Personal Philosophy of Education
Introduction My personal philosophy of education is to develop life-long learners with reflective skills in discussing my personal philosophy of education; I will elaborate on the aim of education, address the role of the teacher and the learner and explain the method of classroom practices. Justification of my personal philosophy will be provided with references to four theorists- Mathew Lipman, Paulo Freire, John Dewey, Jean-Jacques Rousseau. It will also be demonstrated that my personal philosophy is in contrast to B.F. Skinner and A.S. Neill.
Aim of Education
The aim of education is to develop individuals with critical thinking skills specifically in reflective thinkers. According to Lipman (in Johnson & Reed, 2008), education is to create individuals with critical thinking skills with the use of community of inquiry in classroom. Teachers should encourage children to ask questions instead of feeding them with pre-packaged information. For example, children work in group to solve mathematical problems. Children will be able to express ideas and listen to other ideas where reflection takes part while listening to others. According to Freire pedagogy (in Lewis, 2009), he believed that learning should be a two-way process which includes communication between teachers and students.
The other aim of education is to develop individuals to become life-long learners. Learning should be a continuous habit throughout an individual’s life. It is vital for children to learn to engage, gain interest in learning and enjoy the process of learning since young in order to become a life-long learner. For instance, children who enjoyed solving mathematical problems will continue to acquire knowledge and looking for more complex mathematical problems to be solve throughout their life. Thus, learning should be appropriate according to the children’s stage of development and also based on individual needs. Rousseau (in Lewis, 2009) stated that education should
Aim of Education
The aim of education is to develop individuals with critical thinking skills specifically in reflective thinkers. According to Lipman (in Johnson & Reed, 2008), education is to create individuals with critical thinking skills with the use of community of inquiry in classroom. Teachers should encourage children to ask questions instead of feeding them with pre-packaged information. For example, children work in group to solve mathematical problems. Children will be able to express ideas and listen to other ideas where reflection takes part while listening to others. According to Freire pedagogy (in Lewis, 2009), he believed that learning should be a two-way process which includes communication between teachers and students.
The other aim of education is to develop individuals to become life-long learners. Learning should be a continuous habit throughout an individual’s life. It is vital for children to learn to engage, gain interest in learning and enjoy the process of learning since young in order to become a life-long learner. For instance, children who enjoyed solving mathematical problems will continue to acquire knowledge and looking for more complex mathematical problems to be solve throughout their life. Thus, learning should be appropriate according to the children’s stage of development and also based on individual needs. Rousseau (in Lewis, 2009) stated that education should
References: EDC 1300 A.S. Neill and Summerhill handout. Retrieved September 1, 2010, from http://usqstudydesk.usq.edu.au/file.php/15679/Summerhill_and_AS_Neill/AS_Neill_and_Summerhill.pdf Gutek, G. (2001). Maria Montessori: Proponent of Early Childhood Education. In Historical and Philosophical Foundations of Education (pp 178-187). Pearson Education Inc: Upper Saddle River, New Jersey. Johnson, T., Reed, R. (2008). John Dewey. In Philosophical Documents in Education (pp 98-124). Pearson Education Inc: Upper Saddle River, New Jersey. Johnson, T., Reed, R. (2008). Mathew Lipman. In Philosophical Documents in Education (pp250-272). Pearson Education Inc: Upper Saddle River, New Jersey. Lewis, M. (2009). EDC 1300: Handout for Confucius. Retrieved from http://usqstudydesk.usq.edu.au/course/view.php?id=15679 Lewis, M. (2009). EDC 1300: Handout for Henry Giroux. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15679/Giroux_presentation/Handout_for_Henry_Giroux.pdf Lewis, M. (2009). EDC 1300: Handout for Paulo Freire. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15679/Paulo_Freire/pfreire.pdf Lewis, M. (2009). EDC 1300: Handout for Rousseau Lecture. Retrieved from http://usqstudydesk.usq.edu.au/file.php/15679/Jean-Jacques_Rousseau/Rousseau.pdf Ozmon, H., Craver, S. (2008). Skinner, Beyond Freedom and Dignity. In Philosophical Foundations of Education (pp 219-223). Pearson Education Inc: Upper Saddle River, New Jersey.