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Individual differences, however, suggest that students may not all agree as to what facts or figures are important to learn. We all remember wondering in school, "How is this going to help me find a job?" Or "When am I going to need to know this when I grow up?" While structure is an essential component in educational institutions, so too is an exploration of meaning. Placing curricular subjects in real-world context will allow educators to select materials that inspire students rather than turn them off to learning entirely. Cavell's philosophy of education inspired me to appreciate individual differences in the quest for truth, as Cavell was "concerned with the finding or recovery of the human voice, and of finding one's own voice," (Peters 1999).
Education also serves a distinct sociological function. Students learn social norms in school directly through the curriculum and indirectly through peer-group interactions. As such, schools inculcate entire generations with the prevailing social norms and values. This profound responsibility must not be taken lightly by educators. Feminist philosophies of education address sociological and political realities through pedagogical, structural and curricular transformations. Educators need to ensure that curricula and school procedures reflect gender, racial, and class equity so that schools become the primary means of creating social justice. Moreover, Dewey's pragmatism informs a feminist educational philosophy because ultimately social justice is a pragmatic goal (Garrison 1999).
What is real, true, good, beautiful,...
Pragmatism focuses on the here-and-now to deliver content to students in a meaningful way. Students learn through genuine appreciation of the material and abstract worlds. Educators recognize individual differences through curriculum adaptations, flexibility, and differential pedagogies. Social pragmatism in education fearlessly tackles the political issues educators frequently find themselves facing. Rather than shy away from the political side of education, we can embrace our responsibilities as educators in search of social change. Education is also idealistic. Teaching allows us to impart wisdom and experience, stimulating analysis and creative discussions in the classroom. When students are creatively engaged they maximize their learning potential regardless of grades and other formal means of assessment. My personal philosophy of education combines pragmatism with idealism by putting feminist ideals into practice each and every day.
References
History of Educational Theory." Educational Theory. Ed. Burbules, N.C. Retrieved Mar 10, 2007 at http://www.ed.uiuc.edu/EPS/Educational-Theory/50Years.html
Garrison, J. (1999). John Dewey. Encyclopedia of Philosophy of Education. Retrieved Mar 10, 2007 from http://www.vusst.hr/ENCYCLOPAEDIA/main.htm
Peters, M. (1999). Stanley Cavell and philosophy of education. Encyclopedia of Philosophy of Education. Retrived Mar 9, 2007 from http://www.vusst.hr/ENCYCLOPAEDIA/main.htm
Shook, J.R. (2000). Truth and the pragmatic theory of learning. Encyclopedia of Philosophy of Education. Retrieved Mar 10, 2007 from http://www.vusst.hr/ENCYCLOPAEDIA/main.htm
Philosophy Analyzing Rembrandt The following paper is a response to questions regarding the painting, "Aristotle with a Bust of Homer." The painting was painted by Rembrandt van Rijn in 1653. It is oil on canvas and access to the painting is gained by the website of the Metropolitan Museum of Art, physically located in New York City. The paper will first contextualize the painting, trying to situated in history and establish a historical
Philosophy Matrix II Ancient Quest for Truth Philosophy Matrix II: Ancient Quest for Truth Use the matrix to analyze Plato and Aristotle's theory of knowledge and apply both to current day practices. In the first column, using the readings about Plato's search for truth and his theories of knowledge, discuss how contemporary people may be living in a cave and which steps, based on Plato's model of the Divided Line, will be necessary for
By "personal" and "social" goals, I meant the achievement of ideals set by the individual for himself/herself and for the society in general, respectively. Education and learning gained from it is meaningless if the individual cannot enjoy and optimize it to achieve his/her own needs and aspirations in life. However, similarly, one's success in achieving his/her aspirations becomes irrelevant if these achievements do not benefit society. A recognize the need
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It is important for students to understand that the world does not exist in isolation, but the skills we learn overlap in our journey into learning. Epistemology: Epistemology asks us to ponder the question: what is knowledge how does knowledge of one event or process impact other events, how do we know what we know? Within my educational philosophy, the concept of knowledge is, as it is in Bloom's hierarchy,
Berkley stated that because the senses were potentially faulty, everyone's sense perceptions and thus everyone's 'truth' was unique and variable. However, most empiricists like Locke believed that some (few) things could be known with certainty, like shape and color, even if other properties of things could not be known. The empiricists come from the Aristotelian rather than the Platonic tradition of philosophy, and had rigorous standards of truth based upon