Philosophy of Education Essay Example | Topics and Well Written Essays - 1750 words

Philosophy of Education - Essay ExamplePhilosophical reflection informs the manner of instructive makes as well as the point to which instruction should do so. In the republic, Plato termed education as a practice which stands exclusively necessitating direction from the most embracing as well as refined metaphysics (Blake, Smith & Standish 2006). all in all past and current human societies have had a vested concentration on education and most of the multitude have claimed that most educational activities or teaching are the second oldest occupation. Almost every orderliness allocates adequate resources in support of educational institutions and activities as they are very important.Learning institutions are cardinal of the agents of socialization in most societies because all children are born innumerate and illiterate. They are also commonly ignorant of the cultural achievements and norms of their familiarity or community of which they are part of. However, with the assistan ce of teachers, the rest of the society and educational resources, they construe to read, write, and act in ways that are culturally appropriate. Most of the people learn these skills with more education facilities than other(a) people. Education equips people with substantive knowledge and skills that enable them to identify and follow their own aspirations and take part in their community life as independent and full-fledged citizens. In his educational philosophy, Plato argued that a person is served best when he or she is subordinated to a just society. Plato promoted the notion that children should be removed from the accusation of their mothers and raised as state wards with a lot of care being taken to tell apart children suitable to the different castes, the highest attaining most education, to ensure that they act as city guardians and care for the less fortunate (Rozema 1998). Plato further argued that education would be holistic including physical discipline, skills, facts, art and music which he took as the utmost form of undertaking. He believed that talents were not distributed genetically and thus they had to be found in any social class. There have been other philosophies of education after Plato. Freire (2002) attacked the banking concept of education. In this concept, learners are viewed like an empty account that should be filled by the teachers. Freire suggested that a deep reciprocality should be inserted into peoples idea of student and teacher. He rejected the teacher student wave-particle duality and encouraged the role of participants in the classroom as the student teacher (a student who teaches) and teacher student (a teacher who learns). Freire (2002) kind of classroom was at times criticized because it can disguise the authority of the teacher earlier than overcome it. Freirian education philosophy has been extremely important in academic debates over participatory maturement and overall development. Dewey (1916) argued tha t the basic ineluctable birth and death facts of every member of a social meeting make education a necessity because in spite of this genetic inescapability, the community has to continue. The immense social significance of education is highlighted by the fact that when people are taken aback by a predicament, it is regularly viewed as a sign of fail and teachers and the system of education become scapegoats. On the other McLaren argued that education should bring about social and self empowerment. He criticized the conventional American tradition in which schools try to establish and develop an egalitarian and democratic society, with the conventional humanities curricula informing learners about the ethical standards and human values. McLaren saw modern schools as doing precious little to encourage the Western humanist traditionist. Schools recrudesce economic and social which has to be weighed against a real record of serving the affluent interests. This condition by McLaren has been in latest conservative developments where the curriculum and aims are geared to the worldwide economic