Educational, Reflection and Application Philosophy: Benchmark Assessment

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Research shows that there are three concepts of philosophy: wisdom, ideology, and critical inquiry. Each day, as a practice, educators put together goals, talk about values, and set priorities. Anyone dealing with goals, values and priorities realizes that in our society today, there are many opposing choices. Some are unsuited for others. As an example of everyday dilemmas, how do we meet specific student needs, at the same time, deal fairly with a class as a whole? When should we bend the rules? Should a teacher ever emphasize good behavior over subject ability? Each teacher interviewed raised valid questions that can and will affect the classroom on a daily basis.

Teacher number 1 stated that the questions asked, are what should be thought about when creating a person philosophy. However, the teacher must know and fully understand what philosophy really means. Philosophy for many people, including teacher number one, are the beliefs and thoughts one has about a certain issue. Teacher one affirmed that philosophy that can help us make better choices among goals, values and priorities.

Of the five teachers interviewed must believed that all students can and will learn. In addition to this belief, the students must be given the tools and strategies necessary to carry the learning. In today's society, many believe that students cannot learn because of their economic background, the family status, and so on. This belief is the one thing holding many students back from success.

The teachers, who participated in the interviewed, offered a wide range of knowledge and experience in the classroom. Teacher number 1 was very interested the well-being of the students and if the environment was comfortable for them. Teacher number 2 has less experience and is concerned with how the students interact with each other. Teacher number 3 stated that teachers must be considerate and self-less. Teacher number 4's priority is making certain that students leave his class with a wealth of knowledge. Teacher 5 stated that a teacher should be able to change at any given moment. It is that a the belief that a teacher must be caring, yet firm; loving and understanding simultaneously; he/she must also a role - model; and having the mind set that all children can learn, if given ample opportunity.

It is believed that in order for one to learning, all of their other needs must be met. For example, a student is hungry, sick, scared, or lonely. As educators, we must take the bull by the horns, and find out what is missing, personally, from the students life and attempt to reach and meet that need.

As an educator, this philosophy challenges the students and instructors. It creates a new level of learning, dedication, understanding, and patience. It is believed that all students can learn if given the tools needed to learn. This level of learning can be acquired through differentiation of instruction. For instance, in an 8th grade Theatre arts class students have been studying Shakespeare's Midsummer night Dream. The objectives and purpose: Students will have a thorough understanding of Act I of A Midsummer Night's Dream, including the characters, plot, and vocabulary. Students took part in script reading, designing of the costumes, set, and sound and lighting for the show. This assignment met the various areas of interests, as well as natural abilities of all students involved.

After completing the interviews, evidence showed that the longer a teacher has taught, the more the teacher begins to look through the eyes of compassion and wisdom.

As educators continue the field of education, philosophy, becomes a considerate reply to a question or situation. The reply may not be very lengthily thought out, but it's got some element of likeness in it. Philosophy as understanding integrates this idea of likeness, of considerate reply.

This beginning of philosophy as wisdoms takes in two connected ideas: individual likeness on wide-ranging questions. Such philosophy is usually seen with increase personal experience. Based on these grounds we tend not to challenge questions such as, "How do you know that?"

Or you have heard people make the statement:  You can't expect too much from life without being disappointed sometimes. These types of statements are consideration to be philosophical. They are broad, they are often offered as reasons for acting, and they have a certain air of thoughtfulness about them. We generally grant people the right to these sorts of reflective opinions and do not push them for further justification.

Philosophy can also be thought of as ideology. An ideology is a more highly organized body of opinion. It usually provides programs of action and organizational needs. Philosophy as ideology is what we on the whole find in schools. The state department of education requires schools, public and private, to have a document that states the school's "philosophy" of education, for licensing reasons.

In developing an ideology, the wisdoms of individuals, prophetic or otherwise, should justify policies and day-to-day procedures. In this form of philosophy as ideology, it is required to have an imagination that elongates the creative intents into broader applications. Sometimes this imagination goes beyond any sensible explanation.

The last area that was mentioned by the panel of teachers was Philosophy as Critical Inquiry. The distinguishing characteristic of philosophy as critical inquiry is its focal point on careful questioning. It doesn't matter who said or wrote what. The point of the activity is not to honor individuals or to bolster organizations, but to try to get to the truth.

Most significantly, in philosophy as critical inquiry, any statement contending to be truth can be challenged.

We live in a culture where wisdoms and ideologies struggle. Educators must be able to practically select among them in a way which they understand to improve their practice. This selection should the as unassisted as possible. Critical philosophy has at its discarding a wide assortment of tools for analyzing and appraising educational debates.

Considering all that has been learned, the current philosophy in the place would not be changed.

Through the years it is my goal to foster a challenging learning atmosphere that supports and promotes high expectations, while providing the tools necessary for all students to learn through their own and differences and learning styles.

This philosophy has proven to be beneficial with the diverse school setting in which the opportunity has presented itself. Students can achieve and succeed if given the level of expectations, tools (instruction), and opportunities necessary.

It is believed that the teacher's referenced in the essay, ultimately have the same goal. To reach, teach, and development students minds, in order to become productive citizens.

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