Philosophy of Education
The process of education has always sought to address the thirst of individuals towards information and learning. Here, it complements the process of helping individuals gain competency in different disciplines and foster a renewal in their capacity to adapt to the changing trends of society. Such dynamics then opens up opportunities for transcendence and growth not only within the classroom boundaries wherein it is administered but also the in real life as individuals achieve experiences and acquire the necessary ideas and inputs to remain competitive and survive.
Seeing this, education then corresponds to the holistic endeavor towards betterment and value given towards the ability to reach out in different areas. I believe that the goal of education is to support and advance children’s development by creating an environment that is conducive and responsive to their needs. Here, the learning process is not particularly one-sided as the educator also immerses in diversifying the techniques and skills associated with teaching.
In particular, educational goals justify the process relevant meaning and value as it tries to transcend over common boundaries and concretize a formal application of information-sharing and acquisition of skills. Such collaborative effort then entails a myriad of dynamics and approaches that gives depth to education both as a concept, process, and discipline (Teachers Mind Resources, 2002). Alongside these goals corresponds the equal responsibility and directive among educators concerning their purpose in reaching out to the needs of their students.
Here, it corresponds to the fundamental values related to a specific discipline is given and promotes the relevance of accountability (Bowman, 2007). My part in this dyad is to help motivate and stimulate engagement. Here, the educators’ role is not merely a guide that specifically provides the way towards a particular goal. Rather, they serve as companions towards in a journey to find specific tenets and trends that equally shape the recognition of their purpose and appreciate how these elements apply to the realities that they live in.
Similarly, my philosophy towards education necessitates that of transformation rather than simple instruction. Here, I sought to advocate the value of utilizing different means and strategies to enrich the learning experience of students. By exploring the possibilities available both inside and outside the classroom, educators can consolidate directives towards showcasing the effective interplay between classroom inputs together with reflective experiences to generate a holistic view about specific issues and ideals shaping one’s life (Transformative Learning Theory, 2007).
In essence, this becomes a core component in my practice as I try to immerse new trends and embrace the value and inputs of change can bring about inside the classroom. However, my application of transformative learning does not necessarily apply only to the needs of my students. Rather, I also see its relevance towards my personal engagement and recognition of its value towards my peers and the discipline I specifically focus on. Here, I deem that my perspective must not be too self-centered and focused only on particular tenets.
Instead, Transformative Learning Theory (2007) points out the value of understanding and argues that “if we are truly open to understanding we might engage them in dialogue and through discussion find out that our sense of them and their issues may be totally erroneous, thus leading us to make a new frame for how we see and experience them” (p. 1). These directions in turn help increase my capacity to recognize and develop the necessary skills for improvement within my chosen discipline.
It takes into consideration finding means to consolidate new processes as it permeates within social structures and community interaction. Equipping myself with this mindset alongside trying to improve on its associated skill sets, I can justify my capabilities as it applies in my teaching practice and the relationships I create with my peers and students. Another important philosophy that I seek to address and follow corresponds to opening up opportunities for my students to learn regardless of common boundaries such as race, language, and ethnic backgrounds.
Here, I particularly recognize that the changing principles related to classroom management have undergone changes through the years and illustrated a more diversified and rich classroom population; each one willing to learn and engage into formal patterns of learning (Bowman, 2007). Seeing this, I see the relevance of pointing out my responsiveness in these realities and try to promote a teaching practice that promotes diversity and challenges conventional standards of instruction.
Though the creation of rules and standards remain essential in stabilizing and retaining control over students, I do believe that this process can also impede students’ ability to explore different means of identifying learning opportunities. Due to this, apart from recognizing the elements related to diversity, I also seek to adjust these trends to the needs of students taking into account the value of standards as it relates with academic freedom and ability of an educator to harness skills unconventionally.
This interplay of factors allows greater means of control and promotes new means to open up innovation, responsiveness, and greater means for participation among students (Bowman, 2007). In the end, the process then of education corresponds not only towards the ability to learn and acquire information inside the classroom. Rather, as educators we must find the corresponding instruments to guide students towards engagement and appreciation of inputs both inside and outside schools.
By doing so, we do not only recognize our roles but also consolidate the formal means in becoming facilitators of engagement as students react and use their corresponding inputs to generate better ways to apply the theoretical towards reality. References Bowman, B. T. (2007) Cultural Diversity and Academic Achievement. NCREL. Retrieved from http://www. ncrel. org/sdrs/areas/issues/educatrs/leadrshp/le0bow. htm Teachers Mind Resources (2002) The Meaning of Education. Retrieved from http://www. teachersmind. com/education. htm Transformative Learning Theory (2007) Core Principles. Retrieved from http://transformativelearning
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