Short Answer Essay Foundation of Education

Assumption University
Graduate School of Education
ED 6007 Foundation of Education
Final Examination Paper
Submitted to Dr. Surapee Sorajjakool
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Exam Questions

1. Identify current educational issues related to two of the following areas: philosophy, history, teaching & learning, curriculum and social aspects of education. Explain the scenario and give some examples.

Curriculum With the massive information explosion of the 21st century, the world has never moved so fast. As Patrick A Hyek (2012), Global Technology Sector Leader, Ernst & Young, pointed out on technology and its impact to the world, “Ten to twenty years from now, we may look back on the present as the dawn of the Smart Era: a time when rapid and continuous innovation changed almost everything about the way we live”. The world is going virtually borderless. As of present, we can do almost everything online from shopping to banking, video conferencing in real time with people across continents as well as finding answers to almost everything we could possibly think of from online search engines. As far as education is concerned, the famous Khan Academy (www.khanacademy.org) has proved subject-based cognitive knowledge traditionally learnt in schools can be just as effectively obtained at one’s fingertips in the comfort of one’s own home. On the other hand, the unlimited flow of information has its drawbacks which cause many concerns for educators (Ornstein, A, Levine, D & Gutek, G, 2010). How could we protect our children from inappropriate contents such as pornography, destructive information or violence accessible online? In addition to the overwhelming amount of information in the 21st century, United Nations Environment Programme (UNEP) (2012) addressed in their report that our new generation also face the crisis of depleting natural resources and global climate changes of the 21st century. As the world’s resources are depleting, people are pressured to compete against one another to survive. The reality is that there are serious problems in today's societies. Every day we hear tragic news about people killing each other, breaking the law, misconducting, corruption as well as natural disaster. As an educator, we are asking ourselves what role schools should play to prepare our next generation for these challenges posed by this information age. I believe that there has not been a more appropriate time than now to incorporate values in education as to elicit the human quality of our children in addition to the provision of academic knowledge. Since we cannot control technology and what comes with it, we should instead equip our children with the right values and inner strength which help them make the right call as to what is right and wrong in any given situation. This can be achieved by embedding human values such as respect for difference, moral, honesty, empathy and love for mankind into the school’s curriculum at all levels. As a result, our next generation will not only be knowledgeable but of a high human quality who will do the right things by themselves and others. For example, moral students would not imitate aggressive behaviour they saw on the internet or elsewhere because they consciously knew such behaviour was wrong. Moreover, it would be dangerous for schools to use subject-based curriculum which only focus on academic excellence in such a fast paced unlimited information age in which we live in today. Without moral and ethics, regardless of their intelligence, our children could grow up to be self-destructive, violent or harmful to themselves and society. Examples of destructive behaviour include that of terrorists who wrongly used their knowledge to harm other people.
Teaching and Learning One of the current educational issues being discussed today concerning teaching and learning is what skills we need to teach our children for the 21st century. While many educators (Dominik Petko, 2012) worldwide have placed an emphasis on teaching information and communication technology, literacy skills that will allow students to make sense of the technology today, John Wilson (2008), former executive director of the National Education Association in Washington, DC, argued that for a world which is vastly transformed by technology, it is unpredictable what technology is coming next. Instead of focusing on the current technology which is likely to be replaced, educators should focus on developing transferable skills such as critical thinking and problem solving so that students can analyze information, apply knowledge to new situations as well as comprehend new ideas. These skills will make them capable to learn and adapt to any new technology to come. What is critical thinking? How could we teach critical thinking skills to our children? Critical Thinking as defined by Michael Scriven & Richard Paul (1996), the National Council for Excellence in Critical Thinking is “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action”. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something, e.g. statements, news stories, arguments, research, etc. (Beyer, B K, 1995). Experts (Angelo, T A, 1995, Cooper, J L, 1995, McDade, S A, 1995) asserted that critical thinking is best conveyed through constructivist learning approach such as Classroom Assessment Techniques (CAT), Cooperative Learning Strategies, Case study and discussion as well as Reciprocal Peer Questioning. An example of a Classroom Assessment Techniques is to ask students to answer questions such as "What was the most important thing you learned in today's class?” or “What question related to this session remains uppermost in your mind?" (Angelo, T A, 1995). McDade (1995) suggested that teachers can facilitate students’ development of critical thinking through case study and discussion. A teacher may lead the class by presenting a case to the class without a conclusion. Using prepared questions, the teacher then leads students through a discussion, allowing students to construct a conclusion for the case. Reciprocal Peer Questioning is another teaching technique which fosters critical thinking (King, A, 1995). An example of Reciprocal Peer Questioning is by asking students a list of question such as, "What are the strengths and weaknesses of a taught issue?” Students are asked to write questions about the lecture material. In small groups, the students ask each other the questions. Then, the whole class discusses some of the questions from each small group. Dr. Gwen Dewar (2009) suggests that critical thinking can be developed not only in school but at home where parents encourage students to questions and evaluate any everyday life situations. In conclusion, in order for our children to cope well with the information technology age, we need to prepare our children to weed through the information and not just passively accept it (Oliver & Utermohlen, 2005). They need to develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes.
Reference

• Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.

• Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.

• Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-8.

• Dominik Petko (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, Volume 58, Issue 4, May 2012, Pages 1351-1359

• Gwen Dewar (2009), A Parenting Science guide: Teaching critical thinking. Retrieved 7 September 2012. Available at http://www.parentingscience.com/teaching-critical-thinking.html • John Wilson (2008), Former Executive director of the National Education Association Washington, DC; Speech on 21st Century Skills. Retrieved on 8 September 2012. Available at http://www.nea.org/home/10683.htm

• King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22 (1), 13-17

• McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching Psychology, 22(1), 9-10.

• Oliver, H. & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No. 389 702) • Ornstein, A., Levine, D. & Gutek, G.(2010). Foundation of Education. 11th Ed. Belmont: Wadsworth Publishing. • Patrick A. Hyek (2012). Six global trends shaping the business world, Global Technology Sector Leader, Ernst & Young. Retrived 6 September 2012, Available at http://www.ey.com/GL/en/Issues/Business-environment/Six-global-trends-shaping-the-business-world---Rapid-technology-innovation-creates-a-smart--mobile-world

• Scriven, M. & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk

• UNEP (2012). 21 Issues for the 21st Century: Result of the UNEP Foresight Process on Emerging Environmental Issues. United Nations Environment Programme (UNEP), Nairobi, Kenya, 56pp.

2. As Leader of school, you will resolve the issues by providing new approaches to implement the changes and to prepare the students for the 21st century expectations in the following areas:

• Purpose of the education of your school: what, why, how

• Type of curriculum: what and how

• Teaching and learning approaches: what and how

• Leadership approaches: leadership style and how

• Teacher’s qualifications and ethics expected

The purpose of education of my school: what, why, how

As mentioned in the previous section, the 21st century constitutes rapid information explosion & technological advancement which change the way we live and how we interact with each other. The world has become borderless. The change calls for collaboration at all level, from regions to countries and to continents. The ASEAN Vision 2020 (1997) agreed on a shared vision of ASEAN as a concert of Southeast Asian nations, outward looking, living in peace, stability and prosperity, bonded together in partnership in dynamic development and in a community of caring societies. Among other collaborations, it includes workforce mobility among the members’ countries namely Brunei Darussalam, Cambodia, Indonesia, Lao People's Democratic Republic, Malaysia, Myanmar, Philippines, Singapore, Vietnam and Thailand. It’s clear that we are no longer able to live among ourselves but open up for the prospect of regional collaboration as well as playing our part in the global community. Such a global community requires mutual respect for difference, empathy and love for mankind for all to be living together in peace. Unless people in the world open up, learn to accept and have respect for difference e.g. religion, culture, race, nation, social status, different perspectives or ways of thinking; the current ongoing world and national conflicts we have faced today will remain unsolved and even get worse in years to come.

As an educator, I believe it’s our responsibility not only to provide cognitive knowledge but also to equip our students with human values and the vision of the world as a global community in which everyone belongs and hold responsible for. In essence, not only they see themselves being Thais but also being part of the world community and have great awareness for making the world a better place. For the above reasons, the purpose of education in my school is to create good citizens of the world.

Values-centered curriculum

Since my school is in Thailand, we must comply with the Thai National curriculum framework (Ministry of Education: The Education System in Thailand, 2004) which requires the delivery of eight core subjects; 1) Thai Language, 2) Mathematics, 3) Science, 4) Social Studies Religion and Culture, 5) Health and Physical Education, 6) Arts, 7) Career and Technology, and 8) Foreign Languages. As far as the cognitive knowledge is concerned, I believe the core subjects covered by the Thai National curriculum framework are adequate and appropriate for the 21st century. It is noted that under the current Thai curriculum, schools must teach Career and Technology which aims to educate Thai students of the 21st information and technological changes. The requirement of foreign languages besides English also reflects a global vision. What distinguishes my school from a typical Thai school would be the incorporation of human values such as respect for difference, responsibility, honesty, empathy and love for mankind across the curriculum and the reference on global context to relevant issues such as environment, politics, economics and humanity. In teaching human values, experts (Williams, C., 1999, Alderman, Carole, 2000) on values education pointed out that the desired values can be reinforced by having a total school culture based on such values. Students should immerse in prepared atmosphere which fosters self- discipline, self- awareness and self- esteem. They are to be experienced those values firsthand in their every day’s contact with friends and teachers. As a result, such students will have acquired moral character based on an understanding and awareness of their humanness. The below picture depicts my school’s curriculum;

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Teaching and learning approaches: what and how

Basing my belief on Pragmatic philosophy that knowledge is a transaction or a process between the learner and the environment and the learner experience is the key element of learning (Conti, G. J., 2007), my school will use a student- centered approach for teaching and learning. Students’ individuality and experience are taken into account. The teachers aim to transform classrooms into collaborative learning communities by encouraging students to play an active role. As we teach students to respect for difference, we encourage students to share their own perspectives and appreciate other views besides their own.

The delivery of knowledge will be done through constructivist activities such as classroom assessment techniques (CAT), cooperative learning strategies, case study and discussion, project-based learning as well as reciprocal peer questioning which facilitate the cultivation of critical thinking and problem solving skills. Where possible, teachers also make connection between lessons and real life events. On this note, community-involvement projects may be used to demonstrate how students can apply knowledge and contribute positively to the local community’s well-being. An example of community- involvement active learning includes a collaboration project between high school students and local farmers to grow environmental friendly organic vegetables for sale in the local market.

Where appropriate, subject teachers make reference on relevant global context of the topic in order for students to understand their role as good world citizens. At all level, school administrators and teachers convey a consistent message that it’s everyone’s duty as a citizen of the world to make peace and do our share of giving and making a difference.

Leadership approaches: leadership style and how

As far as the leadership approaches are concerned, I believe different leadership approaches have their own advantages depending on situations and times. Due to my personality, the nature of my school and the rapid change posed by the 21st century, I think Facilitative style is most suitable because Facilitative leadership represents democratic approach that promotes higher morale and motivation. Facilitative style refers to a leadership style which encourages openly sharing information and power among all staff, as well as active listening and shared decision making (Fryer, 2011). As my school promotes honest and trust, I must lead by example. Moreover, research has also indicated that facilitative leadership approach can help an organization confront uncertainty and challenges, expected to come with the 21st century. As my teachers know their own duties and maintain highest professionalism at all time, I would offer them partnership in preparing for the future, and by promoting collective ideas. I will promote decentralized decision making where teachers are allowed to use their own judgment on what’s best for students. Teachers are allowed make their own assessment criterion by using descriptive feedback.

Teacher’s qualifications and ethics expected

While Bachelor degree is the minimum qualification for teachers at all levels in my school. All teachers are encouraged to pursue Master degree for ongoing professional development. James Noble-Rogers (2012), executive director of the Universities Council for the Education of Teachers asserted that “teachers with master's qualifications have a better understanding of pedagogy, allowing them to continually improve their own teaching techniques. The qualification empowers educators to try out new strategies and to evaluate their success on classroom performance, which can help to breathe new life into schools”. Provided there are enough teachers at a given time, I would allow teachers who wish to further study either Master or Ph.d. to take leave without pay or work part-time if they decide to do so. Moreover, there will be incentives such as annual scholarship for an outstanding teacher to pursue Master degree. As important as the teachers’ formal qualification which determines the ability to deliver subject contents, my school will place an emphasis on the teachers’ personal values and ethics. In effectively cultivating values onto students, teachers must lead by example. They must share the same values; respect for difference, responsibility, honesty, empathy and love for mankind, which are expected of students. Required Ethics include maintaining highest professionalism and integrity of a teaching profession at all time. In additional to possess the above desired human qualities and ethics, they must share a collective vision of a global community, that they can make an impact to the world through their work and truly believe in the principles which underpinned the school’s goal and direction.

3. With your implementations, do you think that you will make a difference in the life of the students and school? Why? What differences will you see?

The problem with the world today is that human society has become materialistic. People are mostly judged based on what they earn and physical assets, rather than what kind of person they are. In general, there is a moral decay in the society and more people are willing to compromise their moral for physical incentives. I am positive that with my implementations above, our students will be equipped with human qualities which make them assets to any community or country they seek to be. Being a man with moral and values, he/she would make his work or life decisions which are considerate and harmless to himself or other people. Be taking a firm stand on being a good citizen, our next generation will not only be competitive in the economic world but also seek to apply their knowledge for a good cause. Where there is a conflict between personal and public interest, our students would do the right things, notwithstanding temptations. As for the school, there would be more understanding and less conflicts between different departments and sections within the school as administrators, teachers and students respect each other and bear in mind others’ point of views and limitations. They are willing to work collaboratively to achieve the common goal of creating a harmonious but productive workplace.

Reference

• Alderman, Carole (2000). Why is it important to teach values as well as normal school subjects. Retrieved 8 September 2012. Available at www.sathyasaiehv.org.uk/page42.html, 2000 • Conti, G.J. (2007). Identifying Your Educational Philosophy: Development of the Philosophies Held by Instructors of Lifelong-learners (PHIL). MPAEA Journal of Adult Education, Vol. 36, No 1, pp.19-35. • Fryer, Mick. 2011. Facilitative leadership: Drawing on Jurgen Habermas’ model of ideal speech to propose a less impositional way to lead. Organization, 7 April 2011 • James Noble-Rogers (2012), executive director of the Universities Council for the Education of Teachers. Why teachers need to carry on learning. Retrieved on 5 September 2012. Available at http://www.independent.co.uk/news/education/schools/why-teachers-need-to-carry-on-learning-2251220.html • Ministry of Education, Thailand (2004). The Education System in Thailand, Office of the Permanent Secretary, Ministry of Education Thailand ( www.bic.moe.go.th) • The ASEAN Vision 2020 (1997). About ASEAN overview; Association of Southeast Asian Nations. Retrieved on 8 Sept 2012. Available at http://www.aseansec.org/1814.htm • Williams, Claudine Renina (1999). "Restoring the Teaching of Values and Morals." Marietta Daily Journal 26 April 1999: 2

4. While working through this course and process, what was your goal in the learning process? Have you accomplished your goal? Why? If not how would you do it differently next time? If yes, what make you successful? Explain.

I neither had a degree in Education nor any experience as a full-time teacher before enrolling into this Master of Education program. Due to my limited knowledge in the discipline of Education, I joined this course ‘Foundation of Education’ with an open mind. I did not have expectations as to what should be covered in the program. My thought in the beginning of the program was mainly to acquire overall knowledge in the area of Education and its implication in the real world. Although deep down in my mind I was confident that I could be a good teacher, I still had some hesitation to fully enter this career due to my limited knowledge on the field. My goal for the course and for myself then was to learn as much as possible about Education and use information and knowledge acquired in this course to decide whether Education is really for my future. I believe that I have accomplished my goal because I have learnt about educational theories, philosophies and issues I never knew existed. I have also become aware of the philosophies and theories behind the educational policies and instructional approaches used by teachers/instructors. This gives me a framework and structured guidelines for my personal development as a teacher. Based on the knowledge earned from this class, I have made my decision to be a teacher after the end of this Master program. The course opened my eyes and made me realize the teaching profession has a massive impact on society and their work deserves to be regarded as highly as other highly-skilled occupations such as medicine, nursing, engineering, or law.

Personally, I believe that Education is fundamentally an answer for many ongoing problems and challenges in Thailand such as corruption, unequal opportunities, moral deterioration and poor distribution of wealth. In the light of a country’s development, unless Thailand’s educational system is continuously adjusted to cultivate moral, human values and accommodate new challenges posed by the world’s constant changes, our country could be in jeopardized into losing its capability to compete with the rest of the world.

As far as the learning process is concerned, in the beginning I was skeptical on the use of presentations in each class as a delivery method as I was more used to the traditional lecture. Surprisingly, it has grown in me. After a few classes, I actually enjoyed it. If there was one thing I wished to do differently, it would be to take notes on each week’s presentation concurrently during the class. I would also create my own reflective sheet on my expectations before and after class. I found that reflective process helped me become aware of my inner thoughts on the taught topics. If there is one recommendation I could provide in the light of improving the whole learning experience, I would suggest the use of shared online platform (Yahoo Group or MSN Group) for each group to upload their power point presentations after class. That way, all students would get access to all presentation materials each week and could download it anytime.