Chapter 9 Reflection

 

Post a reflection on this chapter - 2-3 paragraphs

What Are The Philosophical Foundations Of American Education?

Developing my own Philosophy of Education is an ongoing process that requires reflection and experience. Importantly, Eclecticism is not an excuse for sloppy thinking.  Eclecticism embodies the idea that truth can be found anywhere, and therefore people should select from various doctrines, systems, and sources. The eclectic teacher selects what he or she believes to be the most attractive features of several philosophies At its heart is the recognition that no philosophy of education is able to dictate the ideal methodology or learning strategies for all situations or all students.

The unique nature of humans gave rise to differing philosophical frameworks that impact politics, economics, culture, education, and society, often creating conflict and competition.  In the field of education, schools of educational philosophy have presented their competing voices for the establishment and direction of educational research, practices and purposes. (Briton, 1996; Scott, 1998).

It is understood that Humans are unique beings, free agents, knowledge and truth seekers, with integrated needs and desires of a social, psychological, emotional, spiritual, and physical nature, with capacity for good and evil, preferring good, but it is easier for them to do what is wrong, in fact it takes more out of an individual to do the right thing.

Society on the other hand, is a subdivided, social structure, maintained or changed by the collective will of its members, and in continuous conflict due to various power groups, with a responsibility to assist individuals and families in full and active participation, through meaningful work, education, recreation, and personal growth, while maintaining the freest agency of its individual members.

Finally, we as Learners are unique, goal setting, security seeking humans that have personal limitations, abilities, and skills, who pass through development stages, in which their cognitive, physiological, social, and affective learning and personal characteristics (Ragan & Smith, 1999) that are unique to us as individuals, take shape and are expressed, having capacity to learn.

Works Cited

 

Scott, S.M. (1998).  Philosophies in action.  In S.M.Scott, B.Spencer, & A.M.Thomas (Eds.), Learning for life. Canadian readings in adult education (pp. 98-106).  Toronto: Thompson Educational Publishing.

Briton, D. (1996).  Toward a postmodern pedagogy of engagement in adult education.  In D. Briton, The modern practice of adult education (pp. 99-148).  Published by the State University of New York Press.

Ragan, T.J. & Smith, P.L. (1999).  Instructional design (2^nd ed.). John Wiley & Sons, Inc.