Educational Philosophy, Teacher Philosophy

Educational Philosophy

Students Name:

Affiliated School;

Teacher Philosophy

Education philosophy is based on establishing the fundamental reasons for education in any society. Key to education is the transfer of knowledge however there are different ways in which the knowledge can be expressed. The following are the educational philosophies that can be used:

Perennialism – the world in this philosophy is viewed as being rational and since education is meant to make students to be able to reason rationally. This will aid them to be able to survive better in the world out there. In order to achieve this there should be a structured curriculum that embraces discipline. The teacher is always viewed as being right at all times and student’s behaviour should be controlled. The student is a passive recipient.

Essentialism – this is a philosophy that is based on the premise that students in a school should learn the basic subjects thoroughly and rigorously. This enables to provide the students with the essential and most fundamental knowledge. This means that the knowledge will be passed form the teacher to the student and the chain will follow and the knowledge will in no way be lost (Martin, 2012). These essential subjects include reading, writing, literature, maths, art and science. They are considered fundamental as knowledge and skills that should help in the everyday life of the students during and after finishing school.

Idealism – the truth about the world is the same with the ideas that the person holds about it. Reality is what the individual sees in his mind. A school in this essence is meant to sharpen the intellectual capability that already exists in the students (Freedman, 2001). Teachers in this case are to be the ideal role models that the students will always look up to. The student is passive in this case as they are expected to memorize and understand the information as it is given. A change in the structure and delivery of the curriculum is not easily accepted as it is considered as an intrusion.

Realism – the world is considered as it is, the law of nature is always known to take its cause at all instances. The curriculum should embrace issues that have to do with the current and existing world like maths, politics, scientific discoveries and inventions (Graham, 2005). Students are viewed as passive participants in the process of education as mastery of content is highly expected. The changes that take place in the education system and curriculum are easily accepted as they are viewed as part of nature to change.

Experimentalism- this is a philosophy that embraces the world and its ever changing nature. Truth is a function of many things available while goodness is what is set by the public (Childs, 1931). Change is well accepted and there are ways that are always being looked for to try and to bring more and better change into the curriculum and the world at large.

Existentialism – this is a view that sees the world and the curriculum as subject to the person who is viewing it. The truth, goodness and the world is a relative term that is bound to change from one person to the other (Barnes, 1968). There is greater freedom that is used to discover the changes that can occur in the world as per what the individual deems necessary for his world. In a school setting the students are given the chance to choose what they would like to be and which subjects they would like to do.

References

Freedman O. James, (2001), Idealism and Liberal Education, Random House Publishers

Graham Gordon, (2005), The Institution of Intellectual Values: Realism and Idealism in Education, Oxford University Press, New York

Martin Jerner david, Loomis S. Kimberly, (2012), Education Introduction and Education Essentialism, Orthodox Print Press, New York

Ellis K. Arthur, (2004), Philosophy of Education: Education Perennialism, Springer Publishers, Washington D.C

Barnes Wesley, (1968), The Philosophy and Literature of Existentialism, Pauline’s Publishers

Childs Lawrence John,(1931), Education and the Philosophy of Experimentalism, Cambridge University Press, Cambridge, London.