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PHILOSOPHY 2

Philosophy of Education 2
By Linda Hillard

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Abstract

This essay deals with the philosophy of education as it relates to multiple theories that
encompasses how we as educators think in terms of educating our future leaders of the world. As
many theories emerges throughout this essay, teachers have to evaluate themselves in terms of
their own style of teaching. As I touch on various theories; such as Constructivism, keep in mind
teachers have to learn how to function in a liberated educational climate.

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Throughout my journey of education, I have learned that children's brains are like
sponges. They will soak up as much information as we allow them. When they are not
challenged, it hinders their growth. and ability to think outside the box. As an educator, I believe
learning has interconnections between the brain and events that are taking place in the
environment. If we allow ourselves to focus on what children are failing to learn, we tend to
ignore what students are learning on an educational level as a whole. Don't get me wrong; what
they are failing is important, but what they have learned has far more weight than what they have
not learned. Why? Learning is like climbing stairs. You keep climbing and climbing until you
reach the top. It is the building blocks to learning. I stand firm in my belief that applying
practical examples are more meaningful than a lecture. For example; during one of my student
observations, students were having a difficult time with subtracting 2 and 3 digit numbers. When
I used base 10 blocks, it made their learning experience much more practical and meaningful.
They were actually able to see the connection of borrowing from other place values as well as
the significance behind their actions. Learning became interesting and fun.
My education philosophy has not changed much from my first essay. My belief is
children learn better at their own pace as long as they are exposed to the proper resources,
instruction, and assistance. What really helped as an educator is when I learned about the
multiple intelligences. This helped me in understanding that each student is unique in many
distinct ways. As I interacted with my classmates in the classroom, I was able to make
connections based on their personality color which in turn connected with one of the eight
intelligences. For example, when we were given a choice of activities to participate in, we pretty
much knew which students would gravitate toward certain activities. We were able to bring out

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our creativity through these intelligences. Incorporating these intelligences into the lesson plans
gave the students choices which in turn brought out their best abilities. Some students gravitated
toward the same activities they were comfortable with and had to be encouraged to try other
activities that may pose a challenge to them. Once we engaged into the activities that wasn't as
interesting to us, we began to learn that there were connections through subjects. We were not
only learning math, we were learning reading, writing, language, art, and much more.
Collaborating in small and larger groups were helpful because it allowed students to deepen their
understanding and activate prior knowledge.
As an educator, we cannot imply knowledge to students without thinking about them as
individuals, the society in which they live in, and their culture (Williams, pg. 41). Everyone
children come in contact with shapes their culture. As I mentioned in my previous essay, parents,
teachers, administrators are a vital component in children's lives. They are the gas that keeps the
engines running. Once children are able to start their own engines, they are off and running.
Is it important to adapt a philosophy?
Which philosophy would you choose and why? According to Wynne(1963), A
philosophy of education was needed that would not only confirm the belief of the educated
classes in the superiority of their way of life and education but would also convince the people,
even members of higher authority of its superiority. As I stated in my first essay, realism which
is based on perception, reality, and the concept of an objectively existing world has me
convinced. It is also referred to as theory of natural knowledge (Wynne, 1963). Locke declares
that "A sound mind in a sound body, is a short but full description of a happy state in this world"
(Weber, 1960, p. 170). Locke wants us to think of the mind as a blank sheet of paper in which

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experiences inscribes its lessons. When I think about this analogy, it tells me that the mind is
very receptive of information. It sorts, organizes, synthesizes, and draws conclusion actively.
Therefore, a child's mind could be easily molded. He believes in the existence of an independent
world (Weber, 1960, p.165). Just as children make new discoveries; thus, induce the process of
evolving philosophies. It changes their perception, similar to scientist when they make new
discoveries.
Aristotle believes in applying theory and practical ideas to stimulate the child's mind. I
can support this theory as well because children are somewhat self-taught through discovery of
practical methods; mainly play. So you see how important these theories serve as a guide in
learning. Meaning emerges when the student is able to articulate and make explicit what is being
taught (William, 1974, p. 73).
Constructivism is not a theory about teaching, it is a theory about knowledge and
learning according to Brooks J. &M (1993). Many educators take caution in using this theory
because of the implication of it resembling a cookbook approach. One common misconception of
constructivism is students only engaging in concepts in which they have an interest. It is the
teachers responsibility to help students consider a topic relevant. How will this happen? By first
developing a good problem. Students should make a predictions and apply problem solving
approaches. It will benefit students to work in groups to provide consistency (Brooks J. &M,
1974, 36). A constructivism teacher helps students to search rather than follow. Consider this
framework that embodies a constructivism approach:
1. Constructivist teachers encourage and accept student autonomy and initiative.
2. Constructivist teachers use cognitive terminology such as "classify, "analyze," predict," and
"create."

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3. Constructivism teachers use raw data and primary sources, manipulatives, interactives, and
physical materials.
4. Constructivism teachers allow students responses to drive the lessons, shift instructional
strategies, and alter content.
5. Constructivist teachers inquire about students' understandings of concepts before sharing their
own understandings of those concepts.
6. Constructivist teachers encourage students to ask thoughtful open ended questions and
encourage them to ask questions.
7. Constructivist teachers encourage students in dialogue.
8. Constructivism teachers seek collaboration of students' initial responses.
9. Constructivist teachers engage students in experiences that engender contradictions to their
initial hypothesis.
10. Constructivist teachers allow wait time after posing questions.
11. Constructivist teachers provide time for students to construct relationships and create
metaphors.
12. Constructivist teachers nurture students natural curiosity (Brooks J. & M,1974, pgs.103-116).
Since I have investigated constructivism theory more thoroughly, I like the fact that the students
are in charge of driving their own learning. It reminds me of a Montessori classroom. Marie
Montessori's theory is referred to , "the child's true normal nature." It allows students the
freedom of experimentation which in turn allows them to make their own discoveries (Wikipedia
( 2012). I'm in agreement to this because it is something that I have seen being implemented in
the classroom.
Let's talk about Dewey's sense versus reason in education. He believes in the idealistic
philosophy of education. He believes in leading the students through their own spontaneous
impulses and interests. The learner is led not driven. He also believes in students social life and
work being acquired by good moral traits (Weber, 1960, p.282). Dewey believes that when a
child's uncertainty arises, their equilibrium is lost. This creates a fork in the road (William, pg.

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78). How can this be resolved? Students' s have to decide a mode of action by clarifying the
experiences involved.
When I compare and contrast the various philosophers mentioned in this essay, I could
truly intertwine some of their theories to best meet the needs of many students. It is so important
as educators to find out what your education philosophy is geared toward making positive
advances in education. So, adapting a philosophy is important because it lays the foundation of
how our children learn, retain, and process information. It is also important because it reflects
feelings and attitudes as well as conscious ideas. Is philosophy evolving? Next, ask yourself, "is
the world changing," If your answer is yes, then it is obvious because the way of yesterday is not
the way of today. The world is constantly changing; therefore, making it easy for philosophy to
evolve. The world is becoming more universal in terms of people adapting to norms.
Both realism and constructivism is putting the responsibility back on the students. It is
allowing them to grow as they problem solve and make discoveries that will ultimately lead them
to answers. My instructional methods are practical in terms of giving concrete directions with
guidance. My philosophy of education is allowing children to grow and learn at their own pace.
Let me make mistakes so that they can self-assess and make their own corrections. Praise them,
lift them up so that they will have the confidence to reach for the stars. Their abilities are
limitless and

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References

Brooks, J. G. & Brooks, M.G.(1993). In Search of Understanding: THE CASE OF

CONSTRUCTIVIST CLASSROOMS. Alexandria, VA. Association for Supervision and
Curriculum Development
Weber, C.(1960). Basic Philosophies of Education. New York, NY; Holt, Rinehart, and Winston.
Wikipedia: The free encyclopedia. (2012, Oct 25). FL: Wikimedia Foundation, Inc. Retrieved
April 10, 2014, from http://www.wikipedia.org

William, P. (Eds.) (1974). Heightened consciousness, cultural revolution, and curriculum

theory: THE PRECEEDINGS OF THE ROCHESTER CONFERENCE. Berkeley, CA;
McCutchan Publishing Corporation.
Wynne, J.P. (1963). Theories of Education: An Introduction to the Foundations of Education.
New York, Evanston, and London; Harper and Row, Publishers.