Aims and Ideals of Education Philosophy - Essay Example

? Philosophy of Education Philosophy of education Philosophy of education is a method whereby educationalexperience is approached rather than body of conclusions. The specific method is what makes it philosophical. A method that is philosophical is comprehensive, critical and synthetic. It is a philosophical process of solving educational problems by using methods of philosophy from a philosophical attitude to arrive at conclusions and results that are philosophical. It therefore aims at achieving comprehensive and general results (Phillips 2009) The scope of philosophy of education Aims and ideals of education philosophy Education evaluates critically the different ideals and aims of education. The various philosophers have propagated these in the different times. They are man making, character building, preparation for adult life, utilization of leisure, training for the international living, achieving national and social integration education for all among others (Phillips 2009). Interpretation of human nature- A philosophical picture of the nature of human is a result of facts that are borrowed from human science with values discussed in the different normative sciences. Educational values- value is a philosophical subject as it is more integral, abstract and universal. Theory of knowledge- There is a relationship between education and knowledge. This is determined by the limits, criteria, source, and the means of knowledge. These fall within the epistemology’s jurisdiction. Relationship existing in education and the different areas of national life and the different components of the education system- Philosophy provides the criteria for deciding relationship of economic system and education, state and education school organization curriculum and management among others (Phillips 2009). Functions of philosophy Determining the aims of education-, it provides ideas regarding aspects of education particularly the aims of education. Harmonizing the old and the new traditions in the field of education- Philosophy coordinates the new and the old traditions in order to maintain harmony between the two. Provide educational planners, educators, and administrators with the vision that is progressive in order to achieve development in education. It also prepares young generation to face challenges of modern time (Phillips 2009) Issue of power, otherness, and democracy The issue of power comes in where the political power provides the policies in education system. The leadership in the institution has also the powers to change the teaching methods applied by an individual lecturer. The issue of otherness is also applicable when finding a civil space for sharing different commonalities of people based on understanding that the people need to learn to live with otherness of others whose of being might be threatening deeply to their own. The issue of democracy is seen where students are seen as a significant group of population in the institution. Lecturers and other staff members are also recognized in the institution (Haynes 2009) Explain the main philosophical thoughts and theories of education Constructivism It is because we tend to construct our own perspective of the world through schema and individual experiences. Radical constructivism by Ernst Von Glaserfeld has been the most influential (Glaserfeld 1995, 2007). The main element in constructivism is that knowledge is not discovered or found but rather it is constructed or made by humans. This have however been interpreted by different groups of constructivists differently. Kant (1959) states that “But though all of our knowledge begins with experience, it does not follow that it all arises out of experience. For it may well be that even our empirical knowledge is made up of what we receive through impressions and of what our own faculty of knowledge … supplies from itself.” Several issues arise from this: first there is the question of whether it is credible enough to believe that whatever we have constructed is in correspondence with reality existing outside ourselves in the universe if at all mush of our knowledge is built from our own capacity for the construction of knowledge. Secondly, the issue of whether the knowledge of the fact that what I have constructed is compatible or identical with the knowledge constructed by someone else if we have built the knowledge possessed by each of us ourselves. The other issue is whether there is any guarantee that the knowledge constructed by the student is the same as that constructed by the teacher (Phillips 2009, p7) Sometimes in the classroom, I would be in a world constructed by myself and the students in their own without genuine contacts with the worlds of others. As a lecturer, I tend to take this serious apparently though some philosophers have shown to be an untenable holdover from the epistemology of the seventeenth century (Phillips 2009, p7) There has been a tendency that is confusing of treating the construction of individuals in individualistic terms as well as constructing bodies of knowledge in terms of social-communal. ‘Individual psychology’ focus of constructivism explains the concept where the learner constructing his or her understandings of cognitive nature of the stimulus that is being received or materials received for purposes of discussion. ‘Public discipline’ focus entails the human constructions of bodies of knowledge or publicly available disciplines, which have been contributed by individuals throughout the history of human intellectual (Phillips 2009, p8) Behaviourism It is based on the changes in behavior that are observable. It focuses on the new behavior which having being repeated it becomes automatic including use of practice, instructional cues and reinforcement. Behaviorists tend to place a huge emphasis on the conditions of the environment. Hence, the most important factor is the arrangement of consequences and stimuli in an environment. Learning involves generalizations discriminations, chaining and associations. In addition, examples are the mastery learning and computer-assisted instruction. Skinner who argued in the study of human behavior that the science of behavior was possible if the behavior itself and the conditions under which it occurs were considered developed behaviorism. This is useful mostly in the enquiry that is directed at the discovery of the causes of what people normally do. This science would entail the movement beyond the pre-scientific ways of explaining behavior in the terms of events like feelings or desires or the unseen internal states. Skinner also talked of psychic inner causes attributable to the actions of a mental or psychic inner agent harbored by each one of us (Phillips 2009, p9) Behaviorism has had a great impact on educational practice. As a lecturer, I have reinforced such things as giving responses and following of directives and commands. These include special privileges in the lecture halls giving of an ‘A’ grade and awarding of ‘gold stars’. This attempt has proved effective in extinguishing or lowering the frequency of uncooperative or disruptive behavior by the use of punishment or negative reinforcement (Phillips 2009, p9) Cognivitism It is based on the process of thought behind the behavior. It stresses the acquisition of internal mental structures as well as knowledge. It therefore focuses on the receiving of information organizing storing and retrieving it by the mind. It also places a huge emphasis on the conditions of the environment that facilitate learning. Memory is prominent. It classifies short-term memory, long-term memory and sensory register by how information is being stored. Its goal is hence to transfer or communicate knowledge to students. Characteristics of instructions in cognitivism include; emphasis on active involvement of learner in learning process, use of the hierarchical emphasis to illustrate and identify the prerequisite relationships, emphasis on organizing structuring and sequencing of the information in order to facilitate the optimal processing and the creation of learning environments that encourage and allow the students to make connections with the materials that were previously learned (Jung et al 2008, p3). Education according to nature and the progressive movement Rousseau was of the view that the arts and sciences suppressed man’s natural proclivities rather than allowing them to move to the unhindered expression (Rousseau, 1953). Since the society harbours the sciences and arts, social conventions and others and given that these things distort or swamp the natural tendencies of a child, the educator has a choice that is forced- either the man may be educated or the citizen. Rousseau also stressed that “harmony becomes impossible. Forced to combat either nature or society, you must make your choice… you cannot train both” (Rousseau 1955, p328). Behaviorism vs constructivism Behaviorism is normally defined as an approach that is teacher directed. Many people are a product of this theory where Information is offered by the teacher. Assessment of this kind of learning is done through testing by use of exams. Covering the material is also emphasized. Short-term memorization is also relevant in this type of learning. Fixed curriculum is also strictly adhered to. Behaviorism is also characterized by lots of repetition and also rewards positively and negatively for responses (Jung et al 2008, p3). Constructivism is when one build or rather interact the experiences of real life in order to build learning. It fits in with the self-directed learning and challenges based learning. It is student directed where one does not have to be taught for learning to take place. The learners create the meaning of knowledge themselves. The goal of the instruction does therefore not necessarily know facts but elaborating and interpreting information. Flexible use of knowledge that is preexisting is also valuable more than the recall of the prepackaged schemas (Jung et al 2008, p3). Psychology of education It is a branch of psychology that is concerned with the study of how people learn through instruction, and with developing of educational material, techniques, and programs that enhance learning. Educational psychologists do conduct scientific research so as to advance theory and advance practice. Educational psychologists conduct research, teach colleague courses, prepare the prospective teachers and also develop research methods. Others work in schools, military, government or corporate settings where they train staff, develop and maintain programs that are educational, evaluate effectiveness of the programs of education and analyze educational data. Explain the main theories and principles of teaching and learning Behaviorist learning theory It is based on the changes in behavior that are observable. It focuses on the new behavior which having being repeated it becomes automatic including use of practice, instructional cues, and reinforcement. Behaviorists tend to place a huge emphasis on the conditions of the environment. Hence, the most important factor is the arrangement of consequences and stimuli in an environment. Learning involves generalizations discriminations, chaining and associations. Also examples are the mastery learning and computer-assisted instruction ( Jung et al 2008). Constructivist learning theory It is because we tend to construct our own perspective of the world through schema and individual experiences. Radical constructivism by Ernst Von Glaserfeld has been the most influential (Glaserfeld 1995, 2007). The main element in constructivism is that knowledge is not discovered or found but rather it is constructed or made by humans ( Jung et al 2008). Cognitivist learning It is based on the process of thought behind the behavior. It stresses the acquisition of internal mental structures as well as knowledge. It therefore focuses on the receiving of information organizing storing and retrieving it by the mind. It also places a huge emphasis on the conditions of the environment that facilitate learning. Memory is prominent. It classifies short-term memory, long-term memory, and sensory register by how information is being stored. Its goal is hence to transfer or communicate knowledge to students (Jung et al 2008). Equips learners for life in its broadest This principle is of the view that the school should be more than just passing of the exams and delivering curriculum. The school should connect with the outside world by relating what the students are learning to the events that are at home and abroad and helping them to develop skills and strategies as well as courage needed in an uncertain future. Collaboration is also important. Learning should help individuals and groups to be able to develop the personal, intellectual, and social resources that will make them participate as active workers and citizens able to adapt. Also involves flexibility of mind, which includes the ability to think creatively and methodically and transfer the skills (Pollard 2007, p14). Engages with valued forms of knowledge Teaching and learning should engage with key processes, big ideas, narratives of subjects and modes of discourse so that they may understand the constituents of quality and standards in the particular domains. This is well supported by “Evidence-based Practice in Science Education” (EPSE) studies. The best way that the students understand, these concepts through the classroom discourse. Therefore, the role of a teacher should change from the transmitter of the information to the facilitator of opportunities for students to understand various dimensions of science (Pollard 2007, p14). Recognizes the importance of prior experience and learning This is the principle of starting from where the children are and then helping them move on. Carefully designed tools that are underpinned by a solid research quickly diagnoses the children’s understanding f the key ideas of science and then inform what the teacher should do next. However, it is hard for teachers to find time to diagnose the individual needs of children (Pollard 2007, p14). Needs assessment should help advance learning The assessment of needs should help in advancing the learning and determine whether learning has occurred. Talking with students’ learning help them manage it, be positive, confident about education, and able to contribute to the school development. This engagement of the pupils gives the teachers a deeper understanding of the capabilities of the pupils. The importance of this is to promote the autonomy of learning so that pupils are able to reflect where they are, where they want to go then act towards the same (Pollard 2007, p14). Promotion of the active engagement of learner To promote the autonomy of students and encourage them to have the positive attitudes towards learning this should start at an early age. Students tend to develop a strong sense of self-worth when they talk about their learning. Talks in the classrooms allow students to enter into the subject community, behave as scientist, historian, and an artist. When the students are consulted and their views taken with respect they are likely to be engaged with schooling (Pollard 2007, p14). Fostering individual and social outcomes This demands the interaction with other minds. When students happen to function as genuine communities, teachers and students thrive collectively and as individuals. These include teacher-learning inclusion, group work among others. Students who work in groups also perform better in exams compared to those who work individually. Group work also lead to improvement in social relations among the students and between student and teachers (Pollard 2007, p15). Recognition of informal learning Parents are the first educators of children but it can be difficult to connect school learning with home learning. However when parents engage with young children in learning activities at home, children perform better later on. The economic and educational backgrounds of the parents are less important than when they provide learning environments that are enriching at home to the children. This explains why boys perform less than girls the reason being the much learning given to girls in relation to boys (Pollard 2007, p15). Teacher learning Teachers should develop their knowledge and skills and initiate their own research that is based on classroom. This should also be supported within schools and by the government. When teachers learn, they change their practice of classroom radically and hence the outcomes of pupils improve. The teachers should also be willing to examine their own practice (Pollard 2007, p15). Policy frameworks that is consistent with the support for learning and teaching as their primary focus. The policy of the government should not change and chop every year or after a short period and the ministers should act on understanding that student engagement and good pedagogy will raise the standards and catch-up classes. The focus at the national level and school should be the core functions, which are effective teaching and learning. This would provide coherence to the other policies. The selection and development of school leaders should be based on both managerial skills and values. National policy should hence support those teachers who are working collaboratively to make use of a range of evidence on their teaching (Pollard 2007, p15). Difference in the Learning theories and how they are taught Constructivist involves interaction with the experiences of real life in order to build learning. It is a self-directed learning and challenges based learning. It is normally student directed and one does not have to be taught for learning to take place. The learners create the meaning of knowledge themselves. The goal of the instruction is therefore, not necessarily knowing facts, but elaborating and interpreting information. Flexible use of knowledge that is preexisting is also valuable more than the recall of the prepackaged schemas. Behaviorist is teacher directed. The teacher offers information. Assessment of this kind of learning is done through testing by use of exams offered by the teacher. Covering the material is also emphasized (Jung et al 2008). As a lecture, I was taught through behaviorist learning and it is the same learning theory I use to teach. Application of behaviorist theory in nursing environment Behaviorist learning theory It focuses on what is mainly observable directly. Behaviorists view learning as a product of stimulus conditions (R) and responses (R) that follows. The behaviorists either change what that happens after the occurrence of a response or alter the environment’s stimulus conditions so as to modify the responses and attitudes of individuals. It is a matter of practice to get the behavior to transfer from the situation of initial learning to another setting. Transfer is normally assisted by the similarity in responses and stimuli in learning situation relative to the situations of the future where there will be performance of the response. Learning by the behaviorist is mostly based on the conditioning of the respondent as well as the conditioning procedures of the operant. Respondent conditioning emphasizes the importance of the associations formed in learning process and that of the stimulus conditions (Ormrod, 2004). A neutral stimulus has no value or meaning that is particular to the learner. In a healthcare, a person without much experience with the hospital may visit a relative who is sick. The visitor may smell odors that are offensive in the room, feel light-headed, and feel queasy. After repeated visits, hospitals may become associated with feeling nauseated and anxious especially if a visitor tends to smell the odors similar to the ones encountered in the initial experience. Without reflection or thinking, visitors and patients formulate these types of associations because of these hospital experiences, providing a basis for attitudes toward health-care facilities medicine and health professionals that are long-lasting (Braungart m et al 2007, p 54) Reference List Aggrawal, J. C. (1996), Theory and principles ofEducation New Delhi, Vikas Publications. Aggrawal, J. C. (2001) : Basic idea‘s in Education Delhi, Shipra Publications. Almahrezi A, Al-wahaibi A 2009, An Application of Educational Theories and Principles of Teaching and Learning Communication Skills for General Practitioners in Oman Oman Medical Journal Volume 24, Issue 2. Retrieved on 13th May 12, 2013 from: www.omjournal.org/.../200904/FT_AnApplicationEducationalTheoriesP...? Braungart m, Braungart R, 2007: Applying Learning Theories to Healthcare. Retrieved on 12th ay 2013 from: www.jblearning.com/samples/0763751375/chapter2.pdf? Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 73 - 91. Haynes B, 2009, Educational Philosophy and Theory, Blackwell publishing, 9600 Garsington Road. Retrieved on 12th May 2013 from: academic.sun.ac.za/education/faculty/.../Patriotism_and_Democratic.PDF? Jung E.J, Orey Michael, 2008, Introduction to Instructional Technology. Retrieved on 12th May 2013 from: 81bada.myweb.uga.edu/portfolio/comparison.pdf? Phillips D.C.,2009, Educational Philosophy and Theory. Retrieved on 13th May 2013 from: www.sagepub.com/upm-data/33124_5355_Bailey_Chap_01.pdf? Pollard A, 2007, Principles into practice: A teacher’s guide to research evidence on teaching and learning Aggrawal, J. C. (1996), Theory and principles ofEducation New Delhi, Vikas Publications. Aggrawal, J. C. (2001) : Basic idea‘s in Education Delhi, Shipra Publications. Ormrod, J. E. (2004). Human learning (4th ed.). Upper Saddle River, NJ: Prentice-Hall. Read More