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Principles of the philosophy of education
5 basics of philosophy of education
Principles of the philosophy of education
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Socrates warned his students over 2000 years ago that the unexamined life is not worth living. (Kreis) This statement, though made so many years ago, mirrors my own beliefs about learning and knowledge acquisition in today’s society. In my own personal philosophy of education, I believe that individuals must continually examine their surroundings and learn from the things they find. I do not believe that just knowing random facts or bits of information is true education. Just as the ancient Greeks believe, I think that education should teach a child to think and learn independently. The underlying purpose of an education should be to teach a child to think for himself.
According to the Socratic Method, educators must pull knowledge that already exists in a child from that child through a series of questions and answers. (Kreis) I also believe that the skillful use of questioning is extremely beneficial to students. Educators can use various questioning techniques to teach students “how” to think.
One of the chief reasons we should educate our children and continue to learn ourselves as teachers is made clear in the following quote found at http://www.spaceandmotion.com/Philosophy-Education.htm#deMontaigne.Philosophy.Education and attributed to Einstein, .
...knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun. To these serving hands mine shall also belong.
Einstein believed that education had to be a continual process. We teach our children the history ...
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... students. Granted, it is not possible to teach every child at an individual pace in the set-up of the current educational system, but ideally each child would follow their own education plan. Instruction would indeed be individualized for every student, not just students with learning deficiencies. There would no longer be a need for IEPs or special education programs.
Works Cited
Gutek, Gerald L. A History of the Western Educational Experience Second Edition. Waveland Press. Prospect Heights. 1995.
Kreis, Steven. (2004). The History Guide – Educational Philosophy.
Retrieved July 31, 2005 from
http://www.historyguide.org/teach.html
Haselhurst, Geoff, and Howie, Karene. (2005). Philosophy of Education:
Educational Philosophy / Teaching Philosophy.
Retreived July 31, 2005 from http://www.spaceandmotion.com/Philosophy-Education.htm
Gutek, G. L. (1995). A history of the western educational experience. Prospect Heights, Ill: Waveland Press.
Schugurensky, D. (March 2003). History of Education – Selected Moments of the 20th Century. Retrieved March 20, 2004 from
Everything worth knowing can be taught by going out into the world and meeting new people and doing things that a person has not experienced for themselves. Oscar Wilde is right in certain circumstances, but he is also wrong. While valuable knowledge is not gotten from a textbook we have to get it somehow. Nobody is born knowing everything they do when they are at the end of their life, so if nothing worth knowing can be taught, how would anybody
Education has always been in existence in one form or another. As each child is born into this world regardless of who or where they are born, life lessons immediately begin. He/she will learn to crawl, walk, and talk by the example and encouragement of others. Although these lessons are basic in the beginning they evolve as the child grows. However, the core learning method of a child does not change. Learning from others, they will watch, listen, and then act for themselves. Thomas Jefferson believed that an education would lead men and women to the ability to be self-governed and become positive contributors to society (Mondale & Patton, 2001). Today, we can see how true this is by the examples of others. Those that are given the opportunity for education are more likely to find jobs and develop skills that not only improve a community, but influence the economic growth of their nation (Ravitch, Cortese, West, Carmichael, Andere, & Munson, 2009, p. 13). On the other hand, if an education is not provided to individuals, they can become a hindrance to that nation’s growth.
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Education is an ongoing process; remains through all the stages of life. Knowledge is deep-sea and one can never claim to have acquired all of it. Sim...
Gutek. (1995). A history of the Western educational experience. Long Grove, IL: Waveland Press, Inc.
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