Philosophical Perspective on Education
A Philosophical Perspective on Education
Doris J.
March 29, 2014
Concordia University
Professor Davis
It appears the education of our youth in America will begin to be guided by a rigid and formal mandated system of knowledge. Will children be spoon-fed knowledge to pass rigorous high stake tests according to what our Government thinks? Will this practice help the political and financial key stake holder obtain world recognition than our students placing in global employment positions that hold claim to personal, extensive and prestigious educational acclaim?
In this writes opinion the education of our youth is in extreme peril as the government and local authority’s debate who is in charge, what is to be taught and who will pay for the educational script. What concerns me most is the human element and what is necessary for survival is being taken for granted and our student’s lives are precariously close to being autamoton. The mundane traditional approach has begun to fade and our current practices have been to embrace collaborative learning environments. It is here where students are facilitated and encouraged to ownership of their own capacity to learn.
If we glance back to the Progressivism and Constructivism approaches we see the pragmatist reformer favored a flexible curriculum that changed to meet the needs of society and the Constructivist maintain that individuals create or construct their own understanding through prior knowledge, experiences and activities in their lives (Dunn, 2005). Fast-forward from the late 19th century and enter the 21st and we see the pedagogical reasoning behind these approaches are not so far off from what we continue to have our students strive for. With a cohesive student teacher relationship based on experiential learning student’s emphases is directed toward higher order thinking using critical thinking and problem solving skills in a cooperative learning environment. This is the ideal approach and my
Doris J.
March 29, 2014
Concordia University
Professor Davis
It appears the education of our youth in America will begin to be guided by a rigid and formal mandated system of knowledge. Will children be spoon-fed knowledge to pass rigorous high stake tests according to what our Government thinks? Will this practice help the political and financial key stake holder obtain world recognition than our students placing in global employment positions that hold claim to personal, extensive and prestigious educational acclaim?
In this writes opinion the education of our youth is in extreme peril as the government and local authority’s debate who is in charge, what is to be taught and who will pay for the educational script. What concerns me most is the human element and what is necessary for survival is being taken for granted and our student’s lives are precariously close to being autamoton. The mundane traditional approach has begun to fade and our current practices have been to embrace collaborative learning environments. It is here where students are facilitated and encouraged to ownership of their own capacity to learn.
If we glance back to the Progressivism and Constructivism approaches we see the pragmatist reformer favored a flexible curriculum that changed to meet the needs of society and the Constructivist maintain that individuals create or construct their own understanding through prior knowledge, experiences and activities in their lives (Dunn, 2005). Fast-forward from the late 19th century and enter the 21st and we see the pedagogical reasoning behind these approaches are not so far off from what we continue to have our students strive for. With a cohesive student teacher relationship based on experiential learning student’s emphases is directed toward higher order thinking using critical thinking and problem solving skills in a cooperative learning environment. This is the ideal approach and my
References: Constructivism as a Paradigm for Teaching and Learning. (2004). Constructivism as a Paradigm for Teaching and Learning. Retrieved March 31, 2014, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html Dunn, S. G. (2005). Philosophical foundations of education: connecting philosophy to theory and practice. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. Progressive Education. (2008). Progressive Education. Retrieved April 1, 2014, from http://www.alfiekohn.org/teaching/progressive.htm