Armine Babayan

EDUC 5810 Unit 2

Written Assignment.

Converging My Personal Global Learning Philosophy with Philosophical and Historical

Foundations:

Introduction;
It is certain that people with a passion for global education will be able to connect with others all
around the world who share the same interests in the philosophical and historical foundations of
education and global learning especially when it involves schools within the northern European
countries and some parts of Southern Asian countries.

My Philosophy of Education;

My philosophy of education is similar to the historical educational philosophy that was promoted
prior to the industrial age. In past times, students were taught how to think critically so that they
would be prepared to live peacefully in a society. Now, instead of encouraging students to think
critically, modern schools focus on testing and getting them ready for the job market. I believe
that my vision of education should be enacted in my school, classroom and society so that my
students can learn how to think critically in a peaceful manner.

The historical precedents for my vision in education;

I have followed a progressive educational philosophy for much of my life; however, this doesn’t
mean I haven’t thought about the past either. My school stresses critical thinking and problem
solving over memorization; however, this isn’t unique to my school. Schools all over the world
emphasize memorization over critical thinking as well. In fact, there is even a movement now
called “No Starch manifesto” which discourages memorization (No Starch Press). Despite this
change in instruction, there has been a large amount of criticism towards schools for their
approach to teaching and learning since the Industrial Revolution (Cohen, 1999). Therefore, I
too strongly believe in the need for schools to change their practices for teaching and learning
so that students are more able to think critically about current events and issues in life (Reimers,
2009).
How this philosophy should be accomplished in my school, classroom, and in a whole
society;

In my classroom, I would combine what I have learned from various educators throughout the
globe with my educational philosophy. Education being a basic right, individuals from all
backgrounds should be permitted to work here. My prior lectures helped me build a teaching
approach that reflects my philosophical convictions.
It is difficult to create a better future for society than the one that has come before using the
same old principles. According to the National Education Association, schools have a
responsibility to educate students to think clearly and rationally as well as build moral character.
To help pupils develop these views, instructors who arbitrate and meditate about their classroom
residents’ perspectives may be of assistance. Students learn about their infinite potential from
teachers in this capacity, which may lead them to become more caring and productive members
of society. In my school, classroom, and society, these methods should be used to help me
teach my students how cyclical process of transferring knowledge can benefit future
generations.

The contemporary issues driving my vision in education;

The issues driving my vision in education are teacher turnover and poor student relationships.
These problems make it more difficult for minorities and majorities to learn in a stable
environment. According to Soule (2012), there is much discrimination in schools. The ability of a
student to learn is considered based solely on the student’s racial and ethnic traits, physical
appearance, and intellectual capacity. Students are not taught that school is for everyone.
Soule does not advocate that all students should be treated the same in the classroom, but she
emphasizes the importance of treating all students equally by focusing on their intellectual
capacity.
In my classroom, I do not treat all students the same. When I teach, I focus on how children can
remember what they learn. This method is effective because it teaches students to focus on
what they can remember rather than what they cannot. Consequently, my entire class will
remember important information at the end of class even if one student chooses not to attend
class or finishes his work prematurely. Students are also treated equally during school by
focusing on their intellectual capacity as well as their personal appearances and
feelings/sensibilities regarding classwork/classmates. No child should be taught that school is
only for brilliant people, wealthy people, or masculine people because school should be a place
of equality where anyone can attend irrespective of race or gender. In my view, my teaching
draws from a combination of different methods such as taking lectures from others and applying
them with philosophy from my own childhood to ensure an equal learning environment for all
students in my classroom .
References:

Matthiessen, C. (2018). Why diversity in the classroom matters.

https://www.greatschools.org/gk/articles/why-diversity-in-classrooms-matters/
McCarthy, J. M. (2002). Iran—Education system. In K. Christensen & D. Levinson (Eds.),
Encyclopedia of Modern Asia, Vol. 3, (pp. 102-103). New York, NY: Charles Scribner's
Sons.http://link.galegroup.com/apps/doc/CX3403701334/GVRL?u=lirn17237&sid=GVRL&xid=9
29e4434
Reimers, F. M. (2009, September). Leading for global competency. Educational Leadership,
67(1).
Cohen, L. M. (1999). Educational Philosophies Self-Assessment.
http://oregonstate.edu/instruct/ed416/selfassessment.html
Khalid, A. (2002). Uzbekistan—Education system. In K. Christensen & D. Levinson (Eds.),
Encyclopedia of Modern Asia, Vol. 6, (pp. 47-49). New York, NY: Charles Scribner's
Sons.http://link.galegroup.com/apps/doc/CX3403703132/GVRL?u=lirn17237&sid=GVRL&xid=b
68954b4
http://www.ascd.org/publications/educationalleadership/sept09/vol67/num01/Leading-for-Global-
Competency.aspx.
Soule, G. (2012). Teacher perceptions in non-diverse school populations surrounding
multicultural literature (Paper 241) [Education Master’s Thesis, St. John Fisher College].
https://fisherpub.sjfc.edu/education_ETD_masters/241 VIF International Education (n.d).
Teacher guide. K-12 global competence grade-level
indicators.
Partnership for 21st Century Learning (P12).
https://s3.amazonaws.com/com.appolearning.files/production/uploads/uploaded_file/818f97c9-2
1e2-4de3-82fa-30b2e63aecc6/K-12GlobalCompetenceGrade-LevelIndicators.pdf