MYPHILOSOPHY OF EDUCATION
Philosophyof education refers to informative beliefs that promote a particularvision. It examines the description, objectives, and meaning ofeducation. It is my belief that every kid is distinctive in his/herway. Children need a caring, stimulating, and secure environment togrow and mature intellectually, socially, physically, andemotionally. It is, therefore, paramount for educators to assiststudents in meeting their fullest potential in the above aspects bygiving them a secure atmosphere, invite sharing of ideologies, andsupport risk-taking. The core means of achieving the above featuresinclude allowing the student’s natural inquisitiveness to drivetheir learning, the educator acting as a guide, and upholding respectfor each. The paper will utilize the above notions to outline myperspective on education. The subject is quite vast with diverseideologies involved. However, all of them correlate to the fact thateducation is core. The deferring factors delve along disseminationcriteria, necessary requirements, and anticipated outcomes. Thispaper will look to suggest the best mechanism for viewing educationacross all age groups. Children are the future hence must be taughtwell. Since all of them possess a distinctive feature, they have thepotential to lead if given a chance. Teachers are supposed to givethem a sense of pride to relay their inner beauty. When children aregiven a secure environment to blossom, they have the potential tobring change. Children should be a reflection of our previous self.They should remind adults about how they used to be. In that regard,this paper will mainly dwell on the different aspects of childeducation.
Accordingto Freire (2007), the banking mechanism of viewing education is quitedetrimental. The “banking” technique typically considers studentsas empty bank accounts that have to be continuously fed by theeducators1.In this system, children are supposed to remain open for the teachersto deposit content in them. However, this system is quite demeaningto both the educators and students. Apart from the notion beingdetrimental to the students, it encourages oppressive practices andattitudes within the society. Freire suggests an approach thatconsiders individuals as incomplete. In his assumption, people shouldbe regarded as incomplete to bring about the urge for completeness.Therefore, people must be aware of their incompleteness to strive forwholeness. With that, viewing children as empty bank accounts demeanstheir existence. Such an environment is not conducive for theirdevelopment. It deprives them the chance to grow emotionally andsocially. However, a caring atmosphere where the children are viewedas incomplete would assist in their development. Once they are madeaware of their incompleteness, children have the propensity to seekfullness. Instead of just inserting knowledge into the empty bankaccounts, educators should guide the children to realize theirpotential. Additionally, the “bank” approach is a form ofoppression. An oppressed society does not strive to achieve itspotential. In fact, the oppressed live in fear instead of freedom.Children are an emblem for change. Oppressing them inhibits theirdevelopment which begins at tender ages. In that regard, educationshould not be perceived as a process where children have to inputwhat the teachers say without necessarily showcasing their potential.In other words, educators should be at the forefront in establishingthe potential of each student from their tender ages.
Asillustrated by Parker Palmer (1983), learning has three fundamentaldimensions, i.e. boundaries, openness, and an air of hospitality(Palmer 1983). The teacher and the students must work in harmony toremove jumbles even if it is a bunch of meaningless words,obstructive feelings, and the pressure to deal with dailyundertakings among others. The firm boundaries achieve the opennessof space. It must be a tool for learning and not an invitation tobring about confusion. Though learning can be a painful ordeal withoff-putting outcomes, hospitality can help alleviate the issues. AsParker states, hospitality entails receiving one another withempathy. It involves receiving our struggles, new ideologies withcare and openness2.In addition to that, a classroom should be a center where truth isessential. It is a place where strangers can come in with strangeutterances and still be welcome. According to this notion, studentsmust have a conducive atmosphere where they can air out views withoutfacing discriminations. A classroom is a place where all opinions arewelcome despite the peculiarity of the notions. An environment forlearning must be hospitable to every child. As earlier stated, acaring environment that allows children to air their views aidsdevelopment. Children are unique and their ideologies ought to defereven in the same classroom. In that regard, they should be accorded afavorable atmosphere to speak what they think, share their fears, andreceive help. Parker’s six paradoxical guidelines are vital inlearning. A learning space must be:
Bounded and open
Hospitable and charged
Invite the utterances of an individual as well as a group
Honor “little” stories of the people involved and “big” ones of tradition and discipline
Welcome both silence and speech
Support solitude and surround it with community resources
Asper the above specs, learning is an extensive process that comprisesof varying aspects. Silence is vital since it gives a chance toreflect on things. Speech emanates within us. However, putting thewords into perspective needs involvement of the community. Our ideasare put into perspective through conversations. The learning spacesmust honor personal experience. It must have a tendency to appreciateboth individual and group voices. There must be a limit by whicheducation must focus. Though the paths to discovery can be many, theresultant outcome must be bounded. All these aspects illustrate aconducive classroom setup for learning. Educators should not deterstudents from making progress. Hospitality is accorded much attentiondue to its intricacy especially when dealing with children. If achild is not given a hospitable environment to showcase his/herpotential, chances of development are quite minute. In my philosophyof education, teachers and students have an immense role to play tonecessitate a hospitable learning environment.
Thenature and integrity of the teacher are also fundamental in upliftingpedagogy. As affirmed by Parker, appropriate teaching originates fromthe human heart. Failure to challenge and cherish the human heartreplicates in a botched attempt to rejuvenate education. Goodteaching does not only involve technique it entails the educator’sintegrity and identity. Teachers must be in touch with themselves,their subjects, and students. The aspects are paramount to achievewholeness.
Accordingto Ira Shor, critical pedagogy entails the habits of speaking,writing, reading, and thought that goes beyond the surface meaning,official pronouncements, dominant myths, traditional clichés, mereviews, received wisdom, and first impressions3.It then involves comprehension of the deeper meaning, ideology,social context, root causes, and personal consequences of anyprocess, text, discourse, mass media, organization, object, event,action, policy, subject matter, and experience (Shor 1992). From thisperception, the tutor works to guide learners to question beliefs andpractices considered unjust, (comprising those at school) and thenencourage sharing and personal reactions to the actual situations oftheir lives.
Criticaleducation does not disregard nor substitute well-developed trainingapproaches. Instead, it adds worth to the current texts and dailyinstruction. It is a teaching methodology that tries to aid studentswith questions and test domination, and the philosophies andpractices that dictate. It means that the pedagogy is a concept andexercise of assisting students to realize critical consciousness.Critical learning is upright, and it has a clear vision of thegeneral public and the role of authority in creating relations insociety. The tutor relates the knowledge of vocabulary and grammar tothat of social issues and how to deal with them. Students are livelyin both the classroom and community in critical pedagogy. The focuson a critical education is meant to prepare the people forcontribution in a free society. Distinguishing active learning,critical education, and the learning-centered methods are not easy.Each is founded via learner commitment and recommends participationthrough such approaches including collective and cooperative andproblem-based learning. Whether or not an educator is rationallycontented with the values of critical pedagogies, relating it toclass presents them with similar dilemmas that become apparent whenutilizing learner-centered or active learning mechanisms.
Thoughno one can show a routine instruction for relating critical teachingin a platform of tutor pedagogy, there exist three creeds that arecharacteristic in critical tutoring. The tenets are perspectivesidentified by numerous analytical philosophers such as Hooks,McLaren, Ladson-Billings, Giroux, Delpit, Dillard, and others.The three elements include:
Reflection on personal experience or culture
Creation of voice via critical views at an individual’s society and the world as a whole that occur during conversations
Transforming the society toward equality among the populations to boost democratic imperatives
Accordingto the above notions, a language class is a place where individualslearn new means of communicating and comprehending the globe viadistinct perspectives. Critical education is necessary to cope withthe multifaceted social arrangement of the classroom and realize theneeds of each student. There is always inadequacy concerning tutor’srole in the society: transformation or transmission. As a matter offact, the problems outweigh the abilities and experiences of thelearners. They lose their creativity and become more dependent ontutors. However, shifting the paradigm enables the educators tocoordinate with the students and the community, educationists,colleagues, and administrators among other stakeholders. The approachcalls for cooperation. Since tutors work in complex social sites,coordination with the stakeholders assists them to transformstudents. The method also prepares students to be active in thesociety hence champion democracy. In general, the critical pedagoguesmust bring social transformation where an individual`s comment isheard and shared equally, enable a critical view both at personal andsociety level and reduce social discriminations.
Educationshould be more of transformation than transmission. In other words,the educators are meant to act as guides for learners to realizetheir potential. Just like any other human activity, teachingemanates from our inwardness. While teaching, the tutor relays thecondition of his/her soul to the learners. If a teacher is notself-actualized then disseminating knowledge to the students isimpossible. Tutors must be well acclimatized to their subjects aswell as themselves to teach effectively. All these aspects contributeto the provision of a conducive environment for learning.
Alearned society can live harmoniously. Equally vital toself-discovery is having the chance to learn things that areimportant and applicable to one`s interests and life. Therefore,creating a program around student needs nurtures natural enthusiasmand arouses the urge to learn. One means of taking education in adirection pertinent to learner interest is encouraging dialogues onthe teachings and elements of the study. When learners get the chanceto input their ideologies, they create concepts and set aims thatbring about much better activities. Giving the students possession ofthe syllabus, they are inspired to work harder and comprehend thenecessary skills required to attain their goals. As illustrated byDenise Janssen (2015), Christian education directly addressesproblems within our societies. Emphasis must be put on teachingstudents what is relevant to them. In other words, emerging socialissue can be traced back to limited knowledge among the students4.As we move towards a globalized continent, the societal issues oftenbecome enlarged, rooted, and the origin of bloody conflicts.Throughout His ministry, Jesus exemplified a redemptive community bycalling people into extravagant grace. Even in the middle ofoppression, He taught that a redemptive society was possible ifpeople would stop hiding, excluding, and hoarding. Jesus’ vision ofredemptive community can be exemplified in the current world. Thecore to achieving a redemptive society lies solely on the churchesand the education system. Hence, the relation between faith andteaching ranges into the heart of Christian theological andepistemology technique. Jesus did not select editorialists,historians, and commentators to follow him. Instead, He developed asociety of disciples. He then asked them to pledge their lives to hismission. Education ought to rely on Christian teachings to createharmony within the community. It is the practical means of avoidingglobal conflicts.
Educationis perceived in several ways due to the various ways of disseminatingknowledge. Different scholars have devised mechanisms suitable toensure knowledge is conveyed in the society. Even with the varyingdimensions of learning, it is vehement to promote conduciveenvironments for the same. From a tender age, children should begiven adequate room to express themselves and realize theirpotential. Education and faith go hand in hand. In other words,children should be given the religious knowledge even at tender ages.The collaboration or rather relation of education and faith plays ahuge role in alleviating the present-day ills across the globe. Withthe children being the future, guiding them in a straight way isparamount. They have distinctive attributes that lead them todifferent paths as they grow. However, religious teachings do notshift with time. According to them, adequate knowledge would lead toa better world. Jesus Himself portrayed a redemptive community,guiding His followers amidst oppressive circumstances. Therefore,children ought to be given a favorable environment to growintellectually, socially, physically, and emotionally with thereligious background as the bedrock of everything.
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 2007.
Janssen, Denise. Educating for Redemptive Community: Essays in Honor of Jack Seymour and Margaret Ann Crain. Wipf & Stock, 2015.
Palmer, Parker J. To Know As We Are Known: A Spirituality of Education. San Francisco: HarperSanFrancisco, 1983.
Shor, Ira. Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press, 1992.
1 Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 2007)
2 Parker J. Palmer, To Know As We Are Known: A Spirituality of Education (San Francisco: HarperSanFrancisco, 1983)
3 Ira Shor, Empowering Education: Critical Teaching for Social Change (Chicago: University of Chicago Press, 1992)
4 Denise Janssen, ed. Educating for Redemptive Community: Essays in Honor of Jack Seymour and Margaret Ann Crain (Wipf & Stock, 2015)