Thoughts on Educational Philosophy

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Introduction

Philosophy of education is an academic field that is involved with the application of philosophies in order to define as well as explain goals and meaning of education (Noddings, 1995). It is imperative to note that education has its own challenges, goals and related theories. In this case, philosophy of education involves the study of educational process, aims, forms and methodologies of study. This field highly focuses on the process of educating individuals in various fields.

Research has revealed that philosophy of education also focuses on how learning takes place (Schunk, 1996). In addition, it exposes the theories involved in learning and the practice of teaching. Moreover, the discipline legitimizes and exposes the limits of certain educational practices and theories (Schunk, 1996). Notably, different people have various thoughts on education, the concepts of learning and truth.

It is against this scope that this paper intends to explore the meaning of truth, how it is taught and the theoretical basis of learning and teaching. Additionally, the paper will also elaborate the process of learning and effective teaching and learning strategies that can be adopted in a classroom environment. Moreover, it will also shed light on the role of schools and teachers in a multicultural society besides the integration of personal faith in philosophy of education and how it manifests itself in teaching.

What is truth?

Studies have shown that truth is one of the central aspects in philosophy (Groff, 2000). Nevertheless, the concept has various meanings. For instance, truth can be defined as the state of being in accord with reality. Moreover, the concept can also be used to mean sincerity of the matter or action (Groff, 2000).

Explain why what a person believes about truth is important

It is notable that a person believes that truth is important since it helps in understanding and accepting reality. In this case, truth helps an individual to overcome falsehood (Groff, 2000). As a matter of fact, it enables a person to work towards a particular target in accordance to reality. It is also worth noting that truth has a unifying effect since it solidifies the actual essence of reality.

What should be taught and how should it be taught?

Truth is all about reality and thus individuals should be taught about it right from childhood age (Schunk, 1996). Quite a number of persons have problems coping with reality which can only be learnt through experiences. In this case, truth should be taught in all aspects of life through formal, non-formal and informal education systems.

For instance, individuals should be taught about reality in vocational and non-vocational settings. This can be done through the use of mentors, teachers, counselors and guardians (Groff, 2000). The latter category of individuals is quite instrumental in the process of teaching.

What is the theoretical basis of your personal philosophy of learning and teaching? Describe this theory or theories, including the individuals associated with these theories

In terms of John Locke’s idea on learning; I strongly believe that learning and teaching are active and two-way processes that take place between the learner and teacher. Theoretically, it is evident that learning and teaching have two phases namely sociological and psychological (Noddings, 1995).

In line with this, there are theories that can be used to support this fact. For example, we have philosophy-based and psychology-based theories that explain how learning and teaching take place. Notably, theorists have emerged in the past to explain how the process of learning takes place.

As a result, different viewpoints have been presented. Needless to say, these viewpoints have been used to explain how education and learning processes occur. It is vital to point out that the philosophy-based theory of learning was spearheaded by early philosophers and scholars such as Socrates, Aristotle, and Plato (Schunk, 1996). In this case, they argue that effective learning occurs in tandem with the desired outcomes.

Therefore, these philosophers debated on why and how people learn and eventually concluded that the desired outcomes shape both the nature and process of teaching and learning. The ancient scholars perceived learning as a training of the mind in order to make new discoveries (Frank, 2005).

Nevertheless, there are scholars who appreciate learning as vocational training through apprentice method. In this case, it is arguable that vocational training encourages inherent learning that is characterized by inquiry, reflection and discourse (Locke, 1996).

On the other hand, psychology-based theory of learning emerged in the 19^th century and it is all about the scientific study of learning. Notably, scholars who proposed this theory included Descartes, Thorndike, Skinner and Kant (Schunk, 1996). Research has revealed that these scholars were influenced by the studies of Darwin.

The theorists studied how people learn and also attempted to explain the best teaching strategies. Notably, the theory addresses how a human mind is influenced by psychological and behavioral mechanisms, a factor that makes one to construct knowledge depending on stimulus derived from the environment through senses (Schunk, 1996).

These theories derived a scientific approach to explain how the human mind develops mental connection with positive stimuli in the environment. In this case, they argue that learning occurs due to association of impression from senses with impulse action. The latter may occur either consciously or subconsciously.

How do you believe learning occurs? Describe the learning process

There are numerous processes through which learning can occur. Therefore, it is imperative to note that though quite a number of theories have emerged to explain how learning occurs, there are those that appear more precise than others (Noddings, 1995). In this respect, John Locke’s theory of learning is apparently explaining how learning occurs more effectively.

By adopting his idea, I believe that the human mind at childhood is like a blank slate or tabula rasa bearing in mind that there is nothing recorded in it. In regards to how learning occurs, experiences encountered from childhood to adulthood shape human minds (Locke, 1996).

As a matter of fact, the human mind gathers information, skills and knowledge through experiences. This enables the learner to create more complex ideas (Gutek, 2009). It is also imperative to note that education system is structured in a manner that it will provide adequate experiences to learners depending on the discipline of study.

How does this understanding of learning affect your teaching?

This understanding affects my teaching positively since I will be able to enrich learning environment with necessary resources to facilitate effective acquisition of knowledge. In my position as a teacher, I will be able to employ numerous teaching strategies in classroom in order to shape the minds of learners effectively.

Notably, this approach will also enables me to apply good moral standards since learners are likely to copy from what they encounter. Therefore, in case they observe negative aspects in classroom; they are likely to portray the same in future. Additionally, this will also help me to present the much needed information, knowledge and skills that are updated to learners. It will further ensure that they get the best form of knowledge through firsthand experience.

In line with the aforementioned elements, enhanced understanding will also affect my strategies for teaching bearing in mind that I will transform my delivery strategy from teacher-centered to learner-oriented.

In this case, my lessons will be directed to the learners in order to give them room for exploration. Consequently, the learner will be able to gather knowledge and skills from the environment. Nevertheless, it is also vital to mention that knowledge and information should be presented to the learner before experiencing the real situation.

What teaching and assessment strategies do you believe are effective, based upon how you believe students learn?

Empirical research studies have revealed that learning is an active process that involves both a teacher and learner. Since learners gain a lot from experience, it is essential to use numerous teaching strategies to ensure that they participate actively in classroom (Frank, 2005).

For instance, other than just using lecture method, it is important to make the process of learning to be learner-centered. Needless to say, the teacher should give learners assignments to do on their own. In line with this, group work and projects assist learners to cooperate and remain active in finding out new sources of knowledge on their own.

In terms of the above perspective, the teacher should also allocate variety of teaching materials in classroom such as books, objects and reference materials (Frank, 2005). Besides, it is essential for a teacher to employ effective assessment methods to identify how learners progress in classroom.

For instance, one of the effective assessment methods is through keen observation of learners in order to study their level of motivation and attitude toward specific concepts. For instance, according to behavioral theorists, one can be able to understand and assess learners’ ability by observing their behavioral patterns. Another effective method of assessment may entails posing questions in classroom to evaluate learners’ ability to understand and comprehend concepts that have been taught (Frank, 2005).

What is the role of the school in a multicultural society?

It is definite that school is a social institution that plays crucial role in society (Frank, 2005). It is also imperative to note that society uses the institution of school as a tool which assists children in gaining skills, knowledge, values as well as etiquettes related to life. In this regard, a school fosters socio-cultural development in the sense that it prepares learners to become reliable individuals in future.

Notably, learners who come from a multicultural society are bound under one culture at school (Smith, 2009). For instance, every school has a syllabus that is being used to guide and educate learners. Therefore, it is arguable that a school is an institution that fosters oneness in society regardless of the prevailing cultural differences.

That notwithstanding, a school establishes balance in multicultural society by enabling learners from different cultures to explore, learn, discover, create and construct new ideas from the experiences gained through education (Smith, 2009).

What is the role of a teacher in multicultural classrooms?

From a careful review of literature, it is evident that a teacher plays a crucial role in enhancing harmony and effective learning in a multicultural classroom (Frank, 2005).

For instance, a teacher often acts as a decision maker in classroom by ensures that all the activities being done in classroom are geared towards attaining major values in society such as harmony, integration and equal participation in classroom regardless of learners’ individual differences (Smith, 2009).

In addition, a teacher acts as a planner in classroom. As part and parcel of the teaching responsibility, a teacher allocates resources to learners and organizes how learning will take place (Frank, 2005). In line with this, a teacher also plays the role of a craftsman. This involves a case whereby he or she assists learners to acquire skills and attain knowledge related to life through demonstration, asking questions, motivating and guiding learners in a classroom set up.

How is your personal faith integrated into this philosophy of education? How does your faith manifest itself in your teaching?

It is essential to note that religion plays a key role in philosophy of education and hence it is an indispensable aspect in learning. Additionally, personal faith helps to instill morals and values in the learning process. Therefore, it is definite that my personal faith is very much integrated in the philosophy of education and is also manifested in various methods of teaching.

For instance, when interacting with learners, I guide them on how to apply moral virtues such as obedience and honesty in classroom. By so doing, it helps them to adhere to instructions and rules and eventually prepares their minds in readiness to learn.

References

Frank, C. (2005). Teaching and Learning Theory: Who Needs It? College Quarterly, 8(2), 1-12.

Groff, R. (2000). the truth of the matter: Roy Bhaskar’s critical realism and the concept of alethic truth. Philosophy of the Social Sciences, 30(3), 407-435.

Gutek, L. (2009). New Perspectives on Philosophy and Education. New Jersey: Pearson Education, Inc.

Locke, J. (1996). Some Thoughts Concerning Education and Of the Conduct of the Understanding. Indianapolis: Hackett Publishing Co, Inc.

Noddings, N. (1995). Philosophy of Education. New York: West view Press.

Schunk, H. (1996). Learning theories. New Jersey: Prentice-Hall, Inc.

Smith, E. (2009). Approaches to Multicultural Education in Pre-service Teacher Education: Philosophical Frameworks and Models for Teaching. Multicultural Education, 16(3), 45-50.

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