Final assignment II

One page for A, One page for B three for C, one page for D, the Title page, and the
reference page. I need a minimum of 5 references to prove my theory.

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You will take my philosophy and a theorist that we have talked about in this session
and relate their theory to your philosophy on education or vice versa.

I have broken it down for you:
A. Selecting a problem (one page): You must write an introduction to the problem or idea,
in which you define the scope of the problem and describe its relevance to the course goals.
Be as specific and precise as you can, making reference to the problem’s historical, social,
and/or cultural context, and, where appropriate, your relationship to it. Be sure to state
why you believe this is in fact a real problem (you may need to do some research to find
data on this subject). Finally, you must explain your personal or group rationale for
selecting this particular problem.

B. Establishing a philosophical framework (one to two pages): By the end of the course, you
will have been spending a great deal of time thinking about the ways in which different
philosophic perspectives are and are not useful in different situations for different
individuals, and step B asks you think about your own philosophical perspective in
relation to the problem you’ve chosen. Before you articulate your mode of engagement
with the problem, you must explicitly acknowledge both the important assumptions,
values, and ideas that have led you to view your stated problem as a problem, and your
mode of engagement as an appropriate response to that problem. That is to say, you
need to describe what we’ll refer to as your philosophical framework. Your selection of an
appropriate (related, coherent, efficacious) philosophical framework is crucial, and you
should be sure to explain very clearly why this particular framework suits both this
problem and your mode of engagement, whether they be primarily epistemological,
political, social, methodological, or anything else. Thus, you need not only to explain the
philosophical framework itself but also to justify its value in this situation.

C. Proposing and explaining a response to the problem within this philosophical context
(three to five pages): Taking the preceding sections into account, propose a response to
this problem. The response can be curricular, pedagogical, institutional, methodological,
discursive, or political — in short, while it must involve human action with specific goals
and consequences, the components and arena of human action are entirely up to you.
Layout each step of this decision very clearly. Why respond in this particular manner and
not in others? How do these answers relate to the philosophical framework you’ve
chosen?

D. Reflecting upon the efficacy and limitations of that response (one to two pages): Discuss
with as much honesty, self-reflection, and humility as possible your proposal. What are
its potential benefits? What are its drawbacks? What does it fail to address that is
important? How might those things be addressed in another possible response? How
realistic is your proposal — and what do you mean by “realistic”? Those in groups, each
of whom must write this section individually, should also use this as an opportunity to
discuss both the compromise solution your group wrote and the means by which you
arrived at it.

I am seeking a minimum of 8 pages. You need a minimum of 5 references to prove your
theory. Cover page, reference page, Times New Roman, and 12 font.

Running head: PERSONAL PHILOSOPHY OF EDUCATION 1

Personal philosophy of education

Felver Stokes

Mississippi Valley State University

EC 400

Dr. Tate

January 12, 2022

PERSONAL PHILOSOPHY OF EDUCATION 2

In relation to the four education philosophies, education has taken various directions with

different perspectives and beliefs. Some philosophers feel that education should be student-

oriented while others view it as teacher-oriented as well as a collaboration between the teacher

and the students. However, the difference sets in at the type of curriculum, the mode of teaching,

and even the content itself. Considering personal beliefs and experiences, it is prudent for

education to be a sort of collaboration between the teachers and the students. The students

relying on themselves in most cases does not work well as compared to cases where both the

teachers and the students participate in learning.

Considering perennialism, the perennialist educators value rational and critical thinking.

Discipline and organization are key in a perennialist’s class. Notably, on a personal level, critical

thinking is key in learning. In most instances, students not only learn to master content but also

learn to be able to think critically and reason in life experiences and provide solutions to real-life

problems (Howick, 1980). Significantly, considering personal beliefs and experiences in relation

to Essentialism, it feels much better to expose the students to the basic skills at the onset of

learning. Essentialism philosophy upholds the teaching of basic skills. Here, the mind is trained

on given skills. Additionally, from experience and practices, conducting assessments are vital in

assessing the level of understanding of the students in each area. Essentialism gives room for

assessments and better performance is directly linked to better understanding hence promotion to

the next level.

Considering the philosophy of Romanticism, natural goodness is upheld with civilization

as a barrier. In this type of philosophy, the gaining of knowledge is through intuition rather than

deduction (Howick, 1980). Based on self-experience and beliefs, learning on intuition is not

possible in most instances and is not reliable as compared to procedural and learning based on

PERSONAL PHILOSOPHY OF EDUCATION 3

instructional strategies. On the contrary embracing technological advancements in learning

activities is key to me as a teacher. Since the world progresses, learning must progress too.

Therefore, technological use in learning is key. Similarly, the romanticism philosophy does not

follow any curriculum; the students decide on what to learn and take full charge of their learning.

Looking into social reconstructionism, the philosophy puts emphasis on the various social

questions with the motive of creating a worldwide democracy and a society that is better

(Seetharamu, 1978). Generally, the curriculum of this philosophy focuses on social reforms.

Based on self-belief, embracing collaboration in the education system is fundamental. I

strongly believe that teachers working together with students will always result in better

performance, better understanding, and work made easier. On the same note, creating a

respectful rapport between the teachers and the students is key. The learners at all instances

should feel free with the teacher to ask any questions for clarity purposes if need be (Seetharamu,

1978). On the aspect of discipline, preventative discipline works best for me as it involves setting

expectations or guidelines and the accepted code of conduct in the school environment so as to

maintain good morals and behaviors in the school. Additionally, laying down instructional

strategies, setting curriculum as well as incorporating technology use forms the basic parts of my

learning activities.

Generally, the philosophy of essentialism relates more to my beliefs and experiences. The

styles give a sequential knowledge of the past and gradual advancement until the present-day

society. Here, students are taught by teachers and later assessed to test for sufficient

understanding. Upon successful tests, the students are promoted to another technical level

advancing their studies. This, therefore, calls for collaboration, respectful rapport, instructional

strategies, and the use of preventive discipline as well as technology.

PERSONAL PHILOSOPHY OF EDUCATION 4

References

Howick, W. H. (1980). Philosophies of education

https://eric.ed.gov/?id=ED191397

Seetharamu, A. S. (1978). Philosophies of education. APH Publishing.

https://books.google.co.ke/books?hl=en&lr=&id=e4QpDPB9cAEC&oi=fnd&pg=PR

9&dq=philosophies+of+education&ots=QGF1_5ih7M&sig=9SSNGys_SDe5qJ8Acif

KsbiLT3I&redir_esc=y#v=onepage&q=philosophies%20of%20education&f=false

https://eric.ed.gov/?id=ED191397

https://books.google.co.ke/books?hl=en&lr=&id=e4QpDPB9cAEC&oi=fnd&pg=PR9&dq=philosophies+of+education&ots=QGF1_5ih7M&sig=9SSNGys_SDe5qJ8AcifKsbiLT3I&redir_esc=y#v=onepage&q=philosophies%20of%20education&f=false

https://books.google.co.ke/books?hl=en&lr=&id=e4QpDPB9cAEC&oi=fnd&pg=PR9&dq=philosophies+of+education&ots=QGF1_5ih7M&sig=9SSNGys_SDe5qJ8AcifKsbiLT3I&redir_esc=y#v=onepage&q=philosophies%20of%20education&f=false

https://books.google.co.ke/books?hl=en&lr=&id=e4QpDPB9cAEC&oi=fnd&pg=PR9&dq=philosophies+of+education&ots=QGF1_5ih7M&sig=9SSNGys_SDe5qJ8AcifKsbiLT3I&redir_esc=y#v=onepage&q=philosophies%20of%20education&f=false

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