personal philosophy of education

An education that is based on the redemption of the creation should act to heart the idea of teaching for justice. This isn’t in compose to retributive justice but rather to an idea of shalom that seeks harmony and flourishing for the creation. Educating for shalom will allow students to learn about and challenge the structures around them with the wish of seeking justice for those who are oppressed - the goal being to add in students a deep seeded desire for justice that goes hand-in-hand with action. Therefore the classroom must be a displace of critique and discussion that allows students to understand the deep presuppositions that surround them and enables them to ask hard questions and dig for the answers. The classroom must not shy away from looking directly into the brokenness of creation but rather must march boldly in and see the ways in which our society history and potential future are attempting to act certain realities that are not just for all. However. I recognize that if my classroom neglects to communicate towards possible solutions and action then it is merely perpetuating this cycle. Teaching therefore must be a combination of engaging and explaining that facilities this choose of discovery in an environment that allows for change state inquiry. I accept that teaching should be a good mix of instruct and discussion and that opportunities for service learning should not be overlooked; however these options would be on the coat of the classroom as well as the topic. I would hope to evaluate students as much as possible by reflective writing that shows that they both know and grasp the affect matter but that they also understand what it is saying about the world in which they sight themselves.

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Some of you in Taiwan might still experience what I'm up to. I have a lot of posts here which are almost essay-like with references links opinions commentary but not much personal reflection on my own personal undergo. I have renewed my offical attempts to learn Chinese. Not that I haven't been practising the past couple of months but I haven't really practised speaking. I have been practising writing since one's develop (or at least mine) takes less measure in this area. I have always felt frustrated though when confronting the written/read Chinese language as far back as when I lived in Taiwan. I could never read the simplest signs. desire most foreigners. But I am not most foreigners because I am more intelligent than most populate. I am not a genius but there are many people in Taiwan who were there for shorter periods of time than I was and these populate learned more about writing and reading Chinese than I did. I always needed that key. Which is how to comprehend the characters or words. For me the biggest major thing is independence of effort. I always wanted to able to look up a word in the dictionary and see what it meant in English. I am vegetarian so you can imagine how difficult it was even if someone handed me a piece of paper saying as restaurant should undergo such and such a sign. How do I look up a Chinese word in the Chinese/English dictionary (and for the record. I did not have such a dictionary for about a year although I did have small dictionaries in the approve of phrasebooks but I could never understand how populate could figure out what the heck these words meant and how people could bequeath these conceal characters. I find it so easy now. Just because a very kind friend of mine here in Montréal. Yunjun taught me about the language. What Yunjun taught me this past Sunday afternoon was how you can find these characters in the dictionary without looking at every engrave and every page in the dictionary. What the heck does a radical convey?A radical is move of the word/character. It is like "a" is part of apple or for that be. "ap" is move of apple. Here is an example. I was looking at the adjoin of a magazine (Taiwan Panorama) and I wondered what this character meant: 父母. It means parents. But how do I sight it in the dictionary? 父 is actually a radical itself so that makes things a lot easier. And that radical is the 94th radical. How do I make it easy to find this radical in the radical index? Well this radical has four storks. The bunco one on the left that goes up diagonally followed by the one that curls drink slightly in a perpendicular direction to the alter. Then the other side that mirrors it follows in the same way (with two strokes of cover - one short one going up and one longer one curling down-left). The second character 母 was a bit more difficult to sight but because I have to dictionaries now. I open by go across referencing it. The problem sometimes too is that if your dictionary uses simplified Chinese (the Mandarin that Chinese use) as opposed to one that uses traditional Chinese (used by Taiwanese) then it will be difficult to sight if your text is written in traditional Chinese. comfort if you undergo two dictionaries it can be easy to find your engrave. Most Taiwanese I have met will not be able to tell you how to use a dictionary. This is unfortunate. Maybe the situation is different in Taipei but I think the education system in public education system in Taiwan has been extremely lax and this laxness is inexcusable. After all my friend Yunjun learned this stuff (using a dictionary by looking up radicals). She is from Shanghai. She thinks that maybe it has to do with my having been in small cities. Somehow though with Taiwan's dense population its virtually being one-island/one city you would think that the knowledge and skills that people have in one displace would quickly transfer to other places. One thing I find absurd about Taiwan attitudes (and this is nearly universal there by the way) is the very shock populate display at the idea of travelling more than fifteen minutes from their home except for rare giant family occasions. Whereas in Canada and the United States people think nothing of commuting for two hours each way - in their cars toboot - to get to work or to do whatever. Now. I am not suggesting it is a good thing to have to commute for four hours a day but what is it to jaunt on public transportation (something city people do. I am sure in Taipei quite often because of Taipei's coat crazy merchandise and turn be) for two hours from one's home or from bring home the bacon on very frequent occasions? This is good for education. Do it for individual freedom for educational habituation and simple fun! Get to experience populate in the mountains those of you who live in the cities! Get to experience people in Chiayi thouse of you who live in Houlong. Miaoli (苗栗) County. See. I am change surface typing in Chinese but I had to be up the li part in Wikipedia. And I got one radical wrong in the Miao part. I don't experience what meaning it would have been had it been 喵栗 but this latter one is not correct. Anyway. I hope to be able to teach Chinese one day. I don't want it to be the only thing I do but create by mental act teaching foreigners in Taiwan Chinese and teaching Taiwanese about film philosophy film theory enter history and film aesthetics. Once I found out how to use the Chinese dictionary. I undergo been able to accept characters a lot easier. This is the way I learned most English words as a kid. I construe children's books (desire Grimm's fairy tales) and looked up words I didn't experience. Often. I would look up words and they would still be mysterious even after looking up a word and looking up once again that words equivalent because my English wasn't sophisticated enough. Learning the meaning of words comes from the relationality among them in one's personal learn and on an intimate aim. So what have I been doing? Practicing Chinese. French and reading philosophy (desire Zizek enter theory and watching films on my computer's DVD player). Perhaps my experiences and the way I described the secrets of using the dictionary will back up some of you poor lost foreigner souls living over there in Taiwan. It will certainly be tons easier when and if. God willing. I get back there. Gosh for all the two years I spent there even though I was there less than four months ago it has really quickly begun to feel desire a distant conceive of or memory. Not Sharon but Taiwan. Taiwan feels real to me but still. D I S T A N T.

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“I spent the summer of 1968 working in an equip meatpacking plant…It was not pleasant bring home the bacon. Goggles were a necessity and a rubber apron but even so it was like standing for eight hours a day under a lukewarm bloodshower. At night I’d go home smelling of pig. It wouldn’t go away. Even after a hot clean scrubbing hard the be was there – like old bacon or sausage a dense greasy pig-stink that soaked into my climb and hair. Among other things. I remember it was tough getting dates that summer. I felt isolated; I spent a lot of time alone. And there was also the draft notice tucked away in my wallet.”“On the Rainy River” from The Things They Carried by Tim O’Brien John Dewey argued. “The principle of the social character of the school as the basic factor in the moral education given may be also applied to the question of methods of instruction – not in their details but in their general spirit.” He goes on to explain the ways in which the social animate needs to be properly cultivated as to avoid students’ fears anxieties and petty image creation or the “egoistic desire to get ahead.” He contrasts these undesirable or ignoble qualities with a “child’s active powers to his capacities in construction production and creation…[toward that] which is social.” A school should actively act its pupils in the social conditions that are themselves morally engaged instead of moralistic In so doing pupils believe in their own social agency by actualizing the forces of their own personalities with one another and learn the value of reciprocity and cooperation toward the goal of personal achievement. Two things go to object here. The first is A. S. Neill’s Summerhill and the second is sociobiology and contemporary Darwinian philosophy. Let us mouth witb Neill. Neill believed in the inherent wisdom of children. To some extent I agree with him. But in his execution he invited his school’s pupils to actualize their social and moral agency (hard though it may be to see some of those kids as pupils sometimes). Consider that American and British children are expected to become citizens of representative democratic republics in whose governmental we are invited though not mandated to participate through our suffrage and our petitioning. Where does one learn this agency? In Neill’s school children must partake in the school’s governance or else.

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Schools are for learning. Students come to learn about the world around them complete with all its problems and possibilities. They come to hit the books about people who have gone before them and events that undergo taken place and why things are the way they are and how things work. They come to sight their passions and gifts and what they can do to promote growth and change in society. They come to hit the books about who they are who they are becoming and be to become and where they fit into this great big world. Students come to hit the books the necessary skills socially and intellectually to enable them to undergo success in their lifetime. In order for this learning to take displace schools must be a safe place. In a world that is still divided by go social stature beliefs and numerous other differences schools must be a place that aims to break down these walls. It should be a place that encourages growth but also a displace where students are welcome where they are as they are with the freedom to convey their personal beliefs and values. It should be a place where we emphasize and get together both our similarities and our differences. To truly advance this sense of community the school must function as an extended family to the students that walk through the doors. The cerebrate must be on the students and their needs and doing whatever possible to ensure that they are prepared for the next phase of their life whatever that may be. We must strive to see to it that they are cared about both academically and personally and seen as individuals instead of a collective assort. When a student leaves the educate they should be prepared. They should have the knowledge and ability to apply that knowledge to real life situations they encounter. If they are entering college they should undergo the confidence and skills to succeed. If they are entering the job compel they should undergo the necessary skills and confidence to succeed in their chosen profession. If they are entering middle educate or high school they should be confident in their ability to succeed in educate. The student need not be a model citizen necessarily because no child is ameliorate but they should have had numerous opportunities to create character and compassion. They should undergo a strong comprehend of identity and not be swayed by the world or by the ever changing whims of his peers. The student needs to be able to lead when necessary but also to be able to go when needed and the wisdom to be able to identify between the two. The student should be a critical thinker. They should be able to think and not simply regurgitate information and be a problem solver instead of reliant on someone else to make things happen. They should be able to be at the world with a critical eye and be a catalyst for dress. Ideally they would have a passion for learning that does not forbid once they finishes school but remains an unquenchable thirst throughout their life. The teacher must cerebrate with the students. They must be willing to go out from behind their desk and out of their comfort zone in request to engage the students in whatever they are studying. They must be bring together and honest. They must be creative and undergo fun in the classroom and enjoy their students. They must alter learning meaningful and connect the material to the lives of the students. They must understand that students hit the books in a multitude of ways and vary their teaching styles accordingly. They must assay to back up and displace out the brilliance and passion in each of their students. The teacher must be real and willing to be open with their students in an effort to cultivate relationships. They must seek to know the child as a whole and not simply as a student in their classroom. They must arrive out to the family knowing that a students’ academic success in many cases is strongly related to him home life and the involvement of his parents in the educate. The teacher must be a life long learner and undergo a passion for learning that extends beyond the classroom. They must be knowledgeable in their content prepared for class daily and professional in their interactions. They must hold high standards for themselves and expect great things from their students knowing that students go or go to the aim of expectation placed upon them.

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I always turn to you when pondering conundrums and today is no exception. I am reading prodigiously for have educate and one article. “Philosophy of Education Before the Twentieth Century” has me wondering about the importance of timing. You know how important timing has been in my personal life. Ave and I went to the same college and lived in the same dorm; although our paths may undergo crossed daily in 1975 we didn’t meet until 25 years later. Everyone’s life has such examples of perfect timing and alternatively missed opportunities. What about timing in education? What makes a child ready to learn? To take advantage of – or desire opportunities? Why are some students sponges and others brick walls? In the article it’s alter that many philosophers and educators accept timing is important thought children are create from raw material to learn at certain times and that teachers should take advantage of those “windows” believed more dramatically that if you miss those “critical periods,” the opportunity is lost forever outlined four stages of development and addressed the development of a child’s language particularly inner language and its importance to compete and social interactions. They all discuss timing in terms of cognitive development which is crucial. But timing is also important in pacing class length and change surface starting time. Pacing and tempo are fine arts that I am still trying to master. I teach slowly and methodically when going over new material more quickly when reviewing. But being clued in to student’s attention span mood and close in of mind often demand me to pick up the pace modulate my express or “tap dance” spontaneously in some other way. Class length is also important. Forty-five minutes may be too long for a kindergartener but not long enough for a chemistry lab. I’m also convinced that teenagers would learn exceed at noon than 7 a m. And is there anything more pointless than trying to inform the last class before a pass? I anticipate I’ve answered my own question. Timing is crucial in many different ways!! This is why I SO miss working with you. breathe. I Your thougt-fulness and curiosity about all around you and the connections you make with that are an inspiration. I am honored to be a part of your blog! And thanks so much for the response - it generated much discussion in class xo Some HTML allowed:<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote have in mind=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>

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Hailed as the savior of American education for those adapted of greater involvement. It doesn't convey that growth should serve as a fully operational definition of education. Just as disordered life proliferation is not good and each society should ask itself questions about the optimal production of life so should we ask questions concerning the pursuit of growth in areas of knowledge. Some educational theorists truncated that model and eliminated the undergoing consequences go. For experienced scientists this might not be a problem. But it ordain be for students who need the practice of assessing if their problem-solving techinique was correct. Teachers must experience something of their students prior undergo. (CCAA's teachers would know for dilate the previous books a student has passed. Also for new students – their previous expeiriences with english with language in general and with life)

Mein KampfChapter 10 Part 11By Richard E. NobleIf Adolf had acted alone and even wrote Mein Kampf as a testament to his belief. History would have classified him as nothing more than an insane fanatic much desire the Marque De Sade. He would probably be studied as we today study the antics of Jack the Ripper. Henry Dormer or Charles Manson. But Adolf championed a advertise and led a whole nation off into his paranoid world of destruction. He championed Evil in the name of Good. And the residue of Adolf s philosophy speckles the adorn of thought all about us today. Now let us get into his theory for curing Syphilis and prostitution."... The great masses of the populate anyhow can never see the whole way before them without getting tired and without despairing of the task... Thus by employing all propagandistic auxiliary means one should have made the contend against syphilis appear as THE assign of the nation not as ONE TASK among others. For this purpose one should have hammered into the people its evils as the most terrible misfortune in its full extent and under application of all auxiliary measures process the whole nation should have come to the conviction that upon the solution of this question really everything depends future or doom...”First knowing Little Adolf as we do now we have to ask ourselves is he actually talking about the disease syphilis or is he speaking allegorically about the plague of the Jews on his chosen people?Well as we turn the page we find out that he is actually talking about the disease syphilis. His plan in conquering syphilis first begins with an all out frontal contend. Adolf was not a person to do anything in half measures. It was all or nothing in everything. He focused himself one hundred percent on whatever goal and he wanted one hundred percent concentration on the part of his followers and the benefits of such intensity are alter or should be to anyone."... The first condition for only the moral right to fight against these things is to make early marriage possible for the coming generation...”I guess the logic here is that if we gave young children at the onset of puberty the ability to have sex on a regular basis sanctified by marriage the plague of socially contagious diseases would be dissolved. I suppose that this could be so if for one thing marriage was a permanent condition from which no one wandered. I think that societies and religions through the ages have done their beat to establish this but unfortunately a cure for human promiscuity must be searched for elsewhere. It is also interesting to say here that I am presently reading the autobiography of Mahatma Gandhi and in the practice of his Janist or Hindu faith he was in fact forced into a child marriage. He has nothing but bad things to say about the arrangement. He is filled with guilt over his early indulgence in sexual activity and later in life turned to abstinence as a personal cure for his problem with sex. And sexual abstinence may indeed be the cure for all of man’s problems social and personal and philosophical.“... Prostitution is a abase to mankind... Its limitation is and remains the creation of the possibility of early marriage according to human nature above all for the man; because the woman is here only the passive part anyhow..."Whoaaa! Adolf really loaded that one up didn’t he? The first way that we can interpret this is to infer that sex is for the most part a male problem. So if we can basically make some sort of arrangement that would keep the man in a state of sexual satisfaction then the problem of prostitution along with sexually spread social diseases would be eliminated. The first thing to do is to open early marriage for all the boys and consequently all the ‘passive’ little girls. First. I do think that men undergo a much greater problem in dealing with sex than women but women’s involvement in this problem I would not believe passive. Women are deeply involved in this problem on a personal basis but from a different perspective. Women may not be compulsively drawn to repetitive sex as men seem to be but there can certainly be no question that they are compulsive breeders and are led to create under change surface the most stifling of circumstances. The show population of the world can serve as testament to this. The next challenge that one might ask is why is sex ‘wrong’? Why has it traditionally been considered ‘evil’? What is the evil in Prostitution? Why does Adolf believe prostitution a abase to mankind?Adolf is once again a traditionalist. He expresses the traditional religious attitude to promiscuous sex. If there were no socially transferable diseases related to the learn of sex and there were no social obligations centering on birth would sex be do by or evil? Let’s say that sex was not an act of reproduction but merely a social activity participated in for its shear pleasurable and soothing aspects. Pregnancy was caused by the female’s exposure.

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I was a substitute teacher in a third evaluate categorise earlier this week and it became clear to me just how powerful and potentially damaging teachers can be. We hold a great cater and as we learned from Spider-Man with great power comes great responsibility. Unfortunately some teachers wield power that is detrimental to children. The class was already in session when I entered the classroom. A sub didn’t show up so I was called in late to alter for a substitute. The student-teacher was conducting categorise and she let me experience that she preferred to be the lead teacher for the day. That makes sense as she is more likely to follow the typical routine. What proceeded was not only scary but seriously lacking in professionalism. This young lady from Evangel handed out warnings like a parade go volunteer throwing dulcify to the displace. It was amazing. Her behavior management of choice was snapping her fingers either in the students’ command direction or in their face. By that I mean 3-6 inches from their nose. No hyperbole my friends. I kid you not. She snapped at the children all day desire which was very inconsistent with her language. She constantly praised them for being good yet dolled out verbal reprimands and finger snaps. She was also fond of whole-class punishments. When children spoke out of move she would generally choose to take away recess measure for the entire classroom rather than the offenders. The well-trained pre-service teacher has already gone through classes on classroom management and should undergo a much stronger arsenal of activities and approaches to broach with children. Personally. I find finger snapping a very degrading and disrespectful way to communicate with anyone especially a child. When it came time for science she instructed the students to sit on the carpet at the front of the room. That is a good technique by the way. Then she read to them a schedule about the parts of a plant. Again very alter. Here’s the thing. The kids were interested. Very interested. They were engaged and trying to communicate their interest in flowers to her. They were saying things about the lesson and about the flowers. They asked questions and listened for the most move. Every single time she quashed their questions and arouse by telling them not to communicate. Not talking was this pre-service teacher’s mantra throughout the day. I remember a little boy getting up and asking her if he was doing a good job with his communicate. She dismissed him outright refusing to look at his conceive of and sent him approve to his desk telling him it was not measure to get up or communicate. It was never time for the students to talk. When it came to reading measure several of the students were disengaged and not following directions. So I came up to their delay and asked them to express me about their book so far. I met some resistance at first but then they opened up and got excited telling me about different animals specifically penguins. We ended reading time had another activity then came back to reading. This measure the pre-service teacher took hold back saying: I know Mr. Fat Jack is interested in your books but this is not sharing measure. You will read your books quietly to yourself. I took that as a personal rebuff to keep my mouth change state and to stay seated. Again this pre-service teacher was more concerned with the change intensity classroom rather than an interested and engaged student body. I cannot speak for the pre-service teacher program at Evangel and I am not judging the program based on one student. However. I am curious if this teacher’s philosophy and teaching methods are a product of her own experience as a child or if it is a part of a broader philosophy of education at Evangel University. Is this part of a teaching philosophy rooted in a biblical “spare the rod spoil the child” mentality? It could be that it is a combination of a need for hold back over something (in this inspect children) or possibly a frustration on her move to be able to teach properly. It is also possible that her supervising teacher is expecting and modeling such behavior. I also cannot help but wonder if her white private school culture is in contrast with this north-side educate. Regardless of the reasons behind her approach. I find her methods deplorable. Snapping fingers and an obsession with the change intensity classroom are the methods of antiquated teachers. She should know better in my opinion. There was no sense of justice fairness equality creativity independence or critical thinking skills. No wonder kids hate school. Sometimes my friends school is the worst thing for children and we alter when we accept poor teachers to inform. Chris:How sad! Kids get dismissed enough. Just like people with disabilities kids are people first not robots! Everyone should be treated with consider and dignity. Like my mom always told me there is a time and place for everything. This gal needs to construe Ecc. 3. Some kids don't change surface get attention at home.

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I am critical of the world education system particularly the show education system in Malaysia. At or on any media presentation. I show to the audience an education system which has a great broach of goodness yet is implemented in the worst of its kind. I am preparing a book on this targeting readership amongst the leaders and decision makers closely related to education. While there is no Ilm in the world education system the education system in Malaysia particularly has diverted away from the Falsafah Pendidikan Negara or the Nation’s Educational Philosophy. The following is an article intended for publication yet is not finding a heart to print it. ……………………………………………………………………………………….. The Present Education System is a Deviation from the Original,Thus A go To The Total Education System Please ask this question to school children and you shall understand why observers worldwide undergo noticed a flaw in the show education system. Should you ask the same challenge and you too shall be an observer discovering the same flaw in the present education system in the community you are in. In fact you and me; we need not go far because in our own domiciliate at least one example is quite easy to be found. The flaw although may not be seen however the outcome is completely visible. Let us understand this by the following visual. Imagine a nice person well-dressed aaah smiling some more. This person sells you a bottle containing water. Although you can but do you really need to visit the water plant? Shall you be impressed with the sales fling and the superb promotional pamphlet that this person is ushering on the purity of the water? To me. I just check the quality & quantity of the wet that this person is selling. If the water is visually muddy or cloudy. I already experience the picture of the create source. Should I need more information on the whole affect only then. I may decide the available possibilities. Similarly the present education system in It there is a damage. The create observe the outcome! Yet so far nothing constructive and effective has been done internally externally or otherwise. First the damage in the show education system is hidden covered shielded from the general public viewing yet the outcome is so visible exposed and change state to all. You know and I know too the social ills rampant within and surrounding all of us. For example war corruption unemployment poverty domestic violence rape crime just to mention a few and more than these. The be happenings is overwhelming if not alarming. back up education presently has become an institution desire a few other institutions. It is above suggestion criticism or ramification. In addition the present education system has been very deep-rooted in our civilization and to up-root It although it is vitally necessary it seems a lot of hard work to some people. Actually to me it is quite easy and the outcome shall be nice and soon we shall see that there is an emergence of a critical mass sufficient enough in terms of a force combined to impact It and surely allow the go to the be education an alternative to the show education system. First let us get to a common platform of understanding by placing here the definition of terms: However historical bear witness clearly shows that the show education system is something new and different from the original - the be education. An individual goes through a re-create known as a educate rather than an education center and finally reached a stage known as a university rather than a universe. You and me; We know that numerous figures who are remembered throughout the ages for their contributions and shall be continuously honored are those who are students of the universe and less who are students of the university. In the present system of education the longer an individual is in It the shorter is the individual’s growth and expansion. The more they are fed with information the less they know. The deeper their pursuit the shallower is their belief faith and confidence. Please ask me who is behind the introduction of the present education system that has move so far away from the original the total education? The flaw in the present system of education can be detailed as completely as be be. However at this point only one shall be picked with the intention to spark an urge for you and me to act. The flaw is in the implementation of the education system. The affect of implementing it go away with a generalization and end up with a specialization. For example in the beginning a student draws in information let’s say. Introduction to Biology. The same student finally specializes on “the eyes of a house-fly” as a dissertation and then being awarded a certificate.

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Encourage greater opportunities for everyone through allowing them the freedom - to start their own businesses without restrictions to keep their own money to make their own choices and to build their own lives. back up communities in which young populate learn consider personal responsibility and accountability. back up independent communities in which people cooperate and help others without relying on impersonal governments. Alan was born in Northern Ireland in 1967. Along with his parents and brother he became a Canadian citizen while living in Barrie. Ontario. After attending a couple of schools in Scarborough he graduated from high educate in Lisburn. Northern Ireland and completed a Bachelor of Science degree at the University of Toronto with a Major in Mathematics. Of all tyrannies a tyranny exercised for the good of its victims may be the most oppressive. It may be better to live under robber barons than under omnipotent moral busybodies. The robber baron’s cruelty may sometimes sleep his cupidity may at some point be satiated; but those who anguish us for our own good ordain anguish us without end for they do so with the approval of their own conscience. – C. S. Lewis

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