MyPersonal Philosophy of Education
MyPersonal Philosophy of Education
Toa teacher, philosophy is a decisive poster that helps him or her movetowards the future learning of children. There are four pertinenteducational philosophies that inform my personal educationphilosophy. These are idealism, existentialism, idealism, andexperimentalism. With this range, I prefer a diverse approach in myidentification of an educational philosophy. To me, the idealeducator is a great inspiration of knowledge and delivers thenecessary block of instructions to the learner. The teacher ought tohave a certain level amount of passion, enthusiasm and imagination toenliven a classroom. To do these every day is a daunting task for anyeducator. This reflection will identify how the four philosophiesresonate well with my personal philosophy.
Traditionally,the role of the teacher in such a classroom was always that of athinker and role model of the learners. According to idealism, ideasare the only true reality worthy knowing(Wiles, and Bondi, 2015).They added that the conscious reasoning is instrumental in the searchfor justice, truth and beauty that is enduring. Basing on idealism,my role as an educator is to nurture individual abilities and moralexcellence for the benefit of the society at large by meeting theELCCStandardsthat present teachers as educational leaders.As a teacher, I have to be better in handling ideas especiallythrough open and engaging discussions that lead the learner towardsdiscovering the truth. Idealism appeals to reflective thinking,insight and intuition to provoke the conscious state of the latentmind.
Accordingto realism, the reality is independent of the human mind. Theproponents view reality as the physical objects (Wiles,and Bondi, 2015).In other words, truth is what can be observed. Accordingly, it isimportant to subject any observable data to unsparing scrutiny.Ornstein and Hunkins quoted Dewey that one’s philosophy is thestarting point of the curriculum development. For teaches, it isimportant to embody the curriculum and present material in a factualand systematic way to understand “the ultimate form”. Theteaching approach in this case involves demonstration with anoverriding objective of mastery of content to achieve critical andobjective thinking.
Thepoint of departure from realism to experimentalism is in the factthat for latter, the reality keeps on changing and requires theapplication of experience when approaching a problem. I thinkexperimentalism works best for me because it allows dynamism in a waythat I will always be open to get what works best for my classes. Inthe school situation, experimentalism encompasses the salient rolesof the social experience in education as envisioned in WestVirginia Professional Teaching Standards. I recognize that social learning offers opportunities for learners tocreate more knowledge in a way that I can also learn from them. Tosuit this philosophy, I must play the role of facilitator and allowmore room for the learner to control happenings in the classroom. Ilike the fact that this philosophy appreciates the role of diversityin the learning environment as groups work collaboratively andcooperatively. Also, I can use it with pragmatism that encourageshands-on problem solving and projects. This one will also havestudents working in groups to bring their own knowledge and skills tothe class.
Conclusively,my philosophy is based on the pillars discussed here. I understandthat I should be versatile and accommodative to realize the socialgoals of education and get the best for our children. I believe thatsocial learning can go far in helping all learners to realize theirfull potential and form a democratic society that is punctuated byinclusiveness. It is my intention to impact knowledge the best waypossible and motivate and inspire the learners to achieve greatereducational goals envisioned by the WestVirginia Professional Teaching Standards.
Wiles,J. W., Bondi, J. C. (2015). Curriculum Development: A Guide toPractice, 9th Edition. [VitalSource Bookshelf Online]. Retrievedfrom https://ambassadored.vitalsource.com/#/books/9780133527940/
Hunkins,F.P., & Ornstein, A.C. (2013). Curriculum: Foundations,principles, and issues. Boston: Pearson.
WestVirginia Commission for Professional Teaching Standards and the WestVirginia Task Force on Professional Teaching Standards (n.d) WestVirginia Professional Teaching Standards