#7: Presentations and Responses

Educational philosophy and finding the right school for each student is import because of three main reasons: happiness, cooperation, and efficiency. The former: a student’s happiness can be affected by theories in education because of various problems they will have at a school that is the wrong fit. When a student is unhappy in school, they will generally bring that feeling home and affect their parents feelings. As a result, the parents will complain to the teacher, giving them a new problem, and teachers’ issues can also hurt the administrators well-being aswell. As you can see, the wrong fit for a student can cause a chain reacting, affecting all parties related to the education system. The stakes for educational philosophy are quite high. Three of which are: poor education, unhappiness, and having to switch schools. When a school’s philosophies on learning do not match up with that of a student’s, the aforementioned will not be learning at their full potential because in a different learning strategy, they might feel much more at home. If the first stake goes wrong, the student will be unhappy for the reasons I mentioned earlier. If the previous two stakes pile up, the student may have to switch schools, putting their education and social life at risk. If the new school is not right either, the cycle of problems related to educational philosophy will continue. But what are the stories behind educational philosophy?

There are four main directions on the educational philosophy compass: behaviorism, cognitive, humanistic, and social. behaviorism, a term coined by John B. Watson, is defined in education as focus on observable behavior. Cognitive learning, research by Max Wertheimer, is learning as a purely mental/ neurological process. The humanistic method, created by Abraham Maslow, is about emotions and how they affect/ play a role in learning. And finally, the social philosophy on education was researched by Lev Vygotsky and states that humans learn best in group activities. The involved parties in this issue are parents, teachers, administrators, and students. The parents are the deciding power in selecting the correct school for student. The teachers are in charge of implementation and some conceptualization. The administrators decide overall structure of schools education and philosophies and hire and fire teachers and other staff. And lastly, the student is the one being taught and subject to the philosophies directly. There are many problems that can arise from this issue. Some of which are teacher to administrator, student to teacher, and parent to teacher. In the former, either the teacher has problems with overall structure and or philosophies or the administrator has issues with the way that the teacher implements philosophies. In the medial, either the student has difficulty with lesson or the teacher dislikes the student’s body of work. And in the latter, either the parent has problems with teacher’s lesson or the teacher dislikes student’s actions at home pertaining to school and feels like the parent should do something about it. While all this is interesting, you may be wondering to yourself, what is the goal of this project.

Simply stated, my goal in this project is to create change. And while I am not suren how I will go about doing that, I do know exactly what I want to happen. The three social changes I want are, parents to cooperate with their children to decide on the right school based on philosophical topics, schools to be upfront with their teaching styles and educational theories, and students and their parents to be well-learned on educational philosophy. With the first reason, I call for parents to research schools extensively and communicate with their children. With the second reason, I want schools to be upfront with their teaching styles and educational theories. And with the first reason, I ask for students and parents to understand how important it is to know what teaching styles are right for them.

A link to my presentation can be found here.

Ben Wilson

2 Responses to “#7: Presentations and Responses

  • Bill Rich
    4 years ago

    Ben,

    Nice job laying out some more of your thinking. The three outcomes you describe in your final paragraph are biggies. One of the challenges of this course is thinking big, while also thinking on a scale that is do-able in a year. Most students end up needing to refine their outcomes until they are specific and doable. At first this is hard, but as students learn a lot more about what’s going on related to their story, it becomes more clear where they can lean in and make a difference.

    For example, here in Vermont (home of John Dewey, an educator worth looking into!), there are large scale changes underway. It might be that, as you learn more about what’s happening locally, you decide to target an audience that needs help understanding: How are schools making these changes? How should they be making these changes? How can parents and learners engage more actively in shaping how this plays out in Vermont?

    One way that schools are often categorized: are they traditional or progressive? Here is a site (http://www.wingraschool.org/who/progressive.htm) that compares the two. Give it a look and see how it fits in the frame you’ve been developing.

    Keep up the good work.

    Bill Rich

  • Nate Archambault
    4 years ago

    Ben,

    As I’ve written to you before, there certainly are many opinions about your topic. Some of the best stories will probably come from students, but there is a wealth of knowledge to be gained from the personal stories of teachers and administrators as well. Education is a profession that inspires a great deal of passion. Many involved, I believe, hope that they are working for the best interests of students. Sometimes student voices need to be shouted to be heard, though. Great work so far.

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