Contemporary Educational Philosophy

Modern educational philosophy requires on a view that is uniquely unique from classic educational philosophy. One particular of the most exciting Modern philosophical perspectives is that of Paul Freire. His pedagogical strategy centers on student "Dialog". His belief was that by engaging students in a co-operative dialog approach they have the prospective to create a myriad of capabilities which include things like academic and social advancement.

The [dialog] procedure is significant and can be observed as enhancing neighborhood and constructing social capital and to lead us to act in approaches that make for justice and human flourishing. (Bentley, L., 1999). In Pedagogy of the Oppressed, Freire calls for educational pedagogy that would raise peoples' consciousness about the reality of their financial and social situation and encourage them to take the required actions for their personal empowerment. Paul Freire also has a unique view of the teacher student partnership. "Via dialogue, the teacher-of-students and the students-of-teacher cease to exist and recepical function emerges; teacher-student with student-teacher.

This idea is additional supported by cooperation and collaborative studying techniques. Stephan Yelon points out these cooperative and collaborative understanding ways market 3 important components of student mastering: reflection, support method and preparation for life. Preparation for life entails studying to function with each other (1996). By engaging students in meaningful dialog they are naturally interested in the material that is discussed. In further this enables students to actively construct understanding in a manor that is meaningful to them.

If students view knowledge as relevant then there is a greater probability that they will apply the understanding to real globe circumstances. (Yelon, p. 141) General this philosophical view can be categorized as Modern. My philosophy incorporates several components of Paul Freire dialog approach. I define my classroom as a location exactly where students can modify themselves and adjust each other By means of the understanding procedure. The term "change" implies renewing and awakening oneself intellectually, professionally, and personally. I propose scenarios for students to believe about and then I observe what they do. Students tell me what they make of a condition rather than my telling them what to make of it.

This method values the students' point of view and attempts to encourage students in the directions they have charted for themselves. A frequent definition of "significant" theory distinguishs it from "conventional" theory according to a particular sensible goal: a theory is important to the extent that it seeks human emancipation, "to liberate human beings from the scenarios that enslave them" (Horkheimer, p. 244). Thus, this definition views the driving premise behind Crucial Theory as anything that transforms situtions that have the potental to repress men and women. Immediately after men and women are freed from restriction then they can discover new possablities. Gutek defines Important Theory as a complicated set of functioning assumptions about society, education, and schooling that query and analyze educational aims, institutions, curriculum, instruction, and relationships in order to raise consciousness and bring about transformation adjust in society and education. (Gutek, p. 309)

References
Bentley, L. (1999). A short biography: Paulo Freire. Retrieved March 1, 2005 from Gutek, G. (2004). Philosophical and ideological voices in education. 1st ed. New York, NY: Pearson A & B.

Horkheimer, M and T.W. Adorno. 1972. Dialectic of Enlightenment. New York: Seabury.

Yelon. S.L. (1996). Strong Principles of Instruction. White Plains NY: Longman

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