Enn wauw Personal Educational Philosophy Scoring Rubric | Introduetion There is no clea introduction fo the purpose of the paper or its structure, ‘The inivedualion states | the purpose, but does not ‘adequately preview the structure of the paper and does not engage the reader. “The infroduction clearly states the purpose of the paper, previews the structure of the paper, but does not engage the reader. CATEGORY. 1 2 3 4 Z Length of Paper | __Less than Three Thee double-spaced Four double-spaced Five or more double double-spaced pages pages pages ger spaced pages A The iniroduetion is inviting, ‘encourages the reader to learn more about the ‘candidate's philosophy, and leatly states the main points and the purpose of ‘he paper. or Coverage of ‘Teaching Dimensions Information ndudes very few, if any, of the knowledge, skills, and dispositions of effective teachers; articulates fow best practices of effective teachers, Tnformalion includes few of the knowledge, skils, and dispositions of ‘effective teachers; arliculates some best practices of effective teachers Information cludes some af the knonledge, skis, and dsposiions of effective teachers leaty aicolates several best practices ofefecine teachers x Information includes thorough delineation of the knowledge, skill, and dispositions of effective teachors; cleanly articulates many best practices. of effective teachers Integration of Experiences, Beliefs, and Does nat include examples of personal ‘experiences, values, oF beliefs related to Offers few examples of experiences, values, and belefs to ilustrate ‘commitment 10 Offers examples, values, ‘and beliefs to illustrate the ‘commitment to most dispositions Offers quality details and ‘examples about personal coxporiences, values, or beliefs to tlustate suppor Values epostions postions exarpes erapostore sb et ine daresion, Incorporation | Consclons batean —[trare sie comecion | Tore ome caiision | Thema ong Tncorporation || Foriarcczpession |Bewecninewicts | Detwanineantara "| comedinbaypen he ; Ciphiosoeny ne” | execs otgniosophy | exprassonotphiospty | witers expression of Readings curriculum theory, and curriculum theory, | and curriculum theory, philosophy and curriculum pracice consaint | pracicorconswcnet | practen’consweweat | cor eaten, Kooy ardrondnge’ | oonpandeadnge | Ieonyardcdings | eonetueiia cry and ‘completed in courses | completed in courses. ‘completed in courses. | rpadings completed in seo tron or pee ae cenneenna (ec ‘pont fo crated wah otro Minrofoenes portd wi francs ‘Sequencing! Tran ‘Many points are notin logical order. The paper lacks ‘organization. The transitions between paragraphs and/or Ideas are unclear or nonexistent ‘Some points are notin logical order, the way they are presented makes the ‘rting dificult to folow and less interesting, Some transitions work oll; But connections ‘among ideas are fuzzy. Ponts are mado ina logical order; the way they are presented sometimes ‘makes the writing dificult {o follow or less interesting for the reager. Transitions Show row ideas connected, but there i lite variety fa Points are made in a logical ‘order; the smooth flow effectively maintains the interest ofthe reader and inczeases the ease of reading. A variety of clear transitions are used. They clearly show how ideas are connected. ‘Conclusions “There is no dear conclusion; the paper tends with no summary statement. It simply ends, "The conclusions recognizable; but does not tie-up several loose ends. The conclusion is recognizable; ties up almost all loose ends ina summary statement, “The conclusion is strong and leaves the reader with fan understanding of the writer's points; offers 2 summary statement, looks forward lo the future, uses a quote, cites a unique oxperionce, ete. Mechanical Errors Many grammaiical, speling, or punctuation errors; errors interrupt the flow. ‘Several grammatical, Capitalization, paling, oF punctuation orrors; the ‘errors interrupt the flow. he or wo errors in grammar, capitalization andlor punctuation; tho > paper is easy to read. No grammatical, capitalization, speling, ot Punctuation errors; the paper is exceptionally easy toread, Proper Use of Citations Some Souroes are hol accurately documented, “A sources (information and graphics) are accurately documented, but many are not in APA format | format ‘All sources (information and graphics) are accurately documented,, but a few are notin APA’, ‘All sources (information and ‘graphics) are accurately documented in APA format Passing is 27/36 with no score oF a one. Mai \ AeErin Wall Portfolio IT Philosophy of Education “Education, therefore, is a process of living and not a preparation for future living” - John Dewey. My personal education experience has taught me that edueation is not a means to an end it is the goal. Education is something that happens lifelong not just until you graduate from high school or college. John Dewey has had a very strong impact on the way I view education, John Dewey was a pioneer in 20 century philosophy who was a primary developer of Pragmatism. In this paper I will discuss my personal philosophy on education and I will focus on the Pragmatic theory and Realism, To begin, I would like to start with Realism as itis one of the oldest philosophies in the Western culture with roots in Ancient Greece, Realism is the absolute antithesis of Idealism, in that the universe exists no matter if the mind perceives it or not (Webb, p.56). Realists believe that reality is composed of both matter and form which in the body and mind. They also believe that matter can be shaped or organized into being only through the mind (Webb, p.56). ‘According to Realism, the interaction of matter and form in govemed by scientific natural laws. So how does Realism relate to education theory? “The school of Realism asserts that knowledge comes through the senses, which gather data and transmit them to the mind to be sorted, classified and categorized” (Webb, p.56). This idea is also referred to as Sense Realism. I personally can relate to this idea as a kinesthetic learner. 1 require a great deal of immersion of my senses to fully understand a concept, Aristotle argued that “deductive logic is more effective than perception in understanding the physical world” (Webb, p.57). The process of deduction is first establishing the first or major premise then establishing a second or minor premise thenfinally drawing a conclusion from those premises. Aristotle believed that the careful use of the senses lead to a better conclusion than just observation, After using the senses, utilizing the mind creates a strong understanding of an idea. I want my students to immerse themselves and then think critically about what they have experienced so that they can come to their own conclusions about what they are learning, Realists? values come from nature, natural laws and moral laws are the determinants of what is good (Webb, p.57). This theory closely relates to the later 20" century theory of Pragmatism, Pragmatism is also referred to Experimentalism; it focuses on experiences or the things that work. In the 20" century John Dewey led the development of Pragmatism. It has roots in European and Ancient Greek tradition similar to Realism. Pragmatists think of reality as a process or event which is subject to constant change and lacks absolutes (Webb, p.59). That reality or meaning is derived from experiences which is an interaction with the environment. In my classroom I want my students to have as many interactions with the environment as possible so that they can develop meaning on their own. When students are able to make meaning of things on their own they are much more likely to remember and have concrete understanding of what they are learning” “'! Pragmatists believe that truth is absolute but that truth is determined by function or the consequences (Webb, p.60). Pragmatists believe that knowledge is found through scientific inquiry, testing, questioning the results and then retesting, The results to their testing and retesting are never conclusive to Pragmatists (Webb, p.60). Students should be thinking in this manner, In order to develop their own ideas they should inquire, test, question and retest but also know that the results are never conclusive and may change. This idea can move with students as vthey enter the world where they need {o problem solve. Having used this technique throughout their school carcer they can comfortably use it in their lives. ‘When it comes to values of the Pragmatists, they are only tentative, meaning they change depending on the desired outcome of a situation. Their values are created through experience and they are subject to testing, retesting and questioning (Webb, p.60). Pragmatists’ values often change depending on what consequence they want to occur. So in turn, whatever leads to that outcome is ethieally and morally good according to the Pragmatist. We can look at this from a specific idea that may help understand this concept. Ifa terminally ill grandmother asks her Pragmatic grandchild to help her in suicide so that she will not be in pain anymore and she is ready and willing to die, the Pragmatic grandchild will look at the desired consequence and will most likely help the grandmother. That same grandchild most likely does not believe in killing, someone but when looking at the grandmother’ desired consequence it made the decision morally good to put the grandmother out of pain. Values are especially important to educators and people in the real world, ©“? “> ¢ _ Pragmatism strives to make democracy an important part of its philosophy (Smith). Pragmatists believe that democracy cannot exist without community so they build a strong community in order to prepare students for a democracy. In my classroom I want my students to be completely immersed in a democracy. I want them to be strong leaders and productive members of the community. Instilling the ideas of Pragmatism of values and problem solving will make students more prepared to enter our democratic society. Now I would like to specifically discuss John Dewey and his ideas of Pragmatism in ‘education. John Dewey believes in child-centered education where the learning comes from experience and not memorization. When we allow out students to experience different things andtty ideas for their own they are able to have a concrete understanding. Dewey said that the goal of education is to promote individual growth (Hart). Having a teacher centered classtoom is not an environment in which students will grow individually. They will in fact grow to respond and act how they have been taught, They will memorize and not truly understand what they are “earning”. Another goal of education is to prepare the children for full participation in a democratic society. In my personal classroom I will try my very best {o immerse the students in a democratic society so that when they leave the school system they have a complete understanding of what a democratie society is and what is expected of them. I think a large problem with students leaving the school system is that students do not know what is expected of them as a member of society. John Dewey also stated that “education is most effective when the social, emotional and physical needs of the stuclents are considered” (Hassard). As educators, there is so much more going on in the classroom than just “school”. Students have a home life that may affect the way that student leams, pays attention and engages. Educators need to be aware of the needs of each student so that they can best help each student achieve their highest potential. Educators are not just there to teach but to foster the child and help them be the best person that they can be and have the best understanding of each topic as possible. Over the past two years, my standing on Pragmatism has had litile change. I still firmly believe in learning through experience. Which when comparing the two essays it is very evident that that belief has not changed, John Dewey is still my greatest influence in regards to educational philosophy. I think the only way that my philosophy of Pragmatism has changed is that is has deepened and expanded. | agree with more and more of John Dewey's ideas and plan. to add more of the theory in my classroom. One thing that has changed is my interest in Realism.While studying the philosophy two years ago I related to it however after looking at it again I found myself agreeing with many of the ideas. ‘The key idea that I found most important was the idea of collecting ideas from the senses to be sorted, classified and categorized in the mind, I ‘want my students to be critical thinkers and to have the power to come to their own conclusions. “Fducation is a lifelong process” (Dewey). I am positive that after entering the education ‘world as a teacher, my personal philosophy will change. Afier twenty years of teaching I am sure pe glee it wil be even more different as Tas human am constantly learning and changing. my philosophy has not changed in several years that means I am doing something wrong and I have not been learning. Education needs to be a personal experience for each student and not a teacher centered lecture where the student memorizes what you want them to say. I want my students to be critical thinkers and problem solvers. I want them to explore and think for themselves. I want to be the teacher that pushes them to find answers for themselves. I want to know each stucent and know what they need to achieve their greatest potential. My classroom will be a child centered classroom where they will experience all different ideas and come to their own. conclusions. I want to become the very best educator I can be and I can only do that through experience.References Dewey, John. (2015). Funk & Wagnalls New World Eneyclopedia, 1p. 1 Hart, (2014, March 11). Jobn Dewey Biography (1859-1952). Retrieved March 21, 2016, from hitp://psychology.about.com/od/profilesal/pijohn-dewey. htm Hassard, J. (2012, November 20). Education is a Process of Living and Not a Preparation for Future Living, Retrieved March 20, 2016, from http:/Inepe.colorado.edw/blog/education-process- living-and-not-preparation-future-living Smith, M. K. (2013, September 04), Lifelong learning. Retrieved March 21, 2016, from http:/finfed.org/mobi/lifelong-leaning/ Webb, L. D., Metha, A., & Jordan, K. F. (2010). Foundations of American education. Upper Saddle River, NJ: Pearson Merrill.