Philosophy Of Education

Motivation to learn

Motivation may be defined as the process (usually internal) that serves to activate an individuals behavior towards a particular direction. This behavior must be persistent in order for one to categorize it as an aspect that had been derived from motivation behavior. Since education in general necessitates persistent behavior, then the concept is imperative in the learning process.
The big question that must be answered is where can teachers draw this motivation from? In other words, there is a need to look into the sources of motivation. (Russell, 2003)

The first one among these is through external stimuli. This encompasses positive feelings that arise from positive outcomes or negative ones that emanate from undesired consequences. Students can be motivated to learn when they realize that there are some positive outcomes to be achieved or some unpleasant ones to be avoided. Students can also be motivated to learn through the social realm. This occurs when they are valued by certain academic related groups. Also students are motivated through the cognitive aspect. In this case, such children may realize that something is in fact interesting and that they need to stick to it. Also, when students fear a certain threat such as repeating a class or not getting a job after college, then they may be motivated to learn.

Additionally, students can be motivated to learn through the conative aspects of their lives. In this regard, when students have a certain dream or life goal that they desire to achieve, then this can go a long way in enhancing their learning process.

Purpose of the school
Students attend school in order to get empowered so as to have the ability to change their societies. This means that schools need to inculcate the right attitudes, behavior and values needed to live in society. It should be noted that society itself has become very pluralistic and diverse. Consequently, school paves the way for achieving this in the long run.

Through schools, it is possible for individuals to gain equal access to opportunities that would have otherwise been unavailable to them if they had not been educated. (Dewey and Russell, 1997)

In order to achieve these purposes, then schools and their representatives need to have a well defined purpose. This has been stated earlier. Additionally, schools need to teach children how to maintain integrity in their institution. This also means that there should be encouragement of character as an important aspect of learning. Also, there ought to be vitality at all times thus teaching students how to prevent burnout during their time in school and even outside the classroom environment.

All children should be educated
My philosophy of education largely embraces this belief. In other words, it is my firm conviction that all children should be educated. This means that any form of discrimination based on the following cannot be tolerated
Culture/ ethnicity
Our society has become increasingly versatile. These days, a classroom may have students from different racial groups. These children all deserve a chance in education because it is right. This fact may hold in open societies such as this country or in other conservative ones too. All children must be treated equally in education. The same argument can also b applied to person form different cultures and ethnicities.

Gender used to be an issue in education during the nineteenth century when a womans place had been set aside as being specific. With the advent of female rights movements, these ideas were replaced by more progressive ones. However, some individuals may belong to societies in which there is still a high level of gender imbalance. Such a mentality may be carried forward even when parents are living in liberal societies such as ours. Consequently, such parents will be denying their child a fundamental right. (Sobocan & Groarke, 2008)

All children should be educated regardless of their abilities. This brings in the issue of inclusive education. In this regard, inclusive schools provide disabled children with an avenue in which they can obtain knowledge both through the formal classroom setting and also through other avenues. Consequently, this empowers them to face society which is also diverse. This is an aspect that would not have been achieved if the disabled child was isolated in a special school.

The issue of age is crucial owing to the fact that some children may not access education opportunities during the right age. This normally occurs as a result of economic or financial strains that force their parents to deny them that opportunity.
Universal truths that schools shoul
d teach
Indeed, there are a number of universal truths that schools can teach their respective children. For instance, matters involving ethics. Ethic does not discriminate because it is universal. Regardless of ones culture, language or background, a child still needs to have some ethical values in order to survive in their lives.

An example of how this is applicable to all spheres of life is through relation to their own lives. For instance, when a child thinks that respect is not a universal issue, then one can reflect upon how others treat them in order to understand just how crucial this virtue is. Another universal truth with regard to ethics is related to the responsibility. All people value responsibility because if someone borrowed anothers car, then it goes without say that that person would definitely want it back. Besides these, it is imperative for children to remember that they cannot survive in society without self control. For instance, when a person is standing next to another one who happens to be a holding a gun, then it would be a desirable trait for the latter to exercise some form of self control. All in all, ethics forms a crucial part of human beings lives and can therefore be regarded as a universal truth. (Russell, 2003)

It is the duty of the school to inculcate in children the manner in which society works. Almost all people in society are struggling to cope or meet their needs. This is a fact that occurs in all aspects of life. Additionally, others are dealing with the issue of reality and how their perceptions can be merged with these realities. Also, there a school needs to teach children about how to face challenges and embrace opportunities.

Teaching character building/ morality is the role of the school
My philosophy of education is founded on the premise that schools have the compulsory obligation to meet teach children about morality. This can be depicted through simple issues and more complex ones. For instance, through the school, children learn that it is wrong to lie because when they do so, then they face negative consequences from it. Also they are taught about patience because they are required to wait for their turn while lining up in the school cafeteria or when answering question in class. Additionally, children are taught to be gentle because in school, violence is not tolerated or being cruel to other. Also, virtues such as honesty are taught automatically by prohibiting certain aspects such presenting work from others as ones own or prohibiting teaching within the classroom.

Character building is an aspect that cannot be chosen as is the case with other subjects or courses to be taken. For instance, if a parent requested a teacher or a school to allow their child to operate out of moral prescriptions by asking them to let his/her child to be violent or to lie. This is something that cannot be reversed or changed. It should be noted that when children choose not to learn morality, then chances are that they will be creating a culture of immorality and not opting out of morality. (Hading, 2000)

Some controversial issues are likely to address when examining the issue of morality because certain aspects of character building may not be universal. Consequently, others may be accused of imposing their moral opinions on others. Taking the example of teaching religions in schools; some people believe that religion is closely associated with morality and should therefore be allowed back in schools. However, I believe that morality need not be tied to religious aspects. Some of these beliefs are merely based on rituals such as not cooking food on the Sabbath or covering ones head with certain regalia. In my view, tying religion with morality is not a true aspect because it creates a different culture. Children will still respect, be honest and act responsibly even without bringing in the religious aspect.

Role of the teacher
Teaching was introduced in classrooms so as to create an environment in which students could learn. Consequently, teachers must be aware of the methods that facilitate students learning. On other words, teaching is the process of learning about student leaning.

Students already have an inherent quality that can motivate or discipline them during the process of learning. However, it is the role of the teacher to ensure that he/she creates a framework where a students abilities and desires can work hand in hand to boost their learning.

It is my belief that learning should be characterized by critical thinking and development of ideas or analyses about pertinent issue. This also means that teachers need to encourage students to participate in critical thought. Additionally, they need to be made in such a way that they have the most straight forward and appropriate methodology for dealing with issue.
A teacher provides the mechanisms for achieving a students aims. In other words, the teacher is the supporter and mentor to the child. They need to be inculcating in their students a sense of commitment, willingness and responsibility during the learning process.

It is my view that in order for teachers to achieve effectiveness in the teaching process, then they need to incorporate both the student and the subject matter in the process. Additionally, teachers also operate within institutional contexts and care must be taken to incorporate these .
Role of the student

Students have the responsibility of investing their time and also their efforts in the learning process. This is because the latter cannot take place without them. A students effort can be applied through a variety of channels. The first is through formal domains such as in the classroom, libraries, laboratories, athletics fields etc. The second is though other the social aspect. This means that students need to engage in student organizations or clubs, create friendship both within and outside the classroom. Participate in school activities and engage in conversations with others. Students are supposed to exercise these responsibilities otherwise failure to do so can lead go poor academic and non academic achievement. Also, it could create a culture of anti-intellectualism within a school.

Also, when students to fail to exceed these responsibilities, then they may not be able to fit in society. (Hare, 2007)

Instructional strategy

It my believe that instructions ought to be decision making processes. Effective teaching only occurs when it is context based and not when it is founded on a set of practices. My instructional methods will be constantly adjusted to reflect the kind of progress witnessed among the children. There are a series of variables that affect the decision making process during instructional preparations consequently, care must be taken to incorporate all these aspects as one proceeds with the learning process. In other words, it will inculcate the issue of students needs, their interests, abilities, strengths and also the basic framework.

Ideal classroom
My ideal classroom would be one in which I am standing at the back of the class guiding my students in performing group work or other tasks. The student will be expected to do more talking than myself so as to ensure that they understand the issues at hand.

Also, my ideal classroom would be one in which students are constantly challenged to think about the issues that they are learning. This means that they should be able to apply the instructional lessons in their daily life or at least understand how this can occur. (Hare, 2007)

Narrative of my philosophy
In other words, my philosophy is founded on the premise that all children have the right to education regardless of the degree of acceptance in society. It is also governed by the belief that students can be motivated to learn by connecting a series of external and internal stimuli. Additionally, I believe that education should be the platform that teaches children moral character. However, this should be dissociated from religious teaching. A number of universal truths such as ethics, pursuit of happiness and meeting ones needs ought to be taught in schools too. Lastly, I believe that instructions should be dynamic so as to incorporate students attitudes and thoughts.

The philosophy of education close to mine and the differences
The philosophy that closely resembles mine is the life enriching organization philosophy. According to Carl Rogers, Walter Wink, Neil Postman and most importantly Marshall RosenBerg, education should take place in an environment that resembles a life enriching organization.

RosenBerg believed that all people within the classroom or the school need to connected to one another in such a manner that they allow judgments into their lives without letting this obscure their learning process. Additionally, such people are dependent on each other and their needs are just as important as others. Consequently, such schools are not inspired by guilt and shame or fear of punishment.

This philosophy differs from my philosophy because there is more emphasis on meeting the needs of others rather one self. While this component is important in my philosophy, it does not form the basis of the philosophy. (Hare, 2007)
Risk factors and how the philosophy provided a basis for the intervention
One of the risk factors that is of interest to me is children growing up in single parent homes with little attention from the existing parent. The second category is composed of children from neighborhoods with high cases of substance, abuse, rape, robbery and other crimes.

If the child happens to be performing poorly and has record low attendance, then the first intervention would be communicating with the child. The philosophy of education is related to this aspect because it is founded upon helping the child to meet his or her needs. The second intervention would be discussing the matter with the school administration. Again, this is in line with my philosophy because it would incorporate other stakeholder sin the teaching process. The other intervention would be discussing the matter with the childs parent. This will also be in line with my philosophy because it is governed by the need to cooperate with other individuals in helping the child achieve their aspirations.

Hare, W. (2007): Why philosophy for education? International Journal of Applied Philosophy, 21, 2, 149-159
Sobocan, J. & Groarke, L. (2008): Monitoring teachers for trustworthiness; Philosophy of education Journal, 41, 2, 207-219
Russell, B. (2003): Critical thinking across the disciplines, Journal of thought, 20, 2, 40-45
Hading, P. (2000): Emphasizing open mindedness rather than relativism; Research in science teaching journal, 37, 3, 225-236
Dewey, J. and Russell, B. (1997): in search of common ground; Paideusis Journal, 10, 2, 25-31