From the moment of conception, one faces many facets of change: physical change, mental change, and spiritual change. The physical changes in life occur naturally depending upon the whims of nature, nutrition, and the individual’s gene pool; however the spiritual and mental changes are dependent on one’s environment, social contact, and teaching. As a teacher I feel it is my responsibility to over prepare my students for the inevitable changes that will occur in their lives by instilling confidence and knowledge while presenting myself as a good role model.
I believe all children are born with an overwhelming desire to learn and this desire must be nurtured and encouraged with love, enthusiasm, proper stimuli, and discipline. The desire to learn enables a child to crawl, walk, talk, and etc. As one skill is mastered, confidence is gained and another skill is tackled. If a child is knocked down at every attempt it makes to walk and never allowed the opportunity to progress, confidence will be lost and the child will become hesitant and unsure of itself, perhaps even lose the desire to try. When my children were young, my son would try to push my daughter down every time she would test her walking skills and she reverted back to the skill of crawling, a skill she had already mastered thus, instilling confidence in her to again attempt the new skill of walking using the knowledge of, “If I try, I can do it!”
Acquiring knowledge is as natural as eating and just as easily taken for granted. We attain knowledge from everything we come in contact with during the course of a day. Most of this knowledge we ingest is taken for granted or unrealized; however, later we may see o...
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...I believe they should be used age appropriately. For instance, I believe Kindergarten would glean much from Essentialism and Perennialism, focusing upon respect for authority, perseverance, empathy, and core subjects such as reading, writing, and arithmetic, because I agree with Socrates that teachers are responsible for producing good citizens as well as teaching the curriculum. As students master these basics, a different philosophy such as John Dewey’s Progressivism would be introduced, at or near the high school level when they are more capable of thinking “outside of the box.”
As students approach adulthood, they must know how to think but not what to think. Progressivism is attuned to this need. It focuses on participation in life rather than mere preparation, teaching problem solving skills with the teacher as a facilitator or intellectual guide.
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