Application of Educational Philosophy and test.pptx

Description of educational philosophy

1. Application of Educational Philosophy

2. The impact of the educational philosophy of a teacher is vast. The purpose of education, as we have thought of from ancient times, is to realize and develop the valuable human faculties and talents latent in the individual, so that they may be instrumental in making society and the human environment a better place to live. Development of physical, intellectual, social, emotional, and spiritual people accounts for the holistic development of the individual. The educational theories encompass a large set of individual differences that prioritize different kinds of human capabilities.

3. The need for the education of the young generation is as simple and obvious as civilization itself. The educational philosophy of a teacher determines their view of reality and the goals and objectives to be achieved. This educational philosophy actually predicates what kind of teaching they will adhere to. Idealists believe that ideas are the background of all existence, whereas realists believe in the existence of the world, which can be felt, tasted, and touched. They believe that ethical and moral values should be acquired through experience. The child should pass through both individual and group activities, with the teacher being the chief moderator. The pragmatists emphasize that the child should be the center of education.

4. Curriculum Design The purpose of a school’s design and teaching curriculum affects curriculum design . Students in a monist school are presumed to have the privileges of higher wisdom; hence their roles are not those of learners, but sponges receiving that which is imparted. According to dualism philosophy, students should be imparted with knowledge, enabling them to become enlightened. Students are presumed to have learned only when they reconcile two unique aspects: their environment and experience. Post-dualism , where students are equated to post-modern people, have no initial expertise; instead , schools should provide students with relevant coping skills. Students should be equipped with the ability to fulfill their desires and live their respective lives.

5. Some educational philosophers have developed distinct blueprints to aid in the design of curriculum. Prescriptive like idealism assert that students should have the best of everything. The best should constitute facts and ideas accepted for what they are and should dominate what is taught. Post-modern prescriptive suggest that the environment must be the stimulus for life skill development; knowledge is valid only if it is applied. In principle, these two different experimentations have shaping goals. Idealists give priority to certain types of knowledge, while a contemporary planner tries to include it all. Post-modernists attempt to synthesize curriculum so an articulated desired output is achieved.

6. 4.2. Teaching Methods Although there are many different methods of teaching, three seem to be common: classical, romantic, and behavioristic. These general methods can be used in a culture-dominant manner or in a culture-transitioned fashion. With the classical, or grammar school, method, one begins with mathematics, science, and language. In accordance with hierarchical development, one studies facts first, then weaves facts into principles, and from principles works again with ideas. The romantic, or Renaissance school, method is very different. Instead of teaching general principles, the pupil is enjoined to discover the principles for himself, to discuss with his peers, or to learn from the classics of the people.

7. The behavioristic, or engineering school, method of teaching stresses control of sets of symbols. The adoption of a philosophy of the necessary diversity of the material allows each culture to share its essentials in its own way and yet to remain diverse and unique. Such flexibility allows cultures to prevent losing their uniqueness and to avoid a blurring or corruption into a counterproductive mélange, and yet to benefit from contact with other cultures. The presentation of the material according to developmental stages is in accordance with the richness of the human mind and may contribute to the intelligence and personality of most pupils. With the idea of extending intelligence and personality and culturally shared materials, we next turn toward human values and the methods that will make possible the attainment of these educational goals.

8. 4.3. Assessment Techniques How do you assess students' achievements? In my education in the 1960s, it was based on the memorization of facts, albeit the facts were based on a set of skills. This approach is still prevalent, particularly in secondary education. The use of continuous assessment is becoming more common and is a proper way to help students move from memorization to understanding.

9. Given the philosophy of progressive education and the emphasis on problem solving, continuous assessment, with the freedom to use books and other aids, is still rare considering the small population size in schools and universities. In a problem-solving environment, such as the simplest version of an open-book examination, it is what you do with the data available that is important. It is expected that the student should know the underlying methodology and principles before walking through the examination door, so they understand what the problem is about and have a clear view of the solutions.

10. Implication of educational philosophy

11. EDUCATIONAL IMPLICATIONS OF EDUCATIONAL PHILOSOPHY There are various aspects of educational philosophy but educational implications have its own value and importance in the society. It has the aim to exalt ate the human personality of self-realization or to make actual self-realization for all or universal education system. The emphasis is on those subjects where the element of mind is predominant. Subjects like language, philosophy, religion history, mathematics and fine arts are favored. The intellectual atmosphere and the subject centered curriculum may be regarded as the main essential feature. There are no specific prescriptions regarding the methodology to be adopted for the same. Generally, methods which encourage reasoning and reflective thinking get priority. Lecture, Discussion and Question and Answer techniques are adopted to get the effective results. Freedom is the end of discipline and not its means. Freedom does not mean license. It is appreciated authority is also essential. Wise direction and guidance of the teacher are necessary. The teacher is an exemplar of virtues working Model. He is a Gardner tendering the child. He has a high degree of authority but he respects the personality of the child. These are the essential educational implications that is related to educational philosophy and hope that they are wisely adopted by the teacher community and the educational institutions to get the effective result from their students for the years to come.