Philosophy of Education

Introduction

On educational philosophies, copious historical schools of thought are in existence linking the evolutionary trends and progression of education. This paper handles varied personal philosophical and ethical perspectives concerning historical ideologies. It expounds on how they might facilitate judgment on educational realms. Numerous historical schools of thought have prevailed for several years explaining bountiful revolution instances concerning the modes and incarnations associated with the education development. It is possible to draw constructive distinctions amid methods and approaches utilized on extraction and elucidation of education phenomenon according to moment and place. This is in line with the fact that the importance of education, its impact, and comprehension from its historical evolution can never be assumed. It perfectly granted historians avenues on how to handle and communicate their ideas on the facts related to education ranging from learning to management (Curren. & Curren, 2007).

Several ethical and philosophical issues can culminate from the available historical wits derived from the past historians who managed to contribute significantly in illuminating the lines through which the ancient people viewed and handled their education systems. Previously, a number of education philosophers could argue that the gain of knowledge perfectly emerged from pure experience on a particular field rather than mere thinking as defended by others. This empirical mode of gaining knowledge showed the great importance of experiments and observations in the education realms. Concurrently, gender inclination exposed by some communities could rather deter education strength among numerous communities. The kind of thought that was associated with the female gender was bias. Other groups of thought were in relation to religion, politics, social groupings, communal mindsets, and long-standing continuities as well as revolutions (BBC, 2007). These actually diverged on the kind of approach they could offer to grant and manage education coordination.

The historical thought evidences to have sidelined the girl child arguing that only men could possibly grow intellectually. This perceptibly inclined and hardly considered the potentialities that female gender could educe in the education parameters. This thought considered women as less being in terms of their roles and contributions to the community development. It gave women no chance to exhibit their aptitudes. Alternatively, they were to stay home and wait for men to do everything. It is factual to affirm that women as well as men have equal potential in terms of intellectual contributions; nonetheless, if they are disfavored, and granted less chance to exhibit these potentials, they can barely have there views and potentials harvested. Ethically, this cluster of idea was wrong when considered decisively. Human race possesses diversified individuals who differ significantly from different perspectives ranging from sex to color.

On educational grounds, teachers and communities should consider stipulation of equivalent opportunities for all. Both sexes need knowledge for expansion and development hence schooling should be offered to all. The justification behind choosing the thought related to gender disparities faced in the past concerning education is numerous. First, it was a bias mindset, which baselessly considered women to be of no importance. This majorly contributed to their sidelining and consequent discrimination, which provided them with little or no opportunities. Second, it was a movement coined by male chauvinists who not only valued themselves but also selfish. They cared very little about female gender and had no interest in modeling them for a better future. Concurrently, there were elements of prejudice, maltreatment, and detrimental incarnations. Considering this matter critically can aid the judgment concerning the importance of granting an equal opportunity to both genders without any discrimination. It augments the desire to empower the girl child and women at large (Curren. & Curren, 2007).

Additionally, the historical schools of thought elucidates on the importance of learning and purpose in controlling the environment plus its inhabitants. The provision enlightens us of the bounties provided by nature and our general conduct and responsibilities on utilizing these resources none destructively. It is unethical to mismanage or utilize these resources irresponsibly or use them to harm others. Education gives us the opportunity to know and plan how to use and preserve our environment for our future well-being. Morally, it is possible to reason out with every aspect of life and judge whether something is right or flawed depending on the sort of knowledge influencing someone. The rationale behind selecting this school of thought is in line with the values associated with good environment and its influence in our lives. Concurrently, decisions on educational settings are influenced by the kind of environment a given society dwells in. The problems posed by an environment can apparently direct the mode of education embraced by a given society to help in curbing different problems they face. Conclusively, it influences the education curriculum (BBC, 2007).

The chronological school of thought on educational realms had different views on the role of teachers concerning the growth and development of student learning goals. Teachers had different duties ranging from providing knowledge on conventional matters to imparting discipline on the pupils.  They operate as facilitators for integrating and heartening intellectual as well as social advancements in the influential years of students’ existence. Skills of a good teacher include empathy, affirmative psychosomatic approach, role model, change embracer, creativity, and sense of humor. Additionally, calmness, presentation skills, respectful, inspirational, passion, problem solver, supportive, impeccable communication skills, and ability to correlate fairly with varied ages are no exception (Stronge, 2007). These skills can perfectly aid teachers’ capacity to produce a sound judgment in educational scenery. They grant teachers an opportunity to act in a manner that supports his/her profession with varied skills recommended in facilitating educational processes. Ethically, any teacher who is unable to exhibit these qualities is bound to flop in his/her career. These qualities are able to augment the relationship amid the teachers and their student while fashioning the learning milieu to be favorable enough with capability to elicit positive results.

When philosophically considering other chronological thoughts, further crucial issues emerge enhancing the efforts to categorize teaching personalities into various categories including social “reconstructionists” or “existentialists.” The former considers schools and learning processes as one of the important facets in reshaping the societal aspects of living while the latter is more concerned with how the teacher relates to his/her students in terms of sharing responsibilities in dealing with predicaments and managing conflicts. These kinds of deliberations are crucial from every aspect and meant to enhance the educational progress among various communities. The take on the respective roles played by schools in human life is priceless. Actually, it is the core pillars in the life, which are desired by many to affect their lives with positivity. When judging on the importance of education to various lives, this aspect of thought is the driving force concerning the aspiration to endow all with reliable education, which they can later utilize to reshape their lives. Philosophically, provision of education should be to all for the attainment of desired changes and developments. It also aids decision-making among individuals on matters relating to education and existence. This is evident when the varieties of information eventually gathered are utilized to augment people’s critical thinking on matters affecting their daily lives (BBC, 2007).

Another kind of thought illuminated is on the diversity of the student population. This encompasses forms of education curriculum present in schools and the factors that affect them. The philosophical aspect of this is that a community itself sways the curriculum. Other aspects consider whether students are discernable on individual basis or considered with the assumption that the entire students’ fraternity learn, grow, and develop in a similar way. Ethically, varied students have dissimilar potentials in learning and grasping of concepts. Considering such disputable aspects of learning, it is possible to decide on different modes of learning that a particular student will demand to demonstrate his/her full potential. On educational philosophy, management aspects are equally crucial. The early management theories majorly relied on the practical experiences. It imperative to comment that despite the importance of the historical schools of thought and their impact on education arenas, the emergence of technology will eventually manipulate the world by introducing new aspects of learning (BBC, 2007).

Conclusion

A school of thought is a collection or group of people who share common characteristics of view or outlook of a philosophy, discipline, belief, social movement, or literary faction. The historiography unveils numerous of these thoughts, which legendarily influenced the education trends among communities. Comprehendingly, most of these thoughts touched on gender, faith, political affairs, societal groupings, joint mindsets, and administration. They were occasionally bias while at some points they made noteworthy strides towards edification. Philosophical and ethical scrutiny of their facets educes prominent wits, which can significantly aid judgments on educational realms.

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