¶ … education is that it should be rooted in reason, and in this sense it is based in the philosophical principle of modernism identified by Knight, namely that human reason has the ability to see and understand the world around it, identify its nature and laws and extrapolate its meaning (2008, p. 87). At the same time, however, I also approach education in the sense that there remains a mystery to the world that our human reason cannot always understand. In other words, I see a transcendent reality that exists above us -- and this is rooted in the classical philosophical traditions of the Greeks (Socrates, Plato, Aristotle). I do not view approach as very postmodern in the sense of Hume, Kant, and Nietzsche, who finally stated that there is no truth but what the human mind constructs (Knight, 2008, p. 89). I believe this is to place too much emphasis on the subjective experience without giving proper weight to the objective experience. Thus, my three approaches are based in modernism, classicalism, and scholasticism, which is part of the medieval educative tradition.
These same three approaches are ones I plan to implement in my classroom, but I also intend to add humanism, which I think emphasizes the experience of the individual and can serve as a type of post-modernism, because it points out how every individual does see things uniquely through his or her own eyes. This is supported by the view of Kant and Nietzsche (Knight, 2008). I also want to engage...
(Koonce, 2016, p. 60-77). There is no simple way to approach education. Taking cues from the various philosophical sectors in the education field is a way that can help teachers and administrators provide enough
freedom for teachers and students to move successfully towards goals while at the same time providing the necessary parameters in which those movements should be situated.
This is not to say that schools need more bureaucratization. I think that with diverse cultures in this country and diverse students coming to a class, it is important to have a standard available that teachers and students can draw on if needed. However, it is also helpful to give teachers and students room to individualize their approach to education. As Hess points out, it does not do any good to narrowly define the way we think of public
school, as education is not confined to this one square box; there a variety of modes in which education can occur (Koonce, 2016, p. 60).
For this…
