Educational philosophy is sometimes referred to as the immediate objectives of education. Immediate objectives on the other hand are purposes which a subject at a given time must aim to achieve through the courses of study or the curriculum. Its aims constitute a very important aspect of the total education. They are more specific and they can be accomplished in a shorter period of time, maybe a day or a week. These, too, are considered goals of specialization. This study aims to develop an educational philosophy and relate its important to one’s classroom teaching.
Role of the teacher. The life of the teacher everywhere is full of responsibility. The teacher should recognize that the welfare and interest of the child is the principal objective of his profession. The school is for the children and the teacher’s first thought should be for them. At least during the time the pupils are in the school the teacher stands for the parents. The teacher should guard the health, moral, and well-being of the pupils with intelligent care.
He should also be alert to discover physical defects of his pupils, and prompt to inform and interest the parents so that relief may be offered. Curriculum. Through the years, schools have taken on many new subjects without dropping old subjects. Schools must relinquish subjects that can be learned readily outside the school system and should be child-friendly and child-centered school. It should provide a variety of programs to meet the special interests and talents of the students.
The Child. The child is the center of the matter. The teacher must know the nature of the child to be motivated, directed, guided, and evaluated. To understand the child, the teacher must know him as a biological organism with needs, abilities, and goals. He must know the social and psychological environment of the child and the cultural forces of which the child is a part. The behavior of the child at any given moment is the result of biological environment factors operating simultaneously.
The child behaves as he does because he is a human being with needs and motives, and because he is surrounded by environmental and cultural forces which determine his behavior, these needs and motives shall be met. Methods of Education. The literature on the subject of teaching generally makes no distinction between method of teaching and technique of teaching. Writing on educational theory and practice has presented different classroom procedures as methods of teaching/education or techniques of teaching. These two terms have different meanings and values, but both are integrated in any teaching and learning situation.
The method of education covers the psychological processes involved in learning, and the technique of teaching covers the use of devices and the application of principles in teaching in order to effect the proper development of the individual student. In addition, method relates to the learning performance rather than to the teaching performances, and method of education involves steps to guide the mental processes (Demiashkevich 43-48). Aims of Education. The philosophical aims of education require all public and private schools in this country to pursue, in the development of every child, regardless of color, creed, or social status.
All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological, and vocational efficiency. The study of the Constitution shall be part of the curricula in all schools (Peterson, pp. 64-69). The State shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarship for poor and deserving students.
Moreover, philosophy of education is one of the major ground bases of education as field of profession; hence, focused study of such condition is essential. The case study involves the subjects of philosophical perspective of education linked with the condition of determining the future trends of the system. Utilizing five aspects of contributing factors, such as standards of teaching, bilingual education, cultural diversities, special education and the public policies, we shall determine the possible implications of such factors in professional philosophy of education.
As a conclusion, as for the philosophy of education, and the continuity of learning and the aspects of continuous teaching without regards to any exceptions as incurred by the society, divine law, and human rights. Every minority with no considerations to race, gender, and possibly realistic health conditions should be deprived with education. The philosophy of education involves the general principle of conducting education as a means of providing universal treatment for the development implicated in a universal perspective.
Furthermore, the philosophy of education, on the perspective of professionalism, involves that the educator must also be under the said umbrella of development and continuous learning despite of the governed tasks of teaching.
Reference: Demiashkevich, Michael (2003). An Introduction to the Philosophy of Education. Pp. 43- 48American Book. New York. Peterson, Michael L. (2000). Philosophy of Education: Issues and Options. Pp. 64-69, InterVarsity Press. Downers Grove, IL.