Aquinas. Spirit precedes existence is a distinctive feature that exists in Neo-Thomism along with a strong belief that God exists and can be recognized through faith and reason (Webb, Metha, & Jordan 2010). God is the Supreme Being and creator of all things including human beings, physical objects, minds, and ideas. They also believe there are different levels in knowing God with the highest level being through revelation and knowledge gained could not diverge from or be conflicting with revelation. Human beings are seen as a unit: spirit, soul, and body of which are interdependent. Like Neo-Thomism I view humans as
valuable entities created with dignity and worth. I also carry a strong believe that human beings are made in the image and likeness of God and possess a mind that needs to be cultivated and used to its highest degree. The Neo-Thomism hold high regards for ethics and moral values and that God established unchanging moral laws that can be discerned by reason.
Idealism, the oldest philosophy known to man, is the philosophy of education that would also closely emulate my own. Idealists have different opinions on some of the specifics but they do agree on two main elements. The first is that the spirit is the most important aspect of the human life and the second is that everything in the universe is essential non-material. In other words, matter, is not real, it is rather an idea formed in the mind (Webb, Metha & Jordan 2010).
According to Webb, Metha, and Jordan (2010), p. 52, "Idealism stresses mind over matter". The epistemology is that nothing exists in the physical world that did not exist first in an individual's thoughts and spirit. Idealists believe that a person can know something intuitively without ever using the five senses. Idealists also believe that man's spirit has all wisdom in it and knowledge is an act of recall. This is based on man being eternal and everything he will ever need is already available in his spirit where God dwells (Cohen, 1999). Education is based on bringing this knowledge to the conscious mind. The philosophy of Idealism claims that it is the teacher's responsibility to motivate students to be responsive to ideas and be proud of and talk about their cultural heritage (Van Nuland, 2001).
This philosophy is like mine in that it purposes to develop the mind and self of the student. Idealists also have intentions to teach moral and value education in which I am also a strong proponent of. Curriculum is based around activities that stimulate the
intellect, develop critical thinking skills, as well as, develop morals, values, self-realization, responsibility, and self-control.
Although I do not agree with all the aspects of Existentialism, I do support its belief that places a great amount of emphasis on individuality. They believe the primary role of a teacher is to facilitate opportunities for learning thereby improving student success. I believe, as a teacher, one of my primary roles is to teach students to become their own person while making responsible choices.
Teachers play many multifaceted roles everyday in the life of a student. First and foremost, I believe teachers must have a love for children as well as have a passion and desire to make a positive difference in their lives. Teachers have a responsibility to provide a safe environment that respects cultural diversity. When students feel valued and secure with their environment, it increases their chances of success. A good teacher is not one who rules like a dictator but instead respects each individual and acts as a guide for them. Depending on the needs of the students, educators need to develop the curriculum so that it is designed to meet those needs and guide them toward success. Teachers also have the responsibility of modeling ethical and moral behavior because often time's students look up to them. Finally, I believe teachers should always treat learners as individuals who bring a unique set of needs and abilities to the classroom and who should be encouraged to become responsible for their own learning.
My ideal vision of the way schools should be regarding curriculum consist of a few major key points. First, a curriculum should allow learners to practice and experience equality. Next, I believe a curriculum should create a safe, warm, environment where students come together for a common goal. It should enable students opportunities for critical thinking while at the same time allow students to solve problems by applying learned knowledge (Webb, Metha & Jordan 2010). Finally, a curriculum should reinforce respect for diversity as well as make learning applicable to valid issues. I believe it is essential that character education should be included in every curriculum. Teaching students ethical and moral behaviors such as respect, responsibility, positive attitude, self-discipline, caring, trustworthiness should be included in every curriculum. These are vital characteristics that individuals need to go into the real world and be successful. Character education is best taught by the teacher modeling the behaviors. I believe every time a teacher comes in contact with a student, they help in shaping the character of that child. Character education is simple helping students understand and put in practice core moral values (Webb, Metha & Jordan 2010).
The instructional strategy that I tend to defend would be Perennialism. Perennialism believes that teaching should comprise of not only addressing one's intellect but teaching principles that will have an everlasting effect on the student. Perennialism focuses on personal development so that students will feel a sense of value and worth and I believe this is essential to have life long success. Perennialists are most interested in tried and true teaching methods that have had the ability to discipline a
My Personal Philosophy of Education 8
student's mind. They also believe that students should be taught to think deeply, critically, and with great imagination (Webb, Metha & Jordan 2010).
An assessment or an evaluation is an essential part of instruction. Not only are assessments used to find out how much a student has learned but they can be used as a tool for teachers in evaluating their teaching methods. I believe assessments are useful in that they provide me, the teacher, pertinent information on areas that the students may need more help and whether they are ready to move on the more challenging material. Many times students do not do well on test, so observation and questioning students one on one is another form of assessment that would be valuable for student and teacher alike. Another form of assessment would include giving children an opportunity to correct their work and learn from their mistakes thus giving them a chance to improve their grade.
I believe students have many important roles in their education. The most important role for students to have concerning their education is to be actively engaged in their learning. Engaged learners become responsible and self-regulated learners who are able to set goals and achieve them. I believe learning energizing them thus leading to a lifelong mission to seek more knowledge and a passion to transfer this knowledge in a way that solves problems creatively. Students should also take the role of an explorer. Exploring the physical world and interaction with other students allows one to discover greater concepts and apply different skills. Students should be encouraged to think critically about new concepts and skills learned while at the same time determine how these discoveries can be integrated in real life situations. Self-discipline, responsibility,
教育论文代写 Assessment on a Teachers Personal Philosophy of Education
