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Essay / Research Paper Abstract
A 20 page research paper that offers a detailed discussion of factors contributing to the formulation of a personal philosophy of education. This discussion, first of all, examines the historical and philosophical trends that have led to the present moment in education, as well as social theories that influence educational philosophy. This information is drawn upon to discuss how this author's personal philosophy of education developed, which includes discussion of a personal vision of the ideal school system. Bibliography lists 21 sources.
Page Count:
20 pages (~225 words per page)
File: D0_khphoed.rtf
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Unformatted sample text from the term paper:
and helps us make choices" (Gunzenhauser, 2003, p. 51). In other words, a personal philosophy of education addresses the question of why a teacher has chosen the field of education
and it also provides the foundational beliefs for choices about "who, what, where, when and how we educate" (Gunzenhauser, 2003, p. 51). Postman (1995) said it well when he
wrote that the question is not whether schooling creates a public, but rather the proper question is what sort of public does education create. Does society really wish to create
a public that is a "conglomerate of self-indulgent consumers? Angry, soulless, directionless masses?...Or a public imbued with confidence, a sense of purpose, a respect for learning and tolerance" (Postman, 1995,
p. 18). As this suggests, a foundational principle in a working educational philosophy is that it should create a body of students who are motivated toward learning and prepared
to be citizens in a democratic society. Gunzenhauser (2003) points out that far too often, communities and governments rush into educational reform without addressing what goals society wishes education
to achieve. By not addressing fundamental questions about philosophy, Gunzenhauser (2003) argues that in the US, society has accepted a "default" philosophy of education that derives from high-stakes testing and
the standards movement. This "default" philosophy emerges from a behaviorist, positivists background that places great emphasis on what can be measured quantitatively (Gunzenhauser, 2003). This "default" philosophy drives
the curriculum and, therefore, limits instructional innovation and keeps educators from establishing their own priorities and visions (Gunzenhauser, 2003). In the current age, society needs more than students who
can regurgitate facts and figures in standardized testing form, it needs individuals who can think creatively and have the skills to continue learning as a life-long process, as todays technology
...