There have been many changes to my philosophy of adult learning over the years. As an individual, I take pride in being flexible and creative enough to try different teaching styles. Regardless of the style, I use, however, it appears to me that the key to student success is motivation. When I entered my graduate program in adult education, I was a very strong advocate of the humanist philosophy of education under which a teacher is expected to assume the role of a facilitator in the learning process and to promote learning without offering direction to the learner. Gradually, my belief has continued to change, and I am now fully convinced that a humanist philosophy does not effectively prepare a learner to fit into a fast-changing and diverse society. Unlike the learning of children, adult learning is characterized by experiences and prior learning over the adult learner’s lifetime. The older one grows, the more past experiences and prior learning they bring on current learning.
My quest for a practical and effective way to prepare adult learners has made me realize that my best alternative is to adopt a radical educational philosophy. Being a professional teacher, I hope to produce learners who can make a difference in their lives and those of others. In line with my agenda, therefore, learners are likely to benefit more if subjected to a radical educational philosophy.
Radical Adult Education
A radical adult education philosophy generally views education as a means for bringing about major political, social, and economic changes or reforms (McKinney, 2000). The most prominent philosopher of this view in recent times is Paulo Freire from Brazil. Freire draws on Marxist thinking, including the popularized Liberation Theology of the Catholic Church, and incorporates into his philosophy of education concepts such as class struggle, alienation of the working class, oppression of the masses, and political revolution. In Freire’s observation, education is used by those in power to preserve a corrupt or restrictive social system. Education is thus seen as a tool of oppression, keeping people in a particular social, political, and economic stratum. It is further blamed for dehumanizing people by not treating them as free individuals. A poorly structured education system does not capture a learner’s experience. It also does not assist learners in understanding their position in economic, political, and social situations, and does not effectively prepare them to become fully functioning adults in society.
Under the radical educational philosophy, the emphasis is placed on equality between the teacher and learner. Students are expected to work more independently, and the teacher is only there to coordinate the entire learning process.
Conclusion
My philosophy on adult education has radically changed over the years, and now more than ever, I have a strong feeling that learners must be given the autonomy to learn. In modern societies, the day to day running of state affairs is not only left to the government. Citizens are expected to be vigilant and to ensure that those in power do not only care about their selfish interests. Leadership should be accountable to its citizens, and all leaders should work hard to fulfill the pledges made to the nation. A major focus of the radical educational philosophy is to equip learners with skills that are vital for dealing with social, political, and economic changes in society.
References
McKinney, A. (2000). Real-resumes for Teachers. Fayetteville, NC: PREP Publishing.
Sharma, P. L. (2006). Adult Learning Methods. Darya Ganj, New Delhi: Sarup & Sons.
Philosophy in general is one of the first studies that appeared in the history of the humanity. This study and the scholars involved into it are focused on exploring the most meaningful concept of the human life and following their internal connections, interactions, development and influences on people’s behaviors and ways of thinking. Philosophy covers such aspects as religion, politics, economy, art, law, social relationships, and, of course, education. Philosophy of education is not a branch that is specifically and commonly studied within the course of philosophy in colleges and universities.
Philosophy of education is a subject that is mainly explored by the people working in the sphere of education. Just like all the other branches, philosophy of education is concentrated on looking for answers to the eternal questions that have been bothering the minds of the humanity ever since the ancient times. Among the issues studied by educational philosophers are the purposes and goals of education, its influence on the society and people’s ways of thinking, the subjects of education.
One of the most important and frequently addressed concepts of educational philosophy of the present days is the concept of the relationship between social and cultural diversity in the contemporary world and the changes it brings to the modern process of education. One more very common question explored by the philosophers of education is the role the state and government should play in the sphere of education today and the role they actually play.
The Most Appealing Ideas Expressed by the Author
To my mind, one of the most interesting ideas expressed by the author of the book called “Philosophy of Education”, Nel Noddings, is the thought that the philosophical issues are not supposed to have just one answer to them. The questions explored by the philosophers all around the world are meant to be eternal, because the answers to them change depending on the surrounding influences such are the type of the society, the historical events, political regimes, cultures, religious, eras and economical conditions.
This is why Nel Noddings presents the teachings of the most outstanding thinkers of different times and epochs in order to show how the perspectives of the philosophers on the main issues of education have changed throughout the history. Nel Noddings also notices that the modern philosophers are focused on more than just debates and arguments. They actually started to engage into action and do constructive work within their field suggesting influential new alternatives and powerful ideas delivered through teaching narratives. To my mind, one more important thought of the author of the book is that the concepts of teaching and learning are basically inseparable.
Even though they include more than one side of the action, teaching and learning are done by different people and teaching without learning as its result cannot be considered an efficient action. In order words, the teacher that teaches, but does not have the students learning the subject is actually not teaching at all. Teaching is the process that assumes having a positive result. I think that teaching is the kind of action that cannot have negative results. The final outcomes of teaching can be either positive, when the students have obtained certain knowledge, or non-existent, when the students did not receive any knowledge at all, which means that the act of teaching failed.
The Implications of the Ideas in the Book For Educators
The ideas presented in “Philosophy of Education” by Nel Noddings are very interesting and meaningful. They encourage a great deal of thinking from the side of the reader. Philosophical arguments about the reasons and goals of teaching may vary and include different points of view, but the major problems remain the same. The idea that teaching is an action that has more than one side implies that the teacher carries huge responsibilities, as a person who is in charge not only of their own progress and achievements, but also the progress and achievements made by the students. Nel Noddings notices that a teacher today rarely has only one student.
Working with just one student is quite easy, because the strategy can be selected properly over time, which will allow the process of teaching become absolutely positive and efficient. Today, most of the teachers work with wide audiences that may include dozens people attending one lecture. This creates a serious issue for the teacher as a person responsible for their students’ progress and knowledge. A very professional and inventive teacher is able to work out a technique that will maximize the effectiveness of their teaching, yet t is almost impossible to achieve one hundred per cent positive results while working with many people at the same time.
This implication leaves the educators with a contradictory experience of their teaching being both effective and ineffective at the same time and the responsibility to address the needs of the students that do not obtain knowledge together with others. The issue of social and cultural diversity in the classrooms and its influence on the process and results of teaching is one of the main aspects that affect the concept of teacher’s responsibility in the world of nowadays.
Challenging Ideas of the Author
One of the ideas raised in the book by Nel Noddings seems especially challenging to me. The author explores the issue of the presence of religion and spirituality in the process of education and teaching. Years ago religion used to be considered a necessary way of thinking and perception of the outer world. Religion and education were inseparable and mutually penetrating. Today, the question of religion as an important part of educational process is argued about.
Of course, it goes without saying that religion and spirituality are massive and very important aspects of people’s life. At the same time, these aspects are no longer as all-consuming as they used to be a couple of centuries ago. This is why I think that the presence of religion and spirituality and respect towards it should exist, but in limited proportions, as the modern democratic society makes an emphasis on the freedom of thought and opinion. Besides, the contemporary Western world is far from homogenous.
It is highly diverse and multi-cultural and one religious opinion taught to masses would cause protests. This is why, to my mind, none of modern teaching techniques should take religious perspectives as the focus of the educational strategy, unless it is taught in a special religious school or this is a special subject based on a certain religion. I think that the spiritual discussions in schools should be done objectively and focused on exploring main functions and meanings of religions and spirituality without making preferences and direct judgments. Moreover, I agree with the statement of Nel Noddings about religion and spirituality being essential parts of people’s existence, this is why they should not be completely left out in the modern process of education.
The amalgamation of cultures is both a benediction and blasphemy of the K-12 teaching space. With more variety than ever, educators have to fine-tune approaches from one scholar to the next. Multiculturalism essentially means more than a schoolroom with diverse skin color – it comprises watchful inspection of the localities, parenting styles, and overall experiences that outline all of the K-12 scholars.
This paper scrutinizes multicultural education and what effect the miscellaneous pupils of these days will have on the next peer group of teachers. In its utmost elementary sense, multicultural education is a liberal method for renovating education constructed on educational equivalence and societal righteousness. The gears obligatory in cultivating a multicultural education are content incorporations, bias decrease, authorizing school philosophy, and communal philosophy (Rata & Arslan, 2013).
These all necessitate consideration as they relate to the hard work of conflict resolution in the present day. What children learn in their schoolroom settings when it comes to contacts with those who are dissimilar to them renders into how well they will succeed in life in the universal sense. In the 20th century, there has been an upsurge in international reciprocated acceptance of opposite views and diverse beliefs – though debatably, there is still a lot of work to do.
Unambiguously, when one talks about America, it is central that multicultural education is present with the growing number of scholars for whom English is not their first language and come from a different country. Multiplicity is real even within typical society, and scholars need to have the communiqué life abilities that multicultural education endorses. While no classroom is the same, each method will be mixed as well. Some significant points when it comes to multicultural education must embrace several things. Firstly, it is cautious observation. To put it differently, multicultural teaching cannot be taught in a book.
It must be established by each teacher on the basis of a specific scholar group. Secondly, it is the learning style of supervision. Teachers can assist students in realizing their hypothetical assets by helping them determine their own learning style. In this manner, students learn what technique of understanding works best for them founded on their own experiences and characters. Thirdly, it is the pride in legacy.
Teachers should search for ways to accentuate the variances between scholars in an encouraging light (Peters-Davis & Shultz, 2015). This could mean writing papers on the personal background or joining with other scholars to help each other elaborate projects that emphasize the values of the other. There are lots of ways that teachers can approach multiculturalism in K-12 schoolrooms, but the primary step is distinguishing its importance because, in order for today’s scholars to experience ultimate triumph on the global measure, teachers must identify the necessity of multiculturalism in education.
Diversity Theories
Critical race theory
The CRT movement is an assembly of campaigners and students involved in learning and renovating the connection between race, discrimination, and authority. Even though CRT began as a program in the legal field, it has quickly feasted outside that discipline. Contrasting some abstract disciplines, the CRT encompasses an avant-garde dimension. It not only attempts to comprehend our societal state of affairs but to transform it.
It looks out not just to determine how society systematizes itself along with racial positions and chain of command, but to renovate it for the better. The author of this paper was a witness to the adversative impact of the Critical Race Theory. It is safe to say that the majority of schools in richer districts are mostly white scholars and recognized teachers. The regions within lower-class zones stereotypically have bigger class dimensions, younger educators, scholars are repeatedly multilingual, and the schoolchildren come from minority families. These institutions also have a tendency to be older and not furnished with the most up-to-date technology.
As an extra optimistic viewpoint on the societal, educational construction, the author has begun to work with schools that work in the direction of indiscrimination. Contract schools are disposed to have a higher variety ratio, and there appears to be a better sense of equivalence among the scholars. The author principally chooses public contract schools over the old-style public institutions.
Oppositional theory
School teaching space is inextricably linked with human and environmental contacts. The schoolroom-based ethnic settings embrace exceptional educator-scholar and pupil-pupil interconnections that can reflect the socio-financial skills of the greater community. In all these contacts, human intervention infuses educators’ and scholars’ communication. Students’ understanding of and their replies to teaching space culture can have a deep impact on their success.
Being in the right place, cultural kinship, and self-sufficiency are just a couple of numerous issues that play crucial roles in defining scholars’ enthusiasm to approach or reject involvement in educational activities. Resistance theories, above all, offer an exclusive explanation of the schoolroom culture by investigating how schoolchildren or teachers see and retort to cultural supremacy. Normally, confrontation includes actions that inactively or actively compete against the overriding culture.
These actions help to preserve scholars’ or educators’ sense of self-sufficiency and individuality. An approach that could be used in this case could be to include lots of diverse cultures into the set of courses. For instance, it would be reasonable to let the students say the words they learn in English in their native language. This would help scholars of all backgrounds feel the attachment to the learning program and generate a feeling of distinctiveness among the subject.
Cultural difference theory
The cultural difference theory is founded on the clue that scholars who are raised up in dissimilar cultural backgrounds may approach the teaching and study process in different ways. It is vital for teachers to be conscious of the difference between the studying atmosphere and the home setting. Individuals from dissimilar cultural backgrounds may have an approach to teaching that varies from the normal approach used in American institutions. For example, differences can be distinguished in the Polynesian perception of learning, where younger kids are commonly educated by older kids rather than by grownups.
This is a completely different approach to education and one that may require being well-thought-out in a school in America that is attended by diverse scholars (Bennett, 2014). Teachers have to certify that they integrate methods of education in their schoolrooms that comfort numerous views and ethnic concepts scholars take to school. This entails each educator to understand their student’s ethos, and as well to know who their scholars are as persons. It is also central for educators to guarantee that they treat all scholars the same and to have high hopes for each of them so that they will all attempt to unlock their potential.
The author of the research admits falling into the category of teachers that discover themselves correcting some scholars over others. When working with pupils that may use a dialect, the teacher will more frequently correct their sentence structure, articulation, or overall way of speaking. This approach falls into the cultural differences theory notion because these scholars have their full-time educators talk to them in identical dialect. To them and their schoolroom, it is seamlessly accurate, but in the author’s teaching space that they only spend an hour in, the author finds it to be incorrect and may unintentionally drop on them for it. As an alternative, it is advised to attempt to connect the experience back to their accustomed values or draw in the peculiarities of others.
Technology and resources
Even though technology can play an imperative role in backing up and enhancing the learning process, the efficiency of any hi-tech device is subject to the knowledge and proficiency of the competent educator who manages and simplifies the learning atmosphere. Sometimes, though, schools have allowed technology to guide the learning program and have even implemented it to substitute qualified teachers. One should be attentive to the fact that technology is just an instrument, and designing inventive education is the key to effectively fitting technology into schoolrooms.
To do this, educators must initially identify what technology can do for the learning process. For instance, the subsequent are the ways educators can use technology to support literacy education: word processing (In this age, word processing is a requirement for every language lesson), hi-tech writings (Electronic books are amusing complements for printed schoolbooks. Nevertheless, they will never entirely substitute old-style books.
Articles on the Internet are supplemented by audiovisual aids to vividly inspire even the most unenthusiastic scholar readers, leading to improved literacy levels), printing scholars’ work (For the reason that they are inspired, and devote themselves to their work when they are involved in trustworthy tasks, a key goal in teaching literateness is for scholars to participate in evocative and focused projects), communiqué via the Internet (The Internet has cracked down the human interaction’s distance barrier.
Consequently, scholars can develop partnerships through the Internet. The foremost ways of cooperating on the Internet comprise e-mail, direct messaging, and announcement boards. With most of the current messengers, scholars can not only send direct messages but as well have audio and video chats that momentously stimulate and expand their language abilities), and seeking for online data (The Web suggests respected resources from all over the world (for example, online periodicals, newscast, educational resources, etc.) that empower a lot of teachers to use the Internet as their cybernetic reading room).
There is presently no ultimate research to specify that scholars will learn a second language successfully by means of technology without communication with and direction from a competent language educator. Still, teachers must think at all times of the fact that technology is just n instrument, and scholars’ learning attainment depends on appropriate and original teaching. If the teacher is conscious of the drawbacks of using technology to plan creative events, technology will be much more of assistance for second language education.
Philosophies of multicultural education
Epistemological philosophy
Epistemology is the subdivision of philosophy that explores the phenomenon of knowledge and how individuals know if they know anything. It addresses the questions of what knowledge basically is and how do people distinguish if they really possess any knowledge. Epistemologists, obviously, have established many concepts about how to reply to these questions. Currently, psychologists have become concerned with the idea of whether public excluding philosophers have thoughts about what knowledge is and how it is defined.
To put it differently, psychologists have pondered if people have opinions on epistemological interrogations (termed “epistemological principles” or “individual epistemological views”) and whether these views disturb in any way their education or intellect. The author tends to side with education methods supported by epistemological methods. The teacher should believe in the supremacy of learning through creation, noting, and investigation. It is crucial to encourage students and always let them know that there are at all times things to discover, and the theories are repeatedly contradicted.
Evaluation of multicultural techniques
With the intention of assessing if a scholar has retained the lesson, the teacher would inquire students to associate and differentiate at least two different notions learned throughout the lesson in terms of the cultural difference. For instance, it may be the case with the particular dialect, where the scholars would be asked to explain why there is a difference and how it should be approached.
Conclusion
Divergent to common belief, multicultural teaching is more than ethnic cognizance, but somewhat an ingenuity to incorporate all minority groups and to guarantee a set of courses and content counting such groups is correct and comprehensive. Regrettably, multicultural education is not as laidback as an annual heritage celebration or an extra item. Rather than that, it necessitates schools to restructure the outdated curriculum. It should be continually remembered that multicultural education is essential to modern society, and we should find a way to implement it in the realities of our time.
References
Bennett, C. I. (2014). Comprehensive Multicultural Education: Theory and Practice. Boston, MA: Pearson Education.
Peters-Davis, N., & Shultz, J. J. (2015). Challenges of Multicultural Education: Teaching and Taking Diversity Courses. New York, NY: Routledge.
Rata, G., & Arslan, H. (2013). Multicultural Education: From Theory to Practice. Newcastle upon Tyne: Cambridge Scholars Publishing.
Educationists should develop the best teaching philosophies and models. Such models should be guided by various theoretical and philosophical underpinnings in order to support the educational needs of more learners. A proper philosophy of education should be supported by the best teaching competencies. The philosophy should also be guided by the diverse needs of the targeted students (Gunter & Fitzgerald, 2007). This discussion gives a detailed analysis of my personal philosophy of education.
Analysis of the Education Philosophy
My personal philosophy of education is shaped by three unique theories. The philosophy embraces the use of intrinsic competencies and skills that have the potential to produce the most desirable results. As well, my philosophy focuses on evidence-based teaching models that can address the unique needs of different learners. In order to achieve the best results, a personalized model should be developed to address the needs of learners with diverse needs. The ultimate goal of the philosophy is to teach, guide, and empower more learners (Gunter & Fitzgerald, 2007). The philosophy also promotes the best relationships and delivers adequate support to more learners.
Theories
The first educational model is called the Social-Cognitive Learning Theory (Gunter & Fitzgerald, 2007). This “theoretical perspective argues that individuals can learn by observations behaviors and actions undertaken by others” (Ertmer & Newby, 2013, p. 49). By so doing, learners can gain new ideas and behaviors. The important thing is to ensure there is a role model or demonstrator. The second model used to guide my educational philosophy is the Control Theory of Motivation.
The model was developed by William Glaser and indicates that behavior is inspired by a person’s needs or wants (Gunter & Fitzgerald, 2007). This means that “behavior is not motivated by an outside stimulus” (Ertmer & Newby, 2013, p. 52). The third appropriate theory that defines my philosophy of education is Behaviorism. Proponents of this theoretical model believe that learning should be carefully controlled in order to ensure more individuals acquire new behaviors.
Reasons for Choosing the Theories
These three theories play a major role towards supporting my teaching objectives. I have embraced the use of Behaviorism because it supports the use of positive conditioning. This is a universal learning strategy that has the potential to produce desirable behaviors. The “Control Theory also makes it easier for me to negotiate both method and content with students with diverse needs” (Weegar & Pacis, 2012, p. 7). The provided instructions are aimed at enhancing the capabilities and potentials of my students. The Social Cognition Learning Model also emphasizes the importance of interaction. The learners can be allowed to engage in different activities in order to achieve the best behaviors and ideas.
Alignment with Learning and Teaching Approach
My educational philosophy focuses on the best approaches that have the potential to support the performance of different learners. To begin with, every learner wants to get the best outcomes. Parents, educationists, and guardians focus on the best approaches that can support the needs of learners with diverse needs. My educational philosophy is guided by the Control Theory of Motivation in order to produce quality results.
As a teacher, my role is to begin by analyzing the expectations of my learners. This knowledge makes it easier for me to promote the best behaviors that are in accordance with the students’ needs. The theory explains why I am a lead teacher (Gunter & Fitzgerald, 2007). A lead teacher offers appropriate rewards and encourages learners to outline their basic needs.
The newly-developed curriculum should support the learners’ educational needs. The concept of Behaviorism makes it easier for me to produce the best results. Both negative and positive reinforcements are implemented in order to deliver quality outcomes. The learners are also encouraged to interact with one another. Teachers, parents, stakeholders, and learners form strong teams that can deliver desirable outcomes. The Social Cognition Learning Model is therefore used to develop such teams. The “teacher should guide learners to perform new tasks and acquire new behaviors” (Ertmer & Newby, 2013, p. 59).
These three theories have therefore continued to support my educational philosophy. The learning environment is guided by such models thus availing new resources and tools to the students. The learner is given priority in order to ensure his or her educational needs are used to design the best curriculum. Personalized teaching models are developed to promote desirable behaviors. Assessments are “implemented in such a way that they target the potential development of the learner” (Weegar & Pacis, 2012, p. 16). Learners and teachers should collaborate throughout the teaching process.
How I Came To This Understanding
I have understood that every teaching process should be guided by the needs of the learner. The Control Theory of Motivation has made it easier for me to understand why students’ needs should be the main focus in every learning process. As well, I have undertaken numerous studies in order to identify the most desirable theories that can support the needs of more learners. The concept of multidisciplinary teams makes every teaching process successful (Gunter & Fitzgerald, 2007). In conclusion, the role of my philosophy is to deliver quality education to every learner.
Reference List
Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43-71.
Gunter, H., & Fitzgerald, T. (2007). Leading Learning and Leading Teachers: Challenges for Schools in the 21st Century. Leading and Managing, 13(1), 1-15.
Weegar, M., & Pacis, D. (2012). A Comparison of Two Theories of Learning: Behaviorism and Constructivism as Applied to Face-to-Face and Online Learning. E-Leader Manila, 1(1), 1-20.
The beliefs and activities of teachers and students lay out the foundation for education and its further implications. The debates about the general purpose of education are ongoing, and different communities have different opinions regarding this issue. One of the studies revealed that the consensus on a single goal of education had not been reached and that it is changing throughout times according to society’s needs (Walker, 2016).
Some views state that “academic achievement is the main goal,” while other opinions argue that acquiring a career and technical skills preparing students for future work is more crucial (Walker, 2016, para. 1). I believe that the purpose of education is to help students discover their strong characteristics and potential and employ those to become the best version of themselves and achieve future social and financial well-being.
Education starts from an early age, and the role of a teacher in the educational process of young learners is essential. Collaboration among peers and with a teacher is an integral part of learning. According to Sparks (2019), promoting cooperation can be an excellent technique for learners to think from different angles and to develop empathetic attitudes towards the opinions of others. I believe that it is crucial to integrate collaborative activities that will help the students to open up and create an environment where they will find understanding. I, as a teacher, will show full commitment to contribute to the growth and development of young children through promoting collaboration in a properly designed environment.
In a classroom environment, a teacher needs to be a leader who operates within the ethical framework and encourages students’ learning. From my perspective, focusing on caring about the students, employing fair judgments, keeping professionalism, and, at the same time, creating the feeling of unity among the learners is essential to generate the best outcomes. Another crucial element of the ethical framework that I consider is critique ethics.
Educational institution communities can have members who differ in terms of social class, race, or ability, and it is imperative to show concern and care to all of the students. As a leader in the educational field, I will integrate the progressivism theory of education. This theory emphasizes the significance of focusing on the whole child and learning “by social interaction and problem-solving” (Lynch, 2017, par. 5). I believe that through the equal attitudes towards the students and by encouraging them to learn through experiences and exploration, we can achieve mental and social growth among the learners.
Self-reflection on teaching practices also plays a critical role in education. It is essential to conduct continuous work on improving the methods that I will employ as a teacher and utilize various researches, professional courses, and other resources as a part of the teaching process. Working with students implies continuous changes because the learners grow, their preferences and expectations develop, and their needs transform.
In such a way, reflecting on the practices that I use in education will help to generate strategies for further improvement of instructional methods and activities. I believe that, as a teacher, I also need to be a learner. Learning from students, learning from mistakes, learning from colleagues, learning from experts, as well as investigating researches and newly available materials is essential.
In conclusion, education presents numerous challenges, and it is significant to be able to understand yourself as a teacher and as an individual. Creating an environment that encourages learning and collaboration, equal and fair judgments towards the students, the focus on learning from experiences, and the development of the learners’ potential are the key elements of my philosophy. Integrating continuous learning and self-reflection into the educational process also serves as great facilitators for the improvement and effective strategies’ development.