Tuesday, September 22, 2009
Part 3: Philosophies of Education
The 69 experts are divided according to the following philosophies of education, namely
The majority of the participants (29 women and 6 men) are experimentalists. They uphold the experimental educational philosophy. This means that these teachers are flexible and open to educational change.
Twelve are advocates to eclectic educational philosophy, which means that they do not subscribe to just one philosophy, and they shift their roles from being facilitators of learning to transmitters and interpreters of knowledge.
Twelve are perennialists, that is, they perceive themselves as authority figures in the classroom, transmitting and interpreting knowledge.
Nine are realists. They tend to focus on the here and now. They stress knowledge as how it is applied or observed. For example the laws of nature are better understood through observation and research.
Only one among the expert teachers is an idealist. She views education as a means of developing students’ intellectual abilities. Influenced by the Greek philosophers Socrates and Plato, she stresses the importance of logic and philosophy.
Given these premises, the expert teacher is motivated to learn more, to expand his horizon as new things evolve – in science and technology, management, education, research, and in the many ways the world and human society are changing. His love for his profession takes him to a higher realm of continuing professional growth, his love for knowledge itself, which is the primordial tool in teaching, and in sharing them to the younger and future generations in the wisdom and humility of the Good Shepherd.
Living with Nature 3, AVR