However, my opinion is that attaining high grades must not be used as the only measure of successful learning. As Aristotle argues, students at the early learning stages should not be subjected to tests because moral values and character states cannot be assessed through exams. In that sense, I believe students should, rather, be encouraged to achieve character by practice before intellectual skills are taught. For every subject in each key stage, the study programmes lay out what the students must be taught while the achievement targets lay out the performance standards expected of the students. However, I do not find any provisions for students with their own views in the performance standards provided. I do not agree with the concept of students being awarded low marks, denoting a failure, simply because they gave their own views on their understanding of what they have been taught. I would advocate for the curriculum to give room for finding a relationship between the learners’ ideas and what is stipulated in the standards. ...
It is then up to the teachers to organise their individual curricula and available technology to target individual students’ experience, interests and strengths. The aim of creating confident students, as per the curriculum, assesses confidence by the students’ ability to meet standards. However, confidence cannot be correctly judged by meeting preset standards. My view is that a display of confidence would be more accurate if students knowingly followed what they understood from the instructions given, rather than mirroring the hinted results of the curriculum. The curriculum lays emphasis on skills in literacy, information and communication technology as well as numeracy. On top of that, I agree with Plato that virtues should be introduced to students indirectly through artistic or visual means. I believe that their ability to selectively pick and develop the positive virtues from what is presented to them is what makes responsible citizens with positive societal contributions. Positive contribution is not just a continuation of old habits in the society, even if they are meant to be beneficial. A responsible and confident achiever will be able to challenge and criticise generation-old societal habits for the sake of making them better. An educated mind should be as dynamic as the times, and responsibility is using the education to confidently contribute what one knows to be right for the society. Although the three aims target at producing students who can make their own practical decisions and choices on life plans, priorities and time management, I opine that they should be accorded more opportunity to pick on activities that develop their own discovering abilities from
Philosophy, Enlightenment and Education Name: Institution: Philosophy, Enlightenment and Education Part One This part is a commentary on the national curriculum’s aims as applicable to public schools and show to what extent they are compatible. One aim of the national curriculum is to give rise to successful learners who enjoy learning, making progress and becoming achievers…
The successes and deficits, reactions and responses of the early radical, average and high enlightenment continue to shape the most important issues today. The enlightenment legacy incorporates issues of the urban and cosmopolitan humanistic tradition throughout history.
Intellectuals who participated in the 18th century enlightenment had comparable progressive and anti-religious standpoint on the society (Melton 2001, p. 17). However, contemporary scholars have viewed enlightenment as a movement that entailed many scopes.
The philosophy of education is inspired from the worldview and philosophy of life. Understanding of the philosophy of education boosts an individual’s efficiency as a teacher and optimizes the potential to contribute positively to the society. Keywords: neoscholasticism, perennialism, essentialism, progressivism, reconstructionism, metaphysics, axiology, diversity.
The aspects reflected are reason, experimentation, a belief in science, freedom of thought, and the acquisition of knowledge. He believes that government and legal coercion prevent the discovery of truth, by supporting mistaken thinking. Governments therefore may support errors, the truth supports itself.
We all know that the French walked the streets of Paris and that the revolution was from the people.Be aware of Kant, his ideas where not the same that lead to freedom. His idea is based on self criticism.
The keystone of their thoughts lounges in reason also the unregulated mind. A few of the foremost philosophers were Rousseau, Voltaire, with Montesquieu. Customarily, these Enlightenment composers would employ satire to scorn what they consider as unreasonable mistakes inside government, religious principle, and social custom.
Naturalism has developed mainly in three main time eras: the time of the ancient Greek, the Middle Ages and the Renaissance. This paper explores how different theorists and theories have contributed to the development of naturalism. Naturalism has developed overtime by
The researcher admits that the philosophy of education is inspired from the worldview and philosophy of life. Understanding of the philosophy of education boosts an individual’s efficiency as a teacher and optimizes the potential to contribute positively to the society. People’s worldviews are influenced primarily by their religious beliefs.
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