'My Philosophy of Education Summary\r'

'In most of today’s classrooms we the students ar seated in rows of desks. We argon forced to sit and listen to the enlightener, be it in biology, math, English, and nobble berth after line of training. We argon â€Å"receptacles” to be â€Å" modify” by the instructers. We have attained â€Å" knowledge” as an absolute if we complete the course with a %100. As monastic order is seeing today, students macrocosm given the form of approval aren’t really ready to image today’s knowledge base. If you’re dismission to give instruction to be a biologist, it isn’t provided passable to know that water enters and exits the cell through and through a form called osmosis. You deal to know why! You take on to be able to see all of this information on a a good deal broader scope than it has been presented to you. Students need to be taught to absorb this knowledge rather than to memorize it. The main problem of todayâ⠂¬â„¢s readingal strategy is that it most of the times does non teach how to think critically. I propose a system of education in which teachers are non just depositing information in students, in which students are not just passive observers in an active world and in which knowledge is not just an absolute.\r\nThe low gear affaire that needs to be done to execute my system (philosophy) of education is to transmute the way teachers are teaching all together. How many times do students talking amongst themselves surfaceside the classroom about how trusty their teachers are. They go to class and interact with one teacher, and are taught everything from that one teacher’s perspective. In hostel to give the students a much broader perspective, two or maybe even three teachers, depending on the subject, should be placed in a class room. for each one teacher would and then present the information to the class. The students would then have a much broader spectrum of inf ormation to disclose from. I am not implying that these teachers should tag-team forcing information megabucks the student’s throat, solely take contrastive approaches in helping them absorb the information through problem posing. The teachers are not placed in this system to stand high up on their pedestals throwing assignments at the students, but are to be work hand in hand with them. They would be study from the students almost as much as they would be teaching them.\r\nIn an educational environment much(prenominal) as this one, the students should be able to stand in the teachers place and teach the teachers and their fellow students as well. The students are active participants here. They should be learning as much from their peers as their teachers, if not more. This system could create a lot more â€Å"work” for the students, but not as much of the â€Å"busy work” we receive, and drill of, today. For example, students could be asked to do reflect ive writings, in which they would care what they have learned in the lessons. Student live discussions would also take up a round portion of the time in these classroom environments. What stop test of one’s knowledge than being put in a position where you are required to teach your fellow student? after(prenominal) each session both the student and the teach will go home feeling not stuffed with information, but a new view on some things that they would ponder as they head out into the rest of their daily routines.\r\nThe basis of this system isn’t what the teachers are teaching, or what the students are learning. It is how we perceive this thing we call knowledge. In this world knowledge isn’t something tangible. It is not viewed as an absolute. Knowledge is an ongoing process that will never have a apogee or an end. It is something that will continue to grow and diverseness through the timeline of our people. Knowledge is not what the students are learn ing, or what the teachers are teaching. It is the process of self-discovery. A teacher could discern a student that when you mixtureture chemical A and chemical B they make chemical C. That isn’t the knowledge. The student can then actually mix chemical A and chemical B and stay them make chemical C. That isn’t knowledge. Knowledge is that person’s learning of how those to things interact and why when they mix they form chemical C. Knowledge is the process of education through self-discovery.\r\nThis system I have shown you would change the way education is viewed in this world. If we had teachers that actually â€Å"taught”, and students that questioned the answers they were given, we’d be much better off as a whole. If we keep going the way we’re going… where are all the creative minds going to be coming from in the next a couple of(prenominal) years? If students continue saying that A + B = C, what are we going to do when the world poses us more complex problems that require ingenuity, creativity and causal agency to solve? We just need to understand that knowledge is not just some gold star, or trophy each of us can achieve, but a method of learning and understanding that our society needs t\r\n'