As a special education teacher and advocate, I encourage all students to understand and celebrate the differences that make each individual special. Oxford University Press, pp. There is no doubt that there is some analogy between the laws governing the physical development of the child and the laws governing the development of a plant, and hence there is some justification for the view if applied to physical education.
But whether this does anything to establish the superiority of virtue ethics over its competitors is far from obvious. These are all complex matters, involving philosophical questions concerning the nature of the mind, the aims and legitimate means of education, the psychology of learning, the organizational demands of schooling, and a host of other matters to which social-scientific research is relevant.
No doubt it somewhat over-simplifies the complex path of intellectual history to suggest that what happened in the twentieth century—early on, in the home discipline itself, and with a lag of a decade or more in philosophy of education—is that philosophical analysis came to be viewed by some scholars as being the major philosophical activity or set of activitiesor even as being the only viable or reputable activity.
The Prescriptive Impulse The first impulse is prescriptive. One influential line of argument was developed by Paul Hirst, who argued that knowledge is essential for developing and then pursuing a conception of the good life, and because logical analysis shows, he argued, that there are seven basic forms of knowledge, the case can be made that the function of the curriculum is to introduce students to each of these forms.
In the "Philosophy of Education" article that was included in the previous edition of this encyclopedia, William Frankena wrote, "In a sense there is no such thing as the philosophy of education" p. In developing a curriculum whether in a specific subject area, or more broadly as the whole range of offerings in an educational institution or systema number of difficult decisions need to be made.
The educational philosophy's overarching goals are to provide young people the basis on which to develop into free, morally responsible and integrated individuals, and to help every child fulfill his or her unique destiny, the existence of which anthroposophy posits.
That honor must go to Jean-Jacques Rousseau, and to his educational novel written in soaring prose, Emile first published in I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles.
Its purpose was to prevent socio-economic differences from hardening into social castes that were perpetuated across generations. Behaviorism is linked with empiricism, which stresses scientific information and observation, rather than subjective or metaphysical realities. Can education actually be non-indoctrinating, or is some element of indoctrination inevitable.
A rival approach, associated with Kant, champions the educational fostering of autonomy not on the basis of its contribution to human flourishing, but rather the obligation to treat students with respect as persons. The two most influential works that stemmed from his research and study were The Child and the Curriculum and Democracy and Education Which psychological orientations are most compatible with which educational philosophies.
Sex education, special education, science education, aesthetic education, theories of teaching and learning, religious education, knowledge, truth and learning, cultivating reason, the measurement of learning, multicultural education, education and the politics of identity, education and standards of living, motivation and classroom management, feminism, critical theory, postmodernism, romanticism, the purposes of universities, affirmative action in higher education, and professional education.
Some feel that the appropriate response to the questions postmodernism raises is to be more vigilant and more reflective about the deep and often unjustifiable influences of a dominant culture, in order to strive for a more just and tolerant society.
An example here is the behaviorist psychologist B. This tension is perhaps felt most acutely by contemporary post-modern philosophers of education, but it can be seen in much of the work of neo-Marxists, critical theorists, feminists, and Foucauldians as well: This entry has taken a different approach, first, by resisting the temptation to provide a single definition or characterization of the field; and, second, by stressing not schools of thought or methodological divisions as the categories for thinking about the field, but rather the underlying inclinations, or impulses, that animate philosophical inquiry.
The teacher mediates between the new material to be learned and the learner's level of readiness, supporting the child's growth through his or her "zone of proximal development. The reflections being referred to contain little if any philosophical argumentation, and usually they were not intended to be contributions to the literature on any of the great philosophical questions.
In addition, the dispositions of the critical thinker noted above suggest that the ideal of critical thinking can be extended beyond the bounds of the epistemic to the area of moral character, leading to questions regarding the nature of such character and the best means of instilling it.
Overview Answering such questions inevitably leads us to issues in moral epistemology, which is concerned with the epistemic status of moral claims and judgments.
Suppose we revise our account of the goods included in educational distribution so that aesthetic appreciation, say, and the necessary understanding and virtue for conscientious citizenship count for just as much as job-related skills.
This process, called equilibration, is the balancing between what is assimilated the new and accommodation, the change in structure. In effect, then, the passage of time has made the field more, not less, diffuse.
These are issues that fall squarely in the domain covered by the works mentioned above. Which model of the mind is most appropriate.
We turn next to the difficulty in picturing the topography of the field that is presented by the influence of the last-mentioned category of philosophers. My philosophy of Early childhood education is based on research that indicates that a child’s growth is developmental.
Every child is unique in terms of life experiences, developmental readiness, and. Sample Educational Philosophy Statements Sample #1 My Philosophy Statement on Education I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and.
If philosophy (including philosophy of education) is defined so as to include analysis and reflection at an abstract or “meta-level”, which undoubtedly is a domain where many philosophers labor, then these individuals should have a place in the annals of philosophy or philosophy of education; but too often, although not always, accounts of.
Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be.
My Philosophy of Teaching make special plans for the inclusion of students with special needs and students for whom English is a second language. The classroom walls should be interestingly and usefully My philosophy of education is based on what I know and have experienced at this point in my career.
I am sure that my teaching. Humanism was developed as an educational philosophy by Rousseau () and Pestalozzi, who emphasized nature and the basic goodness of humans, understanding through the senses, and education as a gradual and unhurried process in which the development .Special education philosophy using theories of philosophy