Education Philosophy: Perspectives in Education

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Introduction

The main point of my educational philosophy is a strong belief that any student is capable of learning. Although all their progress differently, relevant strategies and methods allow them to correct their achievement rates. It is profoundly wrong to think of students as mindless persons filled with knowledge and skills by teachers. On the contrary, it is productive to consider them as potential contributors to the classroom and the processes of gaining and sharing knowledge.

My Personal View of Educational Philosophy

Excellent teachers need to guide their students. This opinion applies not only to lectures, as I am convinced that education is not just academic achievement. Mental knowledge is also crucial; therefore, a teacher should aim to teach his or her students the skills to find a solution to any problems. Additionally, social education should be taken care of as productive communication and cooperation with each other and the environment is one of the defining factors of students future success.

A teacher using one specific method of educating might not be considered good. This kind of approach does not allow educators to reach every student as they all learn in different ways. An efficient teacher should be able to reach auditory, visual, and kinesthetic learners equally. Logically, different methods should be applied to each of these categories. The environment in the classroom should be engaging and exciting for each student to succeed. Hence, I aim to focus on a range of methods mentioned above apply to all my learners, including, for example, technology-based, hands-on, group discussion, and cooperative learning groups techniques.

The teacher’s primary task is the ethical, academic, and personal facilitation of students growth. Therefore, good teachers do not just provide the knowledge – they help students turn it into a practical tool necessary for a successful life. A good start is the establishment of honest and mutually respectful interrelations with students. I consider communication to be the highest priority of a successful teacher. The classroom environment should be democratic and fair, and it is important to base it on caring and trust. An opportunity to interact safely and confidently in a given academic setting is essential for any individual. The key fundamentals of quality education are inspiration and motivation. Perfect teachers realize their roles in preparing students for future adult development, lives, and interaction; hence, their demonstrated behaviors have to be ethically correct. Instead of imposing their opinions on students, excellent educators enrich their minds with ethical equality, open communication, and mutual trust.

Theory That Influenced My Vision of the Problem

Learning and teaching are to be perceived as a simultaneous journey for students and teachers. A passionate and enthusiastic teacher expressing confidence in his or her students abilities is the best stimulus. Seeing teachers proper behavior, students are likely to emulate them when mature. My philosophy of education has been significantly influenced by the representatives of the humanist/motivational educational theory. Humanists focus on the learner’s solid personality, addressing both affective and cognitive needs (“Section,” n.d.). They stress the importance of considering the individual’s growth over a lifetime as well as respecting each learner’s individuality. According to humanism, the best learning environment is student-focused, so every student’s needs should be approached individually (“Section,” n.d.). Recent applications of this philosophy focus on the emotional, cognitive, and social well-being of students.

The essential concepts of humanism are espoused in the theories of Carl Rogers, Abraham Maslow, and Alfred Adler (“Section,” n.d.). They aimed to reach a healthy student’s self-concept development by considering psychological needs and striving to achieve the best possible results. According to Rogers, “for a person to “grow”, they need an environment that provides them with genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy (being listened to and understood)” (McLeod, 2014). Therefore, he emphasizes emotional well-being, freedom of self-expression, and self-fulfillment in learning processes.

Conclusion

All the students have the right to get a quality education regardless of their race, gender, capabilities, and ethnicity. They should be educated by well-informed, thoughtful, knowledgeable, sophisticated, and professional teachers. Educators should accommodate every student’s ability and personal needs and be able to encourage the academic aspirations pursuit by setting individual goals for each of them, recognizing every individual’s potential, and providing them with an equal chance to succeed.

References

McLeod, S. (2014). Carl Rogers. Simply Psychology. Web.

Section III – Philosophical perspectives in education. (n.d.). 2020, Web.

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"Education Philosophy: Perspectives in Education." ChalkyPapers, 1 Feb. 2022, chalkypapers.com/education-philosophy-perspectives-in-education/.

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ChalkyPapers. (2022) 'Education Philosophy: Perspectives in Education'. 1 February.

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ChalkyPapers. 2022. "Education Philosophy: Perspectives in Education." February 1, 2022. https://chalkypapers.com/education-philosophy-perspectives-in-education/.

1. ChalkyPapers. "Education Philosophy: Perspectives in Education." February 1, 2022. https://chalkypapers.com/education-philosophy-perspectives-in-education/.


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ChalkyPapers. "Education Philosophy: Perspectives in Education." February 1, 2022. https://chalkypapers.com/education-philosophy-perspectives-in-education/.