Philosophy Of Education

Kathryn Restituyo

12-23-11.

Philosophy of Education

Every student comes into a classroom with a great deal of hit the hayledge. One goal would be or else of diminishing the individuals own perception of what they know; it should be heard and appreciated. Rousseau explains how the youngsters curiosity should be explored not discouraged. Rejecting a infants point of captivate immediately makes the child feel as if their opinion is contrary to the classroom forcing the child to shut down completely. It is trounce that the child feel they are in control of their own teaching; the instructor may act as a convey whom refers to Jean-Jacques Rousseaus theory of the child thinking they are kick and have free will meaning the child has well- adjust liberty. In other words, the child feels as if they are senior pilot of the ship (classroom) but they are not. The teacher pioneers all the students end-to-end the year, helping them and learning with them. The communication from teacher to student should be an on-going exchange of information.

Every student learns differently, some through active experiments, visual aids, or lectures. As a teacher, having different techniques in approaching different lessons is important. There are multiple ways for a student to learn, not just from a book.



Dewey explains how the child is able to learn through experience. In Deweys theory, a true learning experience allows one to continue to learn and develops; tying this into Constructivism, where the child should be at the front and optic of their learning. Alfie Kohn explains how a constructivist teacher encourages students to be free-thinkers. In which, teachers motivate students to nonplus charge of their own learning. When the student adds their own thoughts to a interchange they become excited about what they are learning. A constructivist teacher inspires students to develop their own thoughts without knowing the teachers understanding of that certain concept.

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