Defining education
According to (Victor Ordonez November 2000)Education is a social responsibility for the transmission of knowledge, skills, and culture with a formally organized structure. The development of human talents and personal characters for better citizenship.
(b)Philosophy
Philosophy is a well-coordinated and systemized attempt at evaluating life and the universe as a whole, concerning first principles that underlie all things as their causes and are implicit in all experience (Swimi Krishnananda)
(c) Education Philosophy
Is a branch of philosophy that addresses philosophic questions concerning nature, aim, and problems of Education. as a practical branch of philosophy, its practitioners look both inwards to the parent discipline of philosophy and outward to educational practices, as well as to developmental psychology, cognitive science more generally, sociology and other relevant disciplines.
Pragmatism
Pragmatism definition
`It is a temper of mind, an attitude, it is also a theory of the nature of ideas and truth; and finally, it is a theory of reality. It’s an educational philosophy that says education should be about life and growth. That Is teachers should be teaching students things that are practical for life and encourage them to grow into better people. Pragmatism believes people should deal with problems more practically than theoretically (William James 18 October 2018). The term Pragmatism is derived from the Greek word” pragma” meaning activity or work done. Others believe it’s derived from “pragmatikos” meaning practicability or experimentation (William James). The pragmatists in a former school pay attention to idealism, emotionalism, rationalism, and optimism. It emphasizes creativity if people ( pdf ).
Aim of education according to pragmatism
Pragmatism aims to:
Elevating Essay Writing: Delivering Excellence and Literary Distinction
Crafting Essays that Leave a Lasting Impression
In the realm of academic expression, where words have the power to shape ideas and inspire minds, we stand as a beacon of excellence. As dedicated essayists, we take immense pride in our ability to weave words into captivating narratives, enlightening arguments, and thought-provoking analyses. Our journey as essay writers has been one of continuous growth and meaningful impact. Let’s explore some remarkable instances where our expertise has made a significant difference.
Guiding Students Towards Success
Our journey is intertwined with the success stories of numerous students who sought our guidance. In one instance, a struggling undergraduate approached us with an intricate topic in the field of sociology. Through meticulous research and a nuanced understanding of the subject, we formulated an essay that not only secured the student’s academic standing but also ignited their passion for social sciences.
Similarly, a graduate student grappling with the complexities of literary criticism found solace in our expertise. We delved into the depths of literary theory, dissecting texts and exploring nuanced interpretations. The resulting essay not only garnered accolades but also instilled a newfound confidence in the student’s analytical abilities.
Breathing Life into Topics: Examples of Our Endeavors
The Intersection of Technology and Society: In an era dominated by technological advancements, we embarked on an essay that explored the intricate relationship between technology and society. By seamlessly blending sociological insights with technological trends, we created an essay that resonated with readers across disciplines.
Environmental Ethics and Sustainability: With environmental concerns taking center stage, we took on the challenge of crafting an essay that delved into the ethical dimensions of sustainability. Through rigorous research, we presented a compelling argument that not only addressed the urgency of the issue but also proposed actionable solutions.
Literary Analysis: Unraveling Symbolism: Literary works often conceal layers of symbolism. In an essay dedicated to the works of a renowned author, we unraveled the subtle threads of symbolism woven into the narrative. This essay not only celebrated the author’s craftsmanship but also offered readers a deeper appreciation for the written word.
A Tapestry of Literary Accolades
Our dedication to the art of essay writing has not gone unnoticed. Over the years, we have had the privilege of being recognized in esteemed literary competitions that celebrate creativity and intellectual prowess. These accolades serve as a testament to our commitment to delivering essays that transcend the ordinary and venture into the extraordinary.
Literary Award Highlights
Eloquent Prose Prize: Awarded by the Prestigious Wordsmith Guild, this accolade celebrated our mastery over language and the art of storytelling. The essay that earned us this honor explored the nuanced emotions of human existence through a compelling narrative.
Critical Thinker’s Commendation: Presented by the Symposium of Intellectual Thought, this award acknowledged our prowess in critical analysis. Our essay, dissecting the philosophical underpinnings of existentialism, showcased our ability to navigate complex ideologies with finesse.
Literary Luminary Award: Conferred by the Literary Confluence, this award celebrated our contribution to literary discourse. The winning essay, an exploration of the intersection between culture and identity, captured the essence of diverse human experiences.
Conclusion: Pioneering Excellence in Essay Writing
As we reflect on our journey as essayists, we are filled with a profound sense of purpose. Our dedication to delivering exceptional essays that enlighten, engage, and inspire remains unwavering. Through intricate narratives, incisive analyses, and unwavering commitment to the written word, we have carved a niche for ourselves in the realm of academic and literary excellence. Join us as we continue to shape ideas, foster growth, and transcend boundaries through the power of the written essay.
- Development of an adaptive and creative mind.
- Development of an ability to restructure experiences.
- According to John Dewey, the aim are merely suggestive, and most important thing is to restructure their experiences in a different situation. It indirectly means that education must inculcate a reflective attitude in learners.
- Education must also enable learners to adjust to real-life situations. Creating sensitivity to social issues.
- Realization of democratic values. A classroom should work on democratic principles so that, the child learns and value democratic values.
- To develop vocational skills, good habits, flexibility, morality, and art of leisure.
Nature of learning
Learning by doing
According to Dewey students/pupils need to learn by doing, and then reflect upon what they did. Through inquiry, inductive reasoning, and active learning, the student will become a capable and confident adult. He believes schools treated children as dump and passive learners, instead, he proposed students be thought to be problem solvers. They shouldn’t be given a’ set of notes’ but be thought to problem solve and develop their knowledge that is relevant to the way they live right now not only in the future state.
The principle of the philosophy of pragmatism method of teaching is practical utility. The child is the control centre. This method proposes that the learner should learn through personal experiences. Education is not so much teaching the child what he ought to know, as encouraging him to learn for himself through creative activity ( Brank 1910). By so doing the learner will develop creativity and be able to cooperate. Teachers are required to suggest and prompt only. The teacher suggests problems then leave the learners to solve the problem themselves. To facilitate this discovery the application of the inductive and heuristic methods of teaching is necessary. (Devi, article page 1554).
Role of a teacher
Dewey senses the sensitivity of education towards learners’ needs and their independent differences. Teachers should realize there is no one-for-all concept of teaching and learning. Teachers should plan according to aptitude, learners’ former experience, and their present experiences. The teacher should observe the interests, observe the direction they want to take then help them develop the method to solve the problem.
‘The purpose of the teacher is to increase freedom of the children to enable them to explore their environments’ he believes in an interdisciplinary curriculum, or a curriculum that focuses on connecting multiple subjects, where students are allowed to freely move in and out the classroom, as they pursue their interest and construct their path for acquiring and applying knowledge. It is therefore the responsibility of a teacher to plan positive and construct environments for the students to create positive educative experiences for them.
Role of a learner
- `The student’s ability of information literacy is not measured by the student’s intelligence but by their ability to manage how to learn efficiently.
- Students should allow themselves to explore life so that they can have something to refer to when given class challenges.
- They should be open-minded and be able to link the real situation to problem-solving.
Naturalism
Naturalism definition
Naturalism is a philosophy with a belief that nature alone represents the entire reality. it is concerned with the ‘natural self ‘it contends that the ultimate reality is a matter, and not mind and spirit. It does not believe in spiritualism. It denies the existence of a spiritual universe-the universe of ideas and values. It emphasizes that instincts are responsible for all our activities – biological, psychological or social. Values of life are created by human needs. Man creates them when he reacts to or interaction with his environment (Nanelyn Bontoyan).
Aim of education according to naturalism
Naturalism lays stress on self-expression and self-preservation. Education should acquaint a person to earn living and train of health to preserve and maintain life.
- `Redirections and sublimation of instincts
His instincts are the guiding force and basis for all human conduct. The aim of education should be the re-direction and sublimation of these instincts towards socially useful work .fulfilments of individual and social needs through nature.
It should help children to adjust themselves, physically and mentally to their environment and the changing circumstances of life.
- `Perfect development of individuality;
It aims at developing the child into a joyous rational, balanced useful, and mature person.
- `In the opinion of Rousseau, education is aimed at the inner faculties, capacities, and power of the child. Not preparations for life, but participation in it (shahid, 2000).
Nature of learning
Learning should be done by doing, play way, method, observation, experimentation, govern self. According to Rousseau, ’students should not be given any verbal lesson rather they should be thought experiences alone. The teacher tries to give lots of hands-on training and practical experiences. Education should proceed from simple to complex concentrate to abstract.
Role of the teacher
The teacher is always behind the screen. He is a spectator or an observer. He plays his role behind the scene and does not interfere in students’ activities. The teacher acts as a facilitator, a setter of the stage, and as a supplier of material and opportunities. The teacher does not interfere with nature but rather cooperates with the ebb and flaws of nature. Rousseau opines that teachers should not be in a hurry to make a child learn, instead be patient, permissive and non-intrusive.
Role of the learner,
- Role of learners is the central point of the education process. They should be able to find out which way of learning works best for them.
- They are required to foster creative talents.
- To establish the autonomous organization, rules, and regulations to govern social life.
- To lead the teaching and learning process.
References;
- Bantock. G.H. ( 1963) Education in an industrial society. London. Faber.
- Berding. J.W.A (1992). The curriculum theory of john Dewey; pragmatism in Education.
- Darling. J (1994). Child-centered education and its critics.
- Dewey. J (1916 ). Democracy and Education. Teddington; echo library.
- (1915) Schools for tomorrow. New York; Prometheus Books.
- Eyler. J.,& Giles Jr, D. E (1999) where the learning in service-learning? Jossey-bass Higher and Adult education series.
- Gartforth, F. W. (1966). John Dewey selected education.
- Woods, R.G & Barrow, R. (2006). An introduction to the philosophy of education, London: Methuen.
- D Papineau 2007.
- Danna Campbell December 2010
- Foot, Philippa (2003). Natural goodness, oxford university press
- Rorty, Richard (1979). Philosophy and mirror of nature, Princeton University Press
