Posted at 09.10.2018
As an educator we all struggle with philosophy and where you can go following that once we determine what our set of beliefs are. Once we put our philosophy set up, we then have a problem with changing our idea. I believe philosophies can be always changing any given situation and in order for development as an educator we have to be aware to the situations that can change our beliefs, as well as being true to your core beliefs. However, in order for this to occur we must understand what beliefs is, and what it is not and exactly how it fall in line with ideology and ideas. For this project, I will compare viewpoint, ideology, and theory.
Philosophy is the most beliefs about what holds true or real relating to individual ideals (Gutek, 2009). Viewpoint is our values that will know what we do skillfully and personally. Not having a philosophy set in place, it will be difficult to make decisions within the school room, creating curriculums and examine progress. Although a person can set goals with no a philosophy carried out, not having the building blocks of a set philosophy (key set of beliefs) attaining the goals can be a very difficult obstacle.
Educators need a starting point to understand why we think and take action the way we do inside our classrooms. Creating a school of thought allows an educator to reflect how to make class actions consistent with our values related to learning. However, before we list our "beliefs" we need to delve deeper into why is up our school of thought. You will discover four major components to philosophy - Metaphysics, Epistemology, Axiology, and Reasoning (Gutek, 2009). To become able to understand philosophy we have to be able to understand its components.
Metaphysics is the branch of idea that handles the nature of certainty (Gutek, 2009). In metaphysics, one asks themselves what is very real; what is the type between being and certainty; what is the foundation of the world; these questions lead to more questions that lay beyond physics, more of the what if's, does it really exist. Invariably, each response to the questions we ask ourselves in the realm of metaphysics will vary from person to person since there is NO right answer.
How does metaphysics play a part in education? Well, again, it is about base. Every educational program needs to be based after certainty and facts, not thoughts or illusion. Having differing metaphysical beliefs can lead to differing different educational strategies - methods can be dramatically different as whether the universe was created by the best growth, or created by God, or if mankind improved from apes. Metaphysics can be considered a huge underlying factor of everything we do within the class.
Another component of school of thought is epistemology. Epistemology seeks vary simplistic answers, but can be viewed as to be tightly related to metaphysics (Gutek, 2009). Epistemology allows us to ask questions such as how do we know very well what we know; what is the truth; how do we learn; for this component, we package with issues of stability of the data and the validity of the sources of the data (Gutek, 2009).
In relation education, epistemology deals with the knowledge process and in understanding this, educators are involved in this undertaking. It has a direct impact upon the assumptions of the resources of knowledge and exactly how it is reflected in teaching methodologies. In referring back to metaphysics, and deciding on what truth we have confidence in factors in how exactly we choose curriculums for our class. For instance, if we assume that God created the universe, our curriculum may have more of a trust base pitched against a more "worldly" view as most public institution districts may have. However, the factor of epistemology is that our values and truths about the knowledge and its sources will have a persuasion on how we use our classroom curriculum.
The third element of idea is axiology. Axiology handles the questions of value (Gutek, 2009). We ask ourselves what's of value; are people of value; what ideals are essential; what is morality-is morality defines by our thoughts or activities. Axiology handles prices that are described what society or people view nearly as good (Gutek, 2009). Metaphysics and epistemology views help build the worthiness system of axiology. As teachers, we use axiology inside our thinking about the particular student/teacher romantic relationship should be and how we should respond towards our students. There also will be disagreements about various issues within the class based on individuals varying beliefs and diversity. Axiology can contain vary explosive human being issues, varying on the depth of perception.
The fourth element of philosophy is logic. Logic is the analysis of principles that are being used in determining what's correct or incorrect in our reasoning (Gutek, 2009). Reasoning allows a solution to be based on reasoning and problems may be carefully predicated on known facts. Questioning for the truth will ensue arguments, observation, hypothesis formulation, and further experimentation. With reasoning, there is an argument for a remedy as well as a counter debate until an answer or solution is obtained. Reasoning naturally of philosophy is a subdivision of epistemology (Gutek, 2009).
How does indeed Ideology fall into terms of beliefs? Ideology holds that our ideology is really the only true truth (Gutek, 2009). Ideology looks for to discover the true knowledge instead of creating it and it aspires to search not only for the truth, but also for the character development of learners. In education, ideology assists as helpful information for teachers to teach students, and model appropriate habit. With ideology, rather than philosophy, it is not specific skill centered but instead more broad based on common truths and beliefs (Gutek, 2009).
Theories make an effort to explain the life of the world or rather our very own observations of the world. Educational ideas aim to illustrate the type of the process of learning and may offer insight about how teaching can be improved upon. Educational theories offer answers on what, who, what, when and just why we learn. Customarily theories provide guidelines that describe how the themes are related to one another. As an educator, we should work out how the theory meets into which category - constructivist, behavioral or cognitivist. Most of ideas can coexist because the try to make clear the differing methods of learning. All answer differing questions and provide a broader knowledge of learning.
In deciding our "teaching" beliefs, all of the above components do play a significant part in deciding what our full assertions of beliefs are about coaching and learning. Each step that educators take in formulating a viewpoint is self-reflective and formative. As teachers generate ideas in what their teaching viewpoint may be, every one of the above are taken into consideration in determining attitudes, values, and values about learning and teaching. A couple of guidelines have to be carried out, and these rules will be proved helpful and reworked as time and experiences happen. Educational philosophies are foundations of everything that people do as professors. They are structured upon our assumptions, explanations of learning, purpose of education and the type of instructional process. It is an ever-changing process throughout our teaching profession. What may be our philosophy today may well not be our idea tomorrow.