Educator philosophy interview
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Educator philosophy interview
- 1. EDUCATOR PHILOSOPHY INTERVIEW Presented By: Kari Gonzalez, Sharon Taylor, Deonte Watts, and Maria Williams
- 4. Common and Differing Trends Common Trends Differing Trends Curriculm Technology Parental Support Project Based No Accountability Educators Stopped Caring ELL Students Globalization
- 5. Common and Differing Ideas Common Ideas Differing Ideas 31% 19% 35% 15% Passion Learning Abilities Technology Parental Support 34% 19% 42% 5% Laws Education Downfall Data Driven Rigor
- 6. Common Philosophies Common Theories Perennialism Essentialism Pragmatism Progressivism Perennialism – Philosophy of Plato Essentialism – Fundamental core of knowledge Pragmatism – Practice and practical Progressivism – Continual improvement
- 7. Differing Philosophies Eclecticism Rose out of the cult nihilism Existentialism Draws upon multiple theories, styles or ideas Eclecticism Existentialism Different Philosophies
- 8. How can these findings be used to enhance teaching and learning in the classroom?
- 9. Teacher Focused Classroom Teacher is the master of knowledge Follows the perennialist perspective
- 10. Student-Focused Classrooms Corresponds to pragmatism and progressivism All students to construct knowledge relevant to a specific task Interact with one another
- 11. The Changing Focus • The focus shifts from teacher to student and back again • Teacher is able to view the classroom as a vibrant life form
- 13. References Batts, B. (2015, April 10). Philosophy of Education [E-mail interview] Beard, J. (2015, April 10). Philosophy of Education [E-mail interview] Carpenter, M. (2015, April 10). Philosophy of Education [E-mail interview] Clifford, W. K. (2015). The basics of philosophy. A huge subject broken down into manageable chunks. Retrieved from http://www.philosophybasics.com/branch_existentialism.html. Gollnick, D. M., Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database. Olivia, P. F. (2005). Developing the curriculum (7th ed.). Boston, MA; Pearson/Allyn & Bacon.
- 14. References Ritter, M. (2015, April 10). Philosophy of Education [E-mail interview] Rizzio, M. (2015, April 10). Philosophy of Education [E-mail interview] Shaffer, L. (2015, April 10). Philosophy of Education [E-mail interview] The Editors of Encyclopedia Britannica. (2015). Encyclopedia Britannica. Eclecticism: Philosophy and Theology. Retrieved from http://www.britannica.com/EBchecked/topic/178092/eclecticism. Williams, N. (2015, April 10). Philosophy of Education [E-mail interview]
- 15. Thank You!!!!
Editor's Notes
- Good morning and welcome to our presentation. Over the past week we spent time with some educators and asked them two questions: Where do they think education is headed in the future? How have their own life experiences shaped their current philosophy regarding education? We have come up with a common theme. It really is all about the children.
- Out of the seven teachers we interviewed the overwhelming belief is that the future will be about technology. The seven teachers we interviewed were: Barbara Batts, Title I Reading Teacher, Foose Elementary School Harrisburg, Pennsylvania; Joel H. Beard, Havenview Middle School; Marlie Carpenter, 3rd Year Elementary School Teacher: Megan Ritter, Title I Math Teacher, Foose Elementary School, Harrisburg, Pennsylvania; Matthew Rizzio, Physical Education Teacher, Foose Elementary School, Harrisburg, Pennsylvania; Leticia Shaffer, Bunker E.S., Kindergarten Teacher; Nicole Williams, Elementary School Teacher
- Common Trends: The majority of interviews had a common philosophy regarding the direction of education in the future. Curriculum will be more rigorous with more standardized testing requirements Lessons will involve more technology integration into students learning No parental support when teachers call regarding problems with the students behavior Increased project based learning and collaborative learning environments across all levels of education Although there were common trends with the interviews regarding the future of education, there were also differing trends regarding the future of education. Differing Trends: No accountability from the students regarding their behavior Teachers will be required to teach ELL students due to the increased population of foreign students It seems like educators have stopped caring about teaching because of the lack of support from administration Curriculum in the United States will be similar to the curriculum in other countries
- Common Ideas: There were many common ideas on how have their own life experiences shaped their current philosophy regarding education and where do they think education is headed in the future. That school had truly help mold their craft and their passion for teaching. That every child may learn different but is capable of learning. Technology is the future of the education field and will be used in every classroom. Parental support is very minimum in the school. We looked at the common ideas that were stated but now we will take a look at what differs in the ideas of education. Laws that are passed are not always in the best interest for the education system. That in later years the school system may falter. Now school Is more data driven The curriculum will become more rigorous and very similar to the standards. As we look at the common and different ideas we can truly see where the stand point is with education. We can make education better and give the kids an amazing type of education that they will carry with them forever.
- All of the interviews rallied around these common philosophies: The root of Perennialism which lie in the philosophies of Plato and Aristotle and also of St. Thomas Aquinas. It offers a conservative and traditional view of the human nature. In the school of thought, humans do not change much, but they are capable of analytical thinking, reason, and imagination, and should be encouraged along these lines. Through reason lies revelation. When certain perpetual truths are learned, individuals will develop rationality. While human nature is somewhat predictable, it is possible to improve the human condition through understanding of history, the great works of literature, and art (p. 211). Essentialism became a popular educational philosophy in the United States in the 1930s following what was considered an excess of progressive education. Essentialists believe there is a fundamental core of knowledge that any functioning member of society must possess. Such knowledge is absolutely essential for an individual to lead a productive life. Learning takes place through contact with the physical world as well as with specific core disciplines. Goodness lies in acquisition of certain essential knowledge (p. 211). Pragmatism was also found and was introduced into philosophy by Charles Peirce in 1878. The term pragmatic is derived from the Greek word pragma, meaning action, which is also the source for the words practice and practical. The universe of pragmatism is dynamic and evolving. Change happens and humans are constantly in the process of becoming, evolving to reach ever-greater understanding. Truth is what works in one place and time, and even if it worked once it might not work again given different variables. Concepts and outcomes should be tested by their practical results. Pragmatism shares some views with Aristotle’s realism but is less rigid since in pragmatism experience is of utmost importance (p. 212). Progressivism, marked by progress, reform or a continuing improvement, became popular in the 1920s through the work of John Dewey. The tenets of progressivism demonstrate respect for individuality, a high regard for science, and receptivity to change. The influence of progressivism helped American educators take a closer look at the role of learners in any acquisition of knowledge (p. 212). Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
- Eclecticism is the practice of selecting doctrines from different systems of thought without adopting the whole parent system for each doctrine. In the sphere of abstract thought, eclecticism is open to the objection that insofar as each system is supposed to be a whole of which its various doctrines are integral parts, the arbitrary juxtaposition of doctrines from different systems risks a fundamental incoherence (Encyclopedia Britannica, 2015). Existentialism is a philosophy that emphasizes individual existence, freedom and choice. It is the view that humans define their own meaning in life, and try to make rational decisions despite existing in an irrational universe. It focuses on the question of human existence, and the feeling that there is no purpose or explanation at the core of existence. It holds that, as there is no God or any other transcendent force, the only way to counter this nothingness (and hence to find meaning in life) is by embracing existence (Clifford, W. K., 2015). Clifford, W. K. (2015). The basics of philosophy. A huge subject broken down into manageable chunks. Retrieved from http://www.philosophybasics.com/branch_existentialism.html. The Editors of Encyclopedia Britannica. (2015). Encyclopedia Britannica. Eclecticism: Philosophy and Theology. Retrieved from http://www.britannica.com/EBchecked/topic/178092/eclecticism
- In the next section we will be discussing how these findings be used to enhance teaching and learning in the classroom.
- Room arrangement may not be the best clue as to a teacher’s views on what and how children should learn, but it is an indicator. Teacher-focused approaches to teaching is master of the knowledge to be learned and dispenses it to all students at a specified rate over a specified period of time, adhere to the essentialism school of philosophy in which learning the content is of major concern (p. 214). The teacher focus also follows the perennialist perspective, believing that education serves to inform students of knowledge that will remain constant through life (Olivia, 2005) Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database. Olivia, P. F. (2005). Developing the curriculum (7th ed.). Boston, MA; Pearson/Allyn & Bacon.
- Student-focused approaches to teaching correspond to pragmatism and progressivism. These philosophical perspectives view the major role of schools and teachers as being to create learning opportunities that will allow students to construct knowledge relevant to a specific task or situation through self-interest and dialogue with others. The tenets of constructivist teaching style are closely associates with progressivism, emphasizing hands-on activity-based learning. Teachers and learners share control of behavior and the learning environment. The teacher models participatory evaluation through questioning and student-led discussions of results. The student value themselves as learners and welcome the active role they have in directing their education along the lines of their own interests. Students construct knowledge through interaction with others (p. 217). Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
- In any given day in a classroom, the focus shifts from teacher to students and back again. This is not wishy-washy. It is merely a fat of the profession. In doing so the teacher may find it necessary to redirect student attention or perhaps momentarily call a halt to all activity. Learning how to combine parts of different educational philosophies for the benefit of all of the students may be one of the hardest tasks a new teacher must learn. Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.
- Gollnick, D. M., Hall, G. E., & Quinn, L. F. (2014). Introduction to Teaching: Making a Difference to Student Learning. Retrieved from The University of Phoenix eBook Collection database.