Personal Philosophy of Education

Topics: Learning, Education, Skill Pages: 6 (1734 words) Published: March 30, 2011
Introduction
My personal philosophy of education is to develop life-long learners with reflective skills in discussing my personal philosophy of education; I will elaborate on the aim of education, address the role of the teacher and the learner and explain the method of classroom practices. Justification of my personal philosophy will be provided with references to four theorists- Mathew Lipman, Paulo Freire, John Dewey, Jean-Jacques Rousseau. It will also be demonstrated that my personal philosophy is in contrast to B.F. Skinner and A.S. Neill. Aim of Education

The aim of education is to develop individuals with critical thinking skills specifically in reflective thinkers. According to Lipman (in Johnson & Reed, 2008), education is to create individuals with critical thinking skills with the use of community of inquiry in classroom. Teachers should encourage children to ask questions instead of feeding them with pre-packaged information. For example, children work in group to solve mathematical problems. Children will be able to express ideas and listen to other ideas where reflection takes part while listening to others. According to Freire pedagogy (in Lewis, 2009), he believed that learning should be a two-way process which includes communication between teachers and students.

The other aim of education is to develop individuals to become life-long learners. Learning should be a continuous habit throughout an individual’s life. It is vital for children to learn to engage, gain interest in learning and enjoy the process of learning since young in order to become a life-long learner. For instance, children who enjoyed solving mathematical problems will continue to acquire knowledge and looking for more complex mathematical problems to be solve throughout their life. Thus, learning should be appropriate according to the children’s stage of development and also based on individual needs. Rousseau (in Lewis, 2009) stated that education should parallel the natural five stages of development of a child which are infancy; age of nature; pre-adolescence; puberty and adult. Learning will only take part when children are ready to learn. This is because children at different stages of development have different cognitive and literacy abilities that will diverse learning needs. Children in early years tend to have short attentiveness that causes them to lose interest very easily if the learning makes no meaning to them. Therefore, learning has to be appropriate based on stages of development of a child to engage, build interest in learning and enjoy the learning process in order to become a life-long learner.

Other than above, the aim of education is also to develop a peaceful and social harmony society which everyone are treated equally regardless of race or gender. Confucius (in Lewis, 2009) had focus on social harmony where each and every individual has to know their duties, place, responsibilities and also the proper way to perform their duties in the social order. He also thinks that self should not come before society. His basic human right is what you do not wish for yourself, you do not give it to others. Children have to learn how to build different relationships between self and others to gain understanding in the moral order that will contribute in creating a harmonious society. Children will learn to respect each other through learning about Confucius’s education for harmony which includes humanity, moral order and filial piety. Therefore, children should apply knowledge that they have learned to increase consciousness of the reality of life and create a social harmony society.

Role of Teacher

A teacher should be kind, loving, patient and observant. These qualities are important to create a comfortable or child friendly environment in order for children to engage in learning. Maria Montessori (in Gutek, 2001) had stress on the stage one: period of absorbent mind of children age 0 to 6 that...

References: EDC 1300 A.S. Neill and Summerhill handout. Retrieved September 1, 2010, from http://usqstudydesk.usq.edu.au/file.php/15679/Summerhill_and_AS_Neill/AS_Neill_and_Summerhill.pdf
Gutek, G. (2001). Maria Montessori: Proponent of Early Childhood Education. In Historical and Philosophical Foundations of Education (pp 178-187). Pearson Education Inc: Upper Saddle River, New Jersey.
Johnson, T., Reed, R. (2008). John Dewey. In Philosophical Documents in Education (pp 98-124). Pearson Education Inc: Upper Saddle River, New Jersey.
Johnson, T., Reed, R. (2008). Mathew Lipman. In Philosophical Documents in Education (pp250-272). Pearson Education Inc: Upper Saddle River, New Jersey.
Lewis, M. (2009). EDC 1300: Handout for Confucius. Retrieved from http://usqstudydesk.usq.edu.au/course/view.php?id=15679
Lewis, M. (2009). EDC 1300: Handout for Henry Giroux. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15679/Giroux_presentation/Handout_for_Henry_Giroux.pdf
Lewis, M. (2009). EDC 1300: Handout for Paulo Freire. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15679/Paulo_Freire/pfreire.pdf
Lewis, M. (2009). EDC 1300: Handout for Rousseau Lecture. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15679/Jean-Jacques_Rousseau/Rousseau.pdf
Ozmon, H., Craver, S. (2008). Skinner, Beyond Freedom and Dignity. In Philosophical Foundations of Education (pp 219-223). Pearson Education Inc: Upper Saddle River, New Jersey.
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