Educational leadership researcher, Michael Fullan (2003, 2010), begins his argument of the “moral imperative” of school leaders with the assumption that selecting and supporting good leaders who can be critical in transforming the culture of schools. In fact, equity expert, Glenn Singleton (2015) agrees with Fullan’s premise of the moral imperative of school leaders being reducing educational gaps—hence equity. In the following statement, Fullan (2003) defines the moral purpose of schools: Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society. (p. 29) With this comment Fullan argues that schools have a moral obligation to reduce educational disparities. The purposeful mission to reduce “gaps” is a major part of creating equitable schools.
Thus suggesting practitioners should embrace and accept the approach enabling them to “adopt learning strategies that embed the acquisition of knowledge and skills into meaningful context” (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this concept by stating “pedagogy can be used to refer to whole domain of social responsibility for children, for their well-being, learning and competence” (p.138). Pugh and Duffy (2006) suggest a pedagogue is the one who leads and educates children’s learning. This effectively impacts upon children’s learning and enables them to become confident learners. As well as encouraging children to be in control of their own interests and learning (Every child matters, 2004).
In this regard, educating the whole child means transmitting values through extra-curriculum activities where both genders are integrated and also via clubs and societies where children are taught to be responsible. As well, the education curriculum should educate the whole child through transmitting of vital cultural values that enable them to avoid stereotypes when they grow into their adulthood (Lumpkin, 2008). This is because education for the whole child enhances the development of cognitive skills, which enable the child to have an understanding of causal relationships and demonstrating tolerance towards other individuals (Preston & Andy,
Furthermore the public education system reflects what we, as a community hold in esteem whilst embodying our hope for the future. Education Queensland’s (EQ) Inclusive Education Statement (2005) clearly articulates a commitment to quality teaching and learning that actively enables immediate and long-term achievement for young people regardless of circumstance. Based on a social justice and equity model, inclusion in schools presents as distinct promotion of social change. Perceptions of previously marginalised persons as being without value is now challenged, as we are encouraged to acknowledge each unique individual in direct opposition to the stereotype. The status quo is shifting, so too must our ideals and attitudes in order to accommodate this shift.
The first difference is to direct the learners into practical settings where the primary motivation is service. The second difference requires that learning takes place as students par... ... middle of paper ... ...concerns. (Witmer & Anderson, 1994). According to Perry (2006), service learning, when executed well, may benefit individual learners and the community at large. On the individual level, service learning increases self-esteem, fosters problem solving and leadership skills, enhances social and emotional development, and improves academic performance.
My Philosophy of Education Philosophy of education helps educators understand the purpose of education, what should be taught, and how students learn. All teachers must think about these important questions. A philosophy helps integrate understanding into the educational process. My philosophy is that all children should be educated, because it makes our society better as a whole. I believe that if we can educate all children, we can improve our society in many ways.
Children have rights and responsibilities as active citizens, and the adult role in ECCE is to create an environment which fosters children’s positive identities and promotes each child’s sense of belonging in the setting and in the wider society. By engaging in an active approach to issues of difference, and presenting a learning environment which is representative and respectful of the diversity of society, ECCE practitioners can support children as they become world citizens. Boutte (2008) acknowledges that promoting social justice and active citizenship among children presents practitioners with challenges and requires both self knowledge and professional knowledge. Understanding how and why children develop prejudicial attitudes can support practitioners as they face the challenge of counteracting discrimination and promoting equality and diversity. Children, from ... ... middle of paper ... ... foster cultural identity through awareness, dialogue and reflection.
The Purpose of Education Education should provide young people with skills needed to build competency and wisdom to face the world and lead a harmonious life of coexistence in society. Much of this knowledge is derived from moral education. Moral education comprises of making us informed and reflective on important issues and being virtuous people. It is to be noted that career education is also necessary in our work-driven society. A true education should incorporate all of these aspects.
As mentioned previously children learn by observation, so when educators display these dispositions they help promote children 's own development of them. The EYLF also helps to show the importance of teachers possessing positive dispositions. Within the document the outcomes are broken down to show how they are evident in children and how educators can promote the their development, through out the suggested strategies for educators it expresses an importance in them role modelling and exposing the children to the skills they need to develop. Educators are asked to display “delight, encouragement and enthusiasm for children’s attempts... model care, empathy and respect...” (DEEWR
It is important that teachers ensure that the work of each member of the group is significant to the success of the task. Individual accountability refers to the need for each member of the team to receive feedback on his or her own efforts contribute to the achievement of the goal. Cooperative learning permits that students interact in ways that they can enhance and deepen their learning. Students can reflect on the acquired knowledge by talking with and listening to their classmates. It also increases motivation for learning because it encourages responsibility, can improve cognitive and social skills, such as academic engagement, self-esteem, attitudes toward school, and strong kinship with peers.