Gary+Y

===PROMPT #1: Philosophy (the pursuit of wisdom by intellectual means and moral self discipline) and its practical applications to classrooms has been ongoing for more than 2,000 years. A person's philosophy of education is usually **__a set of beliefs that relate to who, what, how, and why people in society should be educated__**. Think about your philosophy of education and write your ideas below this prompt.=== (It can be as long or as short as you desire) Remember to SAVE when you are done, or every so often. To add more click the "Edit This Page" button at the top and click your cursor where you would like to type. Education is the process of transferring knowledge and experience from one generation to the next. The new generation begins with the birth of each individual human being. The knowledge and experiences are increased with each second of time the universe continues ti be a living place for human endeavor. In this constantly changing makeup of stockholders, (humans), and the ever-increasing body of knowledge, there must be a mechanism which permits the orderly transfer of knowledge and experience. I start with the premise that education is based on two factors: heredity and environment. These two terms must be taken in their broadest context. Based on that premise, I believe that we, humans, are __not__ all created equal. This is not to contradict the biblical interpretation of "created equal", but rather the in-equality of being an individual from birth, unlike any other human born previously, presently, or in the future. This in-equality continues through life based on the two factors of heredity and environment. Because each person is an individual and unlike anyone else, education must address this individuality in a manner which provides an equal opportunity for education. Note the word __opportunity__, and not the word education. Because the number of individual differences is so great, education must take an infinite number of paths to provide the opportunities necessary to allow each individual to reach his/her full potential. Not all individuals have the same potential, or even the same desire for education, and therefore the goal to educate the masses, as most democratic societies strive to achieve, will face one dilemma after another in trying to produce fully productive, successful citizens. The United States public schools are a prime example since over the course of my brief lifetime, the direction of education in this institution has swung like a giant pendulum from one "silver bullet" to another. To me, this indicates that those in charge of the educational system, fail to accept a somewhat "survival of the fittest" mentality. This is repugnant to most democratic thinkers who believe that everyone should achieve at the same rate to a specific assessed level. My philosophy contends that the purpose of education must be to provide 1) a basic core of knowledge based on the experiences of previous cultures, 2) a training of the mind, which prepares the brain to quickly be able to recall common knowledge or procedures required in day to day life, 3) a desire to take advantage and, the knowledge to do so, of every opportunity to reach one's full potential, and 4) to desire and become a productive member of the society in which he/she lives. The basic core of information and knowledge cited in #1 is not a constant and frequently requires adjustment in content and scope. There is no way to know, or experience, all of the past accumulated knowledge. Selection of this base of knowledge will also not be the same for all persons everywhere on this earth. Previous cultures will dictate those areas and knowledge bases to be most important for passing to future generations. This core knowledge base will be accessible to all and made available through #2 above. By training the brain through rote processes and relationships, the learner can access any knowledge or experimental evidence desired, when needed. Along with rote learning in the brain for speed and accuracy, ther must be training of an analytical nature so the learner can differentiate between the input of truth and false information and establish priorities. This analytical process will also permit the learner to develop creative individuality which will permit him/her to appreciate previous additions to the culture and also contibute his own. If the processes in #2 are sucessfully developed, then #3 will follow naturally and the student will develop that ideal "love of learning" and it will fulfill a life-long goal. A learner with a love of learning and a desire to be a life-long learner than reaches the final step in #4 and purposely or inadvertantly becomes a contributor to his/her culture. All philosophies, in my opinion, tend to be ideal scenarios, but they are also the basis for the way in which we live and work. Healthy dialogues generally arise when attempting to look at an areas of society where basic philosphies differ. This leads to one of the greatest pleasures or frustrations in life. Similar philosophies lead to feeling of cooperation and success; differing philosophies lead to conflict and may result in war. One's educational philosophy is never necessarily right or wrong, but it does govern day to day perceptions and performance of that individual.
 * START HERE: Putting a philosophy of education into words and including everything you desire is a difficult task. Writing my philosophy today will be different than it was yesterday, or will be tomorrow. Unlike the philosopers cited in the presentation with this survey who spent years studying and putting forth the efforts of a philosophy in an all-encompassig form, my philosophy comes from my own education, years in the public education arena, and life experiences. With that in mind, I would offer the following as my philosophy of education.**

===PROMPT #2: Now that you have viewed the PowerPoint (found on the HOME page) and recorded some notes, __explain which philosopher(s) you most agree with and why__ (feel free to give examples and/or experiences.)===
 * START HERE: While I would agree with parts of the beliefs of all the listed philosophers, I would probably select John Dewey and Herbert Spencer for points supporting my educational philosophy. Dewey suggests: "Schools should provide students with the processes and behaviors that will sustain a democratic way of life." And he also states: "Education __is__ life, not a preparation __for__ life - a dynamic, on-going, never-ending experience." I agree with both of these statements and beliefs in part, but not totally. As stated in my philosophy, I believe that is education should be very much process and behavior oriented, but not necessarily toward a democratic way of life. To me, that predetermines the direction of the individual, which may not necessarily be universally acceptable. The second precept which I quoted is in agreement with my philosophy except for the part which says, "...not a preparation __for__ life." My philosophy would state that education is a __portion__ of the preparation __for__ life. I can accept portions of Spencers philosophy which indicate "moving from simplicity to complexity" and more importantly, "Education should include a curriculum that is focused on the worth and relative use of the knowledge to the individual during his/her life". This statement is great in the ideal, but difficult to determine because one does not know what knowledge will be necessary for each individual.**

PROMPT #3: Please explain which philosopher(s) you most disagree with and why (feel free to give examples and/or experiences.)

 * START HERE: Pestalozzi and Sarte would be the most difficult for me to accept since they don't appear to me to believe in much structure, but rather a haphazzard choice and individual selection agenda. They convey the belief that the individual is capable of determining his own education and future. This is somewhat like applying for jobs which state that, "experience is required". Where is one to gain this required experience? Somewhere, one has to provide the guided training and experience. Pestalozzi also states in a similar fashion, "Instruction must be connected to a certain need or want of the student". Most students don't know what that need or want is, and it certainly changes over time. The idea that all learning and education has to be fun and wanted by the student may be popular, but fails to recognize certain basic precepts which education and learning must embrace.**

===PROMPT #4: Do you think having a philosophy of education is important for teachers these days, and if so should they share it with others (ie. students, parents, community)? Please explain your answer.===
 * START HERE: I consider having a philosophy of education very important for anyone, since it is the governing force for the perpetuation of the culture and man. It is not necessary, and probably not of much value, to have a formal written individual educational philosophy, but the manner in which education is passed to each living human being is the result of the philosophy of the persons responsible for that transfer. I have found over the years, based on experience, that my philosophy changes and I think this is characteristic of everyone. Perceptions early in life have a tendency to evolve and change based upon observation and experience. While core beliefs tend to become somewhat solidified over the life of a person, there are many significant, though minor adjustments and corrections to a philosophy that are bound to occur.**