Running Head: EDUCATIONAL PHILOSOPHY EDUC604

Educational Philosophy for EDUC604-B05-201320 Dr. Glenn Holzman: Educating others to discover their talents and contribute to community Kelly A. Sparks, ID Number: L25502282 Liberty University

EDUCATIONAL PHILOSOPHY EDUC604 Abstract Education is the means by which society is able to impart knowledge and skills to a younger

generation to develop and nurture their talents to be used for the good of the community. God imparts these talents and instructs people to use them in service of the one body of Christ (Romans 12:5, NIV). The philosophy of theistic realism, aligns the ideals of skills and knowledge with both the spiritual and material reality. In order to achieve both, the practice of constructing knowledge through problem solving should be employed while maintaining a focus on the needs of individuals and constraints of curriculum and legislation. Education should begin in early youth and progress as the child grows. The teacher should always strive to ensure positive relationships, regardless of background or ability, to facilitate empowerment of students as stakeholders. Likewise, the students need to embrace their calling and vocation to serve the will of God.

Keywords: education, realism, community, knowledge, vocation

EDUCATIONAL PHILOSOPHY EDUC604 Introduction Society has developed a world in which education subsists to provide individuals with skills and knowledge. Often the focus can be skewed in one general direction: skills or knowledge. The question

then posed is to discover what is more important or can there be a balance within the two. Throughout history, the face of education has changed its focus continuously. The ancient Greeks had priorities that reflected the emphasis of their communities. Likewise, throughout the Renaissance, Reformation, and Enlightenment periods, the focus of education was in tune to the dynamic of those generations and often reflected religious disagreement. As economic and industrialization influences permeated the Western culture, education became a potential for equalizing and bringing stability to the various nations. More modern education has shifted its focus to ensuring education is universal and held to standards. However, in light of Gods teachings, it is clear that the purpose of education is to help students discover their talents and train individuals in both the skills and knowledge for a vocation that God has called them to, thus enabling them to be contributing members of the community. Worldview and Philosophy of Life The reality of life is that each person is an individual. However, one does not live in isolation and is not instructed to do so. Instead, God instructs his people to live together and even respect the authorities above them (Romans 13:1-7, NIV). Life is a beautiful gift given to each person by God. Every day provides its own unique challenges while enabling a person to enjoy the abundance of life around them. Adam Hamilton (2011) addresses the idea that God sends people to do his work, and they need to be listening for when he calls on them. God gives different gifts to each person (Romans 12:6-8, NIV). These gifts are to serve the one body of Christ (Romans 12:5, NIV). God calls his church to act as one body to use their gifts and talents to bring even more people to him. Therefore, if God calls someone to a specific vocation, then the expectation is that the person will fulfill that expectation for

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the greater good of his people. Being called upon to be an educator requires an individual to mesh both secular and religious worlds. From a philosophical standpoint, it is difficult to discount the theistic realism of Thomas Aquinas, which focused on experience, in favor of idealism or the popular rationalism of the late 18th and early 19th centuries that discounted experience. His belief was that truth was objective and a guide to human conduct while reality was both spiritual and material with God being a personal and caring creator (Gutek, 1995). Aquinas drew from Aristotle. Aristotle agreed with Socrates and Plato about the role of virtue in a well-lived life, but rejected the idea that science and metaphysics were necessary prerequisites of having an understanding of good (Kraut, 2012). He saw that individuals should practice emotional and social skills to put them to use in the well-lived life. Aquinas agreed with Aristotle in epistemology of knowledge coming from experience therefore allowing a person to make choices based on experience while exercising free will (Gutek, 1995). The guiding principles for an educator should be those truths that God has left to guide and the knowledge gained to help follow the path set before them. The bible leaves instructions of what is right and wrong and should be the ultimate guide for any individual, including educators. Ackerman (2012, p. 3) said, All Christian denominations tend to agree that the Great Commission calls for us to reach ALL people. Therefore, it is the educators role to guide and equip all students based on those guiding principles for a life of service to their community and fulfill their purpose as described by Moreland (1997, p. 57) to discover their vocation and develop necessary skills. Philosophy of Schools and Learning Schools are institutions to develop the minds of a younger generation to be successful and productive members of society. They provide the skills, knowledge, and practice necessary for students to thrive in the community both locally and globally. Schools should enable children to be well rounded and infuse a desire to continuously seek knowledge. Froebels educational philosophy, while heavily

EDUCATIONAL PHILOSOPHY EDUC604 influenced by idealism and romanticism, still noted that an individual was united to God and that educations purpose should include the interconnectedness of individuals in a complex community of spiritual beings (Gutek, 1995). Like Moreland, Froebel directed educators to realize their divine

potential. He also encouraged educators to be mindful of human development and the development of rational beings while constructing educational theory. Unlike Froebel though, an educator should be cautious against being too passive by allowing freedom of education to undermine the purpose. An

effective theory for developing skills while encouraging a desire to learn can stem from the ideas of Dewey and Kilpatrick that engage the learner in constructing knowledge. Dewey took a pragmatic approach that focused on student interest and needs while Kilpatrick elaborated the idea into the project method (Gutek, 1995). Having students create and solve problems of interest engages students actively in their learning and develop skills that are beneficial to the community. Caution should be taken to ensure that the content of the projects are aligned with an appropriate curriculum. It is difficult to overlook the importance that educational trends have on schools and learning. As a society, individuals should be mindful of the role they play in influencing the education of the younger members of the community. The role of government has increased since the 19th century. Globally, trends that have strongly impacted education through the 20th century include nationalism and socialism. Positive aspects can be found in each, but it is important to avoid extremes and find a balance between political, economic, and educational ideas. Nationalism focuses on loyalty to a nation. The value in loyalty is the sense of community that everyone is a part of. Extreme nationalism, like that resulting from the French revolution and Nazi Germany, can negatively impact education by the indoctrination of students with loyalty instead of values and skills necessary and negatively impact the sense of community of Christians. Gutek (1995) points out that some of the nationalistic trends further stratified instead of unified European nations. Socialism encourages, and Karl Marx even demanded for, education for all in order to create a better life (Kellner, n.d.). However, history has not looked

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favorably on the application of socialistic principles. As the hymn goes, We are one in the spirit, we are one in the Lord, and we pray that all unity may one day be restored. (Scholte, 1966, para.1). Education and political ideals should unit to bring together Gods people. Educational Practice Educators are the front lines in unifying Gods people. Van Brummelen (2009) pointed out that it is the teachers choices and learning strategies that will promote or take away from the kingdom of God. Therefore, they must always be mindful that practice should encompass the values set forth by the Christian community. Those values can then be integrated into any practice in the classroom. Aquinas saw the teacher as both scholar and an active participant in the learning process (Gutek, 1995, p. 110). The teacher must be knowledgeable in both content and practice. Like Pestalozzi, Froebel, and Montessori indicated, the emphasis should begin with young children during their earliest formative years with a focus on tactile learning. While Erasmus argued for the education of young children, particularly by the parents , the early Athenians believed in the importance of educating children by exposure to daily life (Gutek, 1995). The early years of education should be broad enough to incorporate lessons beyond basic skills. The teacher must select those tasks that develop interest in the child as a stakeholder in the community and increase the desire to learn. The task must remain at an appropriate level for the stage of development they are in. As the child grows, the depth of content and requirements should increase as should the focus on increasing skills. It should always remain a student centered environment that encourages and allows growth. However, the educator should not be constrained to any one prescribed method. Van Brummelen (2009, p.33) points out that the Bible can be used as a guide for variety in the classroom, if we use a combination of direct instruction, discussion of issuesour students will learn more effectively than if we use only one or two approaches. A criticism of Dewey and Kilpatrick is the failure to use other instructional methods and possibilities. It is

EDUCATIONAL PHILOSOPHY EDUC604 important to maintain a focus on the methods in class reinforcing the accepted curriculum and standards. While the theories influence methods, an educator is still constrained by the government policies and legislations. It is always a hope that the community has a voice in such legislation and has active stakeholders in the local government. Legislation such as the Individuals with Disabilities Act

(IDEA) and No Child Left Behind (NCLB) demonstrate a shift in the focus of modern schools to include an education for all and ensure that the student academic outcome is improved (Vaughn, 2008). With this legislation comes a higher standard and set of curriculum requirements that both states and teachers must ensure they adhere to. Much of the experience in education for this author has been shaped by the necessity to adhere to those standards. Testing and maintaining high academic standards often dictates what methods can even be entertained for a potential classroom. While problem and project based activities may facilitate learning most effectively, there remains a necessity to drill and prepare for testing. Therefore, it is most critical that an appropriate balance be found between the two that still maintains the focus on the student. Teacher-Learner Relationships As Froebel and Pestalozzi pointed out, there is value in having a positive teacher-learner relationship. A teacher should always put the learner first and encourage students to try. Often students do not know they can do something until they find the motivation. Motivation is not something that can be taught, but it is certainly an aspect to tap into. It is the job of the teacher to find a way to motivate each individual regardless of circumstance. Likewise, teachers can have a positive impact for Christ by guiding and equipping all students and therefore enjoy the fruits of the spirit and Gods love(Ackerman, 2012). Aquinas also saw that the relationship between the teacher and the love of God by serving others (Gutek, 1995, p.111). A positive environment can go a long way in empowering students. Parsons (2003) description of a cases study to facilitate the social development of children

EDUCATIONAL PHILOSOPHY EDUC604 into productive citizens exemplified the increase in responsibility and empowerment of students as stakeholders because of positive reinforcement from the teacher. Parsons study is also an example of the active versus passive role the learner must take in their

education. Proverbs 1:8 (NIV) says, Listen, my son, to your fathers instruction, and do not forsake your mothers teachings. If parents are the first influence, God is instructing children to listen to the teachings. Jesus also instructed to, Love the Lord your God with all your hear and with all your soul and with all your mind and with all your strength, (Mark 12:30, NIV). If God is calling his people to a vocation that requires an education of the mind, then it shows love to him by obtaining that education. Diversity Erasmus was an advocate for international Christianity and believed that the naming and hatred among Christians because of names did more to divide humankind than the name of Christ did to unite them, (Gutek, 1995, p.125). There is no question that the face of education has changed drastically throughout history. However, the challenges that arise from the increased diversity are not dissimilar to those faced of any educator. Early American and English education had religious diversity to overcome. In the 19th century, the face of schools changed as they were opened to various classes instead of catering to the elite. As industry increased, so did the education of the working and middle class. Immigration has led to nationality diversity in both America and England. Regardless of the changes that took place, educators had to and need to continue to evaluate the students needs on an individual basis to achieve equality. Equality is not the same as being identical. The teacher must evaluate the needs of each individual because not only are students diverse in ethnicity and background, but they are also diverse in their ability. Differentiated instruction enables a teacher to meet the needs of all students. Ackerman (2012, p.3) wrote that differentiation allows teachers to give students the tools they need to guide them and impact the world for Christ. The world is a diverse place and students also need to be equipped to handle that. Ackerman (2012) also describes

EDUCATIONAL PHILOSOPHY EDUC604 how tending to all of Gods children allows them to help the least of these as described in Matthew 25:40 (NIV). Conclusion Educators have an incredible task of reaching students to influence them to become stakeholders in their community. Gods word and commands should be the guiding force in any educational setting and used to equip students to fulfill the vocation God has called them to. An educational philosophy of theistic realism best encompasses the needs of a modern world to fulfill this

purpose. Schools must engage students in active learning that is tailored to their needs, no matter what the ability level or diversity trend is. Educators must also ensure that students gain the knowledge and skill to become active stakeholders in the community for the greater good. Through all, Christian educators must remember that they are stewards that use His power and directives to nurture the potential in themselves, in others, and in the rest of Gods creation, (Van Brummelen, 2009, p.5) to create a unified community of Christians.

EDUCATIONAL PHILOSOPHY EDUC604 References Ackerman, B. (2012). GUIDE to differentiated instruction. Lynchburg, VA: Liberty Press. ISBN: 9781935986263.

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Gutek, G.L. (1995). A history of the western educational experience. (2nd ed.). Long Grove, IL: Waveland Press, Inc. Hamilton, A. (2011). Why?: Making sense of Gods will. Abingdon Press. Kellner, D. (n.d.). Marxian perspectives on educational philosophy: From classical Marxism to critical pedagogy. Retrieved from http://www.gseis.ucla.edu/faculty/kellner/essays/ marxianperspectivesoneducation.pdf Kraut, R. (2010). Aristotles ethics. In Edward N. Zalta (ed.), Stanford encyclopedia of philosophy (Winter ed.), Retrieved from http://plato.stanford.edu/archives/win2012/entries/aristotle-ethics/ Moreland, J. P. (1997). Love your God with all your mind: The role of reason in the life of the soul. Colorado Springs, CO: NavPress. Parsons, E. (2003). A teacher's use of the environment to facilitate the social development of children. Journal of research in childhood education, 18(1), 57-70. Retrieved from http://p2048-www.liberty.edu.ezproxy.liberty.edu:2048/login?url=http://search.proquest. com.ezproxy.liberty.edu:2048/docview/203866667?accountid=12085 Scholte, P. (1966). Theyll know we are Christians. Hymnary.org. Retrieved from http://www.hymnary.org/text/we_are_one_in_the_spirit Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to learning and teaching. (3rd ed.) 5. Colorado Springs, CO: Purposeful Design (ACSI). Vaughn, J.R. (2008, January 28). The no child left behind act and the individuals with disabilities education act: A progress report. [Letter to President]. Retrieved from http://www.ncd.gov/publications/2008/01282008