REFLECTION/REACTION PAPER #1
Our educational or teaching philosophy is significant because it affects, among
other things, how we portray ourselves, our content, and how we will teach our pupils.
We can determine the type of educator we wish to be based on the personal or
educational philosophy we choose to publish or employ.
At the most recent meeting, there was an in-depth discussion on a few of the
educational philosophies. Everything revolves on the concepts of essentialism,
perennialism, idealism, and realism.
The central focus of both perennialism and essentialism is the educator's
function. Both are subject-centered philosophy. Teachers are authoritative and act as
role models for their students. They agree that putting in the time and effort to study
results in a significant boost in one's level of comprehension. Students are encouraged
to think rationally and analytically from an early age in perennialism classes. On the
other hand, essentialism is a back-to-basics approach that tries to infuse students with
the "essentials" of academic knowledge.
An idealist will want to assume the role of a leader who assists pupils in
discovering the truth. With the appropriate direction and assistance from the instructor,
students will have the opportunity to think freely and independently to pursue the truth.
The teacher's role is that of a facilitator, which means that rather than being a strict
leader, they will be there to assist the pupil. On contrary, a realist will try to use the
scientific method, which is based on hypotheses and careful research, instead of just
using logic and reason, which is what students are taught to do at an idealistic school.
The goal of idealist education is to enable everyone to learn to their fullest
potential as a moral human being and use those gifts to make a positive impact on the
world. Literature, history, philosophy, and the quest for one's own origin are only some
of the intellectual focuses. When you're an idealist, you want everyone, including
yourself, to be perfect.
For me, there is no such thing as a superior or worse educational philosophy that
a teacher should use in a particular classroom. Since our students are at various stages
in their education, each educational philosophy has its own timing that needs to be use.
Our philosophy must also consider the needs of our learners.
The development of young children during their formative years creates the
foundation for the subsequent learning, behavior, and overall health that they will
experience throughout their entire lives. Early in life, children are exposed to a variety of
inputs and environments that have a significant impact on the growth of their brains as
well as their capacities for learning, getting along with others, and adapting to the
pressures and difficulties of daily life. They have an intense curiosity regarding the world
that surrounds them. They learn information most efficiently not only when they are told
what to do, but also when they are actively engaged in the activity and engaging with
the things around them. They are realist in nature.
It is important for teachers of children in their formative years to recognize that
children will acquire knowledge most effectively using their senses. For their learning to
be effective, they needed to engage the students directly. They have a responsibility to
expose the children to the outside world and its many aspects. They have a
responsibility to determine the child's areas of interest and then teach accordingly. They
need to be able to introduce students to the facts of life while also directing them in the
right direction. This helps kids become better prepared for life.
Since I teach math and science to children in elementary school, I must be more
realistic. For examples and problems to be easy for students to understand, they should
be based in the real world, and the learning process should start with a real-world
context. In science class, we must think about things as they really are. Using hands-on
activities is one of the most important parts of how I teach science. Students won't really
understand science until they have a chance to do it themselves. The students need to
know and understand that science is a part of our everyday lives. They need to do the
activities that go with the information they are learning. That is why, for me, our
philosophy depends on the learning stage and needs of the learners.
