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Segments taken from theories of studied philosophers that shape my…
Segments taken from theories of studied philosophers that shape my philosophy of education
Socrates
Engaging others in dialogue and learning through meaningful discussion. (Bates, 2019)
Socratic questioning - encourage deep thinking and cross-examining the students to guide them in coming to new conclusions devised by themselves (Noddings, 1995).
Recognise own faults through reflection on past errors and successes (Bates, 2019).
Education can take place anywhere (Bates, 2019)
Plato
Education should be tailored to each learner (Noddings, 1995)
Students given equal opportunities to learn (Noddings, 1995)
Challenge what we think and develop own opinions through reasoning (Noddings, 1995)
Acknowledge innate behaviour and accept that one can only influence this through encouraging students to reflect (Bates, 2019)
Aristotle
Morals and values can be reinforced through education (Noddings, 1995)
Self-fulfilling prophecy - keep expectations for students high to encourage them to reach their potential (Bates, 2019).
Reward effort and achievement (Bates, 2019)
self-examination and reflection enhances self-belief (Bates, 2019).
Teacher guiding the learner through dialogue (Noddings, 1995)
Jean-Jacques Rousseau
Natural/holistic view of education to promote civic responsibility (Noddings, 1995).
Education as a way to encourage self-reliance, compassion, civic duty and connection to nature (Noddings, 1995).
Education promotes freedom (Noddings, 1995).
Paulo Freire
Critical consciousness - conscientisation as a gateway to social transformation (NCCA, 2022).
Through reflection via dialogue one can liberate themself (NCCA, 2022).
Education is political --> support or challenge status quo in order to create a world we want to live in (NCCA, 2022).
Education = freedom
John Dewey
Education setting should reflect living in a democratic society - engaging in meaningful debates (Sprouts, 2021)
Emphasis on learning as a process not just preparation for the future (Farrell, 2022)
Nel Noddings
Build relationships founded on care and trust with our students through modeling dialogue (Noddings, 1995).
Cooperative learning in helping eachother understand and to support eachother (Noddings, 1995).
Linking emotions and feelings to learning not just focusing on beliefs and arguments (Noddings, 1995).
Creating a caring environment in the classroom (Noddings, 1995).
Bell Hooks
Our roles as teachers are not only to share knowledge but also to model growth (Farrell, 2022)
Maha Bali
showing care to motivate students to achieve success (Bali, 2020).
encouraging socioemotional support in the classroom (Bali, 2020).
Empathising with students to understand what they are going through and how you can facilitate them in the classroom (Bali, 2020).
Not being afraid to show vulnerability and admit mistakes publicly (Bali, 2015).