Each Student Will Write A Well-Developed And Thought-Out Ess

Each Student Will Write A Well Developed And Thought Out Essay That Di

Each student will write a well-developed and thought-out essay that discusses their personal philosophy of education and theorists that have influenced their philosophy. Students are to write an essay which includes the following: Personal Information Personal philosophy of education based on your educational experience, theorists, and the results of your philosophy survey. Include and cite a minimum of three theorists/philosophers in your discussion. Use APA format in writing the essay and cite any references that are used. Essays should be no more than three (3) pages.

First Page: Title Page > introduction ( mention the 3 philosophies, why do you want to teach) 2, 3, 4 page: mention the theory you would use in your class and what does it state. Give an example on how you would use it in your class. One page per theory. conclusion/wrap up paper - only has to be one paragraph Reference page philosophies that are supposed to be chosen from are: essentialism, perennialism, progressivism, social reconstructionism, existentialism etc. (all options included in survey attached) Attached I send survey needed to be used to answer what philosophies you would mostly use. Philosophy choices have to be from survey.

Paper For Above instruction

Understanding one’s personal philosophy of education is fundamental for aspiring teachers, as it shapes their approach to teaching, classroom management, and student engagement. This essay explores my personal philosophy of education, influenced by my educational experiences, relevant theorists, and the results of a recent philosophy survey. I will begin with an introduction that highlights the three philosophies selected from the survey, then discuss the specific educational theory I intend to adopt in my classroom, exemplify how I will implement it, and finally conclude with reflective insights on my educational outlook.

Introduction

My commitment to education stems from a desire to foster critical thinking, character development, and lifelong learning among students. Based on the survey, my top three educational philosophies are progressivism, social reconstructionism, and existentialism. Progressivism appeals to me because it emphasizes experiential learning and student-centered instruction. Social reconstructionism resonates as it advocates for education as a tool for societal change. Existentialism excites me because it encourages individual autonomy and personal meaning in learning. I want to become a teacher who nurtures independent thought, community responsibility, and authentic self-expression, aligning with these philosophies.

Philosophy 1: Progressivism

Progressivism, rooted in the ideas of John Dewey, advocates for education that prepares students for real-world challenges through active engagement and problem-solving. Dewey believed that learning is most effective when students are involved in experiences that foster critical thinking and adaptability. In my classroom, I would implement project-based learning where students investigate real-world issues, collaborate, and present solutions. For example, I might organize a community service project where students identify local needs, research possible interventions, and execute plans, thereby integrating experiential learning with practical application. This approach promotes not only knowledge acquisition but also essential skills like collaboration and critical analysis.

Philosophy 2: Social Reconstructionism

Social reconstructionism, influenced by the work of George Counts and Paulo Freire, views education as a means to address societal injustices and foster social change. This philosophy encourages students to critique societal structures and participate actively in community improvement efforts. In my classroom, I would facilitate discussions on current social issues such as inequality or environmental challenges, encouraging students to analyze root causes and develop actionable solutions. For instance, through service-learning projects focused on local poverty, students could engage in advocacy or community organizing, thus connecting classroom learning with societal transformation. This strategy aims to cultivate socially responsible citizens committed to equity and justice.

Philosophy 3: Existentialism

Existentialism, inspired by thinkers like Jean-Paul Sartre and Søren Kierkegaard, emphasizes individual freedom, self-awareness, and authentic choice in education. It advocates for personalized learning paths that respect students’ unique interests and identities. In my classroom, I would prioritize student autonomy by offering elective projects, encouraging reflection, and fostering an environment where students explore their passions. For example, students might choose topics for independent research and set their own learning goals, promoting self-discovery and intrinsic motivation. This philosophy supports developing students’ sense of identity and purpose, preparing them to be authentic and self-directed individuals.

Conclusion

In sum, my educational philosophy integrates elements from progressivism, social reconstructionism, and existentialism, each contributing to a holistic approach that emphasizes experiential learning, social responsibility, and individual authenticity. By combining these philosophies, I aim to create a classroom environment that nurtures critical thinking, societal engagement, and personal growth—preparing students not only for academic success but also for active participation in a diverse and dynamic society.

References

• Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
• Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
• Counts, G. (1932). Education for Social Reconstruction. Luce.
• Sartre, J.-P. (1943). Being and Nothingness. Routledge.
• Kierkegaard, S. (1843). Fear and Trembling. Princeton University Press.
• Schiro, suggests that curriculum philosophies influence teaching methods and learning outcomes (Schiro, 2013).
• Kliebard, H. (1995). The Struggle for the American Curriculum. Routledge.
• Tanner, D., & Tanner, L. (1995). History and Social Foundations of American Education. Merrill.
• Piaget, J. (1972). The Psychology of the Child. Basic Books.
• Nietzsche, F. (1886). Beyond Good and Evil. Vintage.