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| (heartofphiliosophy.files.wordpress.com) |
I believed that all individuals possess different attitudes, values, and
viewpoints that drive them to form their own personal philosophy.
There are different philosophies which shapes one’s philosophical orientations. These orientations relate to the goal of education, role of students, role of
teachers, teaching methods, and subjects studied.
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| (blog.qatestlab.com) |
The educational existentialism sprang
a strong rejection of the traditional philosophy of education. Existentialism
rejects the existence of any source of objective, authoritative truth about
metaphysics, epistemology, and ethics. Instead, individuals are responsible for
determining for themselves what is “true” or “false,” “right” or “wrong,”
“beautiful” or “ugly.” For the existentialist, there exists no universal form
of human nature; each of us has the free will to develop as we see fit.
Prominent Existentialists of the 19th century include Soren
Kierkegaard, Freidrich Nietzwsche, and Fyodor Dostoyevsky. Martin Heidegger and
Jean-Paul Sartre have written some of the most influential works in the 20th
century.
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| (eastthought.wikispaces.com) |
In the existentialist classroom,
subject matter takes second place to helping the students understand and
appreciate themselves as unique individuals who accept complete responsibility
for their thoughts, feelings, and actions. The teacher’s role is to help
students define their own essence by exposing them to various paths they may
take in life and creating an environment in which they may freely choose their
own preferred way. Since feeling is not divorced from reason in
decision making, the existentialist demands the education of the whole person,
not just the mind.
Although many existentialist
educators provide some curricular structure, existentialism, more than other
educational philosophies, affords students great latitude in their choice of
subject matter. In an existentialist curriculum, students are given a wide
variety of options from which to choose.
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| (18thstreet.org) |
In my own experience I would like to
encourage a sense of freedom in the classroom as a teacher. This freedom is distinct to existentialism which encourages
discussion and analysis. Existentialism learning techniques prepares the students for
life. It also helps them to learn how to learn rather than recycle information that they do not
understand. This technique also complements my relaxed and passive nature.
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| (www.duncanfaukes.com) |
Reconstructionism is a philosophy that centers on the idea of
constant change. Vastly
expanding the pragmatic-progressive-experimental concept of thes chool as an active agent for social improvement, the Reconstructionists seek wide liberal consensus on the aims of
education for national and global improvement. Ultimately, the aim of the Reconstructionists is to
attempt through the schools to reconstruct the conditions, institutions, and agencies of national and world
culture; in the process, they emphasize
the social role of the school as reformer and transformer rather than
transmitter of the status quo. The students’ role would be to become
immersed in social concerns, to see to understand what precipitated the
problems, and to be able to propose some means that would lead to a reduction
in their intensity or to their solution. A background of training in the
social sciences would prepare the student for leadership in the chosen
community and the ability to operate by social consensus. In the main,
the competencies required for promotion and graduation would be
society-centered rather than academic-centered.
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Social Reconstructionist opposed and
rejects the conservative Essentialist, Realism, and Perennialist theories. In
essence, Social Reconstructionists want students to be able to evaluate the beliefs
and values of their society.
Reconstructionists believe that
schools are to identify the major social problems that contribute to the
cultural crisis and are to create the skills and attitudes that will resolve
these problems. The curriculum of a social reconstructionism school would focus
on problem solving and cooperative learning in the social sciences, such as
economics, anthropology, sociology, political science, and psychology. The
Social Reconstructivist teacher facilitates student growth through problem
solving, group activity, and cooperative learning. The student uses problem
solving as a means to achieve greater social consciousness. Lastly, the
school’s attitude toward change is centered on social change.
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In my own perspective,social reconstructionism
will help my students to use practical lessons to solve problems in their environment. This method will
help to bring the lesson alive. My influence as a teacher helps my students to volunteer and
vote. I was able to make the curriculum an active part of the students life. As a point of
view, the social reconstructionism allows the teacher to watch his students practice what he or she
preaches.
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| (prisonededucation.com) |
Application of philosophical methods
to the theory and practice of education rooted
the nature of learning.The imparting knowledge, develops intellectual independence,
or instilling moral or political values; the nature of education-related concepts,
including the concept of education itself; the sources and legitimacy of educational
authority. The domination of educational theories answers the central questions
on the purpose, process, nature and ideals necessary for education. The realization
of any philosophical theories uplifts educational practices into more defined and
legitimate academic discipline. Just like the two educational philosophical mentioned
above. Existentialism encourages freedom both to the students as well as to the
teacher. While social reconstructionism incorporates it to social change. These
two philosophies
are essential for elevating the school practices and programs as a unique institution
in the society.