Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowingEastern Ways of KnowingChinese thoughtStyles of TeachingHumanismConclusionReferencesIntroductionEducation is an ongoing process based upon experience. The old adage you learn something new everyday is very true, and nothing fascinates me more than simply talking to other people; you can learn so much from them. Education is the foundation of our American society, and the children of today are the future of our country, but educating them is not enough; we must be good role models and present a system of morals and values in our classrooms.
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowledgeWestern ThoughtWestern StudiesIntroductionWestern Philosophy is an ongoing process based upon experience – and there seems to be little to be learned from our society, or from our children. It is often argued that, as teacher’s and curriculum-developer’s the problem is only about knowledge, and all teachers do the same thing, but at the same time, we are not learning to keep our values, our principles, the principles of our society. We have no idea how to become one. So it is important to not only learn from other teachers and be able to speak as we see fit, but do some work for us – to keep our values, to work with other students to be more reflective and more responsible, but to take more of our time, for the sake of the teachers who we may be teaching are not really helping us grow as a group. The point being, are we just the same old good teachers who want to learn to understand our societies, to be better teachers than bad ones? Why do we need so many good teachers? Why can’t we all learn to teach the same? What will happen to this culture because of this philosophy of teaching? How will this be transformed? How much of this philosophy is really meant so that people can live up to their expectations and learn quickly and learn from experience?
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowledgeWestern ThoughtWestern StudiesIntroductionWestern Philosophy is an ongoing process based upon experience – and there seems to be little to be learned from our society, or from our children. It is often argued that, as teacher’s and curriculum-developer’s the problem is only about knowledge, and all teachers do the same thing, but at the same time, we are not learning to keep our values, our principles, the principles of our society. We have no idea how to become one. So it is important to not only learn from other teachers and be able to speak as we see fit. But do some work for us – to keep our values, to work with other students to be more reflective and more responsible, but to take more of our time, for the sake of the teachers who we may be teaching are not really helping us grow as a group. The point being, are we just the same old good teachers who want to learn to understand our societies, to be better teachers than bad ones? Why do we need so many good teachers? Why can’t we all learn to teach the same? How will this culture because of this philosophy of teaching?
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educator
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowledgeWestern ThoughtWestern StudiesIntroductionWestern Philosophy is an ongoing process based upon experience – and there seems to be little to be learned from our society, or from our children. It is often argued that, as teacher’s and curriculum-developer’s the problem is only about knowledge, and all teachers do the same thing, but at the same time, we are not learning to keep our values, our principles, the principles of our society. We have no idea how to become one. So it is important to not only learn from other teachers and be able to speak as we see fit, but do some work for us – to keep our values, to work with other students to be more reflective and more responsible, but to take more of our time, for the sake of the teachers who we may be teaching are not really helping us grow as a group. The point being, are we just the same old good teachers who want to learn to understand our societies, to be better teachers than bad ones? Why do we need so many good teachers? Why can’t we all learn to teach the same? What will happen to this culture because of this philosophy of teaching? How will this be transformed? How much of this philosophy is really meant so that people can live up to their expectations and learn quickly and learn from experience?
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowledgeWestern ThoughtWestern StudiesIntroductionWestern Philosophy is an ongoing process based upon experience – and there seems to be little to be learned from our society, or from our children. It is often argued that, as teacher’s and curriculum-developer’s the problem is only about knowledge, and all teachers do the same thing, but at the same time, we are not learning to keep our values, our principles, the principles of our society. We have no idea how to become one. So it is important to not only learn from other teachers and be able to speak as we see fit. But do some work for us – to keep our values, to work with other students to be more reflective and more responsible, but to take more of our time, for the sake of the teachers who we may be teaching are not really helping us grow as a group. The point being, are we just the same old good teachers who want to learn to understand our societies, to be better teachers than bad ones? Why do we need so many good teachers? Why can’t we all learn to teach the same? How will this culture because of this philosophy of teaching?
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educator
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowledgeWestern ThoughtWestern StudiesIntroductionWestern Philosophy is an ongoing process based upon experience – and there seems to be little to be learned from our society, or from our children. It is often argued that, as teacher’s and curriculum-developer’s the problem is only about knowledge, and all teachers do the same thing, but at the same time, we are not learning to keep our values, our principles, the principles of our society. We have no idea how to become one. So it is important to not only learn from other teachers and be able to speak as we see fit, but do some work for us – to keep our values, to work with other students to be more reflective and more responsible, but to take more of our time, for the sake of the teachers who we may be teaching are not really helping us grow as a group. The point being, are we just the same old good teachers who want to learn to understand our societies, to be better teachers than bad ones? Why do we need so many good teachers? Why can’t we all learn to teach the same? What will happen to this culture because of this philosophy of teaching? How will this be transformed? How much of this philosophy is really meant so that people can live up to their expectations and learn quickly and learn from experience?
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educatorDefinition of PhilosophiesPhilosophiesExistentialismWays of KnowledgeWestern ThoughtWestern StudiesIntroductionWestern Philosophy is an ongoing process based upon experience – and there seems to be little to be learned from our society, or from our children. It is often argued that, as teacher’s and curriculum-developer’s the problem is only about knowledge, and all teachers do the same thing, but at the same time, we are not learning to keep our values, our principles, the principles of our society. We have no idea how to become one. So it is important to not only learn from other teachers and be able to speak as we see fit. But do some work for us – to keep our values, to work with other students to be more reflective and more responsible, but to take more of our time, for the sake of the teachers who we may be teaching are not really helping us grow as a group. The point being, are we just the same old good teachers who want to learn to understand our societies, to be better teachers than bad ones? Why do we need so many good teachers? Why can’t we all learn to teach the same? How will this culture because of this philosophy of teaching?
Outline: Philosophy of EducationEssay Preview: Outline: Philosophy of EducationReport this essayOutline: Philosophy of EducationIntroductionHoward Gardners theory of multiple intelligencesMy future classroomMy role as a male educator
Our objective in education is directly related to the social sciences in that the classroom is a microcosm of our society. As teachers we try to prepare our students for real-world situations. Interacting socially, communicating effectively and understanding other peoples emotions, feelings and points of view will help our students blossom into productive and understanding adults.
Howard Gardner wrote about multiple intelligences, which I think is a huge step in improving the classroom environment and lesson plans to include ways that everyone can learn (Tomlinson, 2002). He identified eight different ways to be “smart” that traditional IQ tests would not show. This model allows students to excel in these categories through different types of instruction, such as verbal ability, referred to as the linguistic intelligence, or the ability to play an instrument, referred to as the musical intelligence (Johnson et al., 2005).
My classroom will be entertaining, first and foremost. I understand the material I am teaching elementary school children, but delivering that material effectively depends on how they feel about school. Motivating children and getting them excited about learning is not always easy, but it is a key ingredient to a successful classroom.
As a male entering the elementary education field I understand my role as a possible father figure (Kindlon and Thompson, 1999) and recognize the importance. I want to make a difference in the world, and I see no better way than through the efforts of education.
Definition of PhilosophyFrom the perspective of a future educator, I see myself identifying with the qualities of existentialism the most. This theory can be hard to explain at times because it relies so heavily on the meaning we impose on our lives through education, an idea that cannot be expressed in a limited amount of words and one that differs from individual to individual.
Existentialism is routed in the fact that our lives are meaningless; we live in a meaningless world and a meaningless period of time no different than any other. In essence, the quest to find meaning in our lives defines our life. A large part of this view is the idea that we are all free, an idea embraced in America but not typically recognized throughout the world or throughout history. Given this, our freedom allows us to make choices and these choices define us.
The goal of the teacher through this philosophy is not to teach freedom, but to embrace it. Tracking, measurement and standardization homogenize the classroom, whereas our goal as teachers is to individualize the classroom and foster a healthy student-teacher relationship. The students feelings are important and we should not compare ourselves to an ideal self but who we actually are, and education is the tool that fills the gaps of understanding this.
Because I have yet to become a teacher, I am not quite sure how and in what ways measurement and standardization negatively impact the classroom, but I am aware of the separation and animosity created my tracking. Getting the students to think positively about themselves will foster healthy learning and create a positive self-esteem that will drive them to learn both in the classroom and through questioning on their own. Sparking that fire is the idea behind existentialism, and in a world where we are essentially meaningless, it is up to us as teachers to inspire our students to grasp the freedom they have, bring meaning into their life, and use that excitement to find meaning in all that they do. Also, in sparking critical thinking, students will engage in a thoughtful and reflective process similar to Blooms taxonomy where a number of levels of learning are happening, dependent on how information in the classroom affects them and their existence as well as essence.
Another important tool we can use to define our philosophy as a teacher is the Ways of Knowing. I feel like I identify most with the Eastern Way of Knowing, particularly the Chinese thought because of the emphasis on moral development. Understanding facts and theories is important in education, but sometimes it is hard to distinguish what is actually necessary from what is trivial. Preaching morals allows us to respect others, particularly elders, and gain from their knowledge, something that cannot always be taught in the classroom. Also, it will foster a more productive and peaceful society, one that is the best to learn in.
Confucianism and Taoism play a large role in this type of knowing as well,