A Philosophical Assessment

A philosophical Assessment in Kauchak & Eggen Chapter 7 (Examining Your Beliefs). Lance DeLong Of the four philosophies of raising Perennialism, Essentialism, makeivism and complaisant reconstructionism, the wholeness that face to best concur my fundamental beliefs would be reflected in Essentialism philosophical ashes. This is, beca employ I intend that the role of the public instill system is to teach scholarly persons congenital ingredients of friendship that then in turn enables the savant to development critical sentiment skills associated with progress critical thinking.These learned skills digest and be applied later on a student has gained the knowledge necessary to procedure effectively in ordination, and scarcely after he understands that society can he make critical conclusivenesss relating to that society. The dilemmas identified in the placement posed by the tutorbook book exercise Decision qualification Developing Your Philosophy of Educa tion, can be analyzed through the billet of this raisingal philosophical system as such(prenominal)(prenominal) The primary premise of what ar the responsibilities of the education system and how we gain critical thinking speaks to the issues presented in the first part of this exercise.The inwardness of understanding what one is thinking somewhat and making decisions on, essential first be established in in the students mind, would be my opinion. Essentialism, is the idea that centers around basic veritys that must(prenominal)iness be learned in invest for students to engage and participate in such activates. Essentialism is a belief that life is a series of building blocks and certain truths must be learned that every last(predicate)ows the student to achieve advancement and an understanding of the society and the destination in which they argon making decision on.This philosophy must besides be looked at in the light of our Christian world view and the Bible. The Bible must be the arse and reflection of all philosophical truth. Paul warns us in Col. 28, Bewargon lest any musical composition spoil you through philosophy and egotistical deceit, after the tradition of men, after the basic principle of the world, and non after Christ. though non all worldly philosophies are deceiving and drawing us away from Christ, I believe that any that question the basic tenants of education set forth in the scripture to be contrary to state and easily disassociated.The basic principle take into custody by essentialists is that there are essential truth and those truths are to be imparted in the educational system. While absolute truths are communicated through scripture and basic schoolman truths regarding history, English, mathematics, and literature are the hindquarters for this philosophy one must acknowledge this, to be the basic responsibility of an educational system, pass on absolutes, to be an essentialist. Other educational philosophies that parent the process of discovering truth rather than acknowledging truth must be recognized for what they are vain deceit.Another principle the essentialists would dungeon true to, is that eruditeness requires theme and normally is accomplished through hard fiddle. This seems to be negatively reflected in the situation presented in the text book. The students in the example seem to pick out been the product of a system that does not teach personal curb and hard written report as evidence in their bearing for a loyal solution and desire to learn dependable what is required to get by.If these students had been exposed to a system associated with discipline and hard work and that was the standard, questions such as why do we use up to learn this stuff would not sustain been posed and comments such as Cmon just tell us what you want us to know would not contain to be made because students would throw learned that hard work and discipline produces usually ordained r esults. It seems that these students have been presumption and have not learned to work for their education.If these foundational principles had been instilled into these students through a disciplined knowledge environment they would not have been leave to their own devises as it seems these students have, but would have developed a deliberate control method to learning one that would have been measured and proved though testing. Also, in the situation presented, there seemed to be an member of disrespect associated to the system and the instructor. The element of abidance to authority has not been instilled in the students.Paul tells us in I Peter 55, Likewise, ye younger, submit yourselves unto the elder. Yea, all of you be written report one to another, and be clothed with humility for God resisteth the proud, and giveth grace to the humble, the element of authority and the respect thereof has bely not been established in this learning environment. The essentialist re cognizes the traditional teacher centered philosophy where the respect for authority is the basis for the splendor of the information being communicated.The imparting of knowledge, information, and skills from the cured (presumably wiser) generation to the younger one is self-asserting in this philosophy. The teachers responsibility is not only to impart those mentioned elements of basic education, but also to instill respect for authority, and clean norms as deemed acceptable in a society. The situation described in said scenario seems to be a reoccurring dilemma recognized in our public school systems today. This seems not to be a need to redefine the educational system, but a need to readdress roles and responsibilities.Going plump for to the principles of the founder of the essentialist educational theory, William C. Bagley seems to be the answer. His basis principles of the recognized right of an immature student to the guidance of a well-educated, caring, and cultured tea cher, would seemed to have resolved the assumed attitude of the students in question of non-importance of education. That the imparting of the ideals of confederation to each succeeding generation of children, would have resolved the issue of respect for the precept system and teacher and would have fostered the relish of community and society. Having a specific weapons platform of studies that required thoroughness, accuracy, persistence, and good workmanship on the part of pupils, would have set the antecedence and provide the students specifically with what was required of them. I would agree with Professor Bagleys logical argument of (American) essentialism is grounded in a conservative philosophy that accepts the social, political, and economic structure of American society and schools should not try to radically remould society.I hold to the same apprehension that American schools should transmit the traditional moral values and intellectual knowledge and those students need to become model citizens. I hold to the basic tenant that when a student leaves school that they should possess basic skills and an colossal body of knowledge, discipline and a unimaginative mind that then allows them to apply school house lessons in a hearty and practical world. Finally I believe the American school system is in decline as evidenced in the 2009 National Assessment of Educational Progress (NAEP).The results of these test showed that only about one third of American students exhibited proficiency in technology and intuition. Living in the foregone is the phrase I will use as some reflect on the fact that in the 1950s sit down scores reached an all-time high as reflected by the International Adult Literacy work (IALS), surveying Adults 16-65 relating not to math and science but literacy. As years go by statistics continue to drop. The current memorial tablet has promised even more spending on their Race to the Top initiative with seeming little or no pos itive results.Some will find excuses for the decline, but it seems to me that the state-of-the-art mind set relating to current educational philosophies is not necessarily working and that a pass along to traditional values and proved theories of education would be prudent to return to. A philosophical model of education that reflects the principles of ultimate truths do not remove and that sound conservative practices of essentialism seems be the basis for this return.