Philosophy of Education

Topics: Problem solving, Education, Educational psychology Pages: 2 (556 words) Published: April 7, 2005

My personal philosophy of education is most closely related to progressivism, which is a school of thought advocating that truth is determined by function. Progressivism is an educational philosophy focused on providing students with the skills and knowledge necessary not only to survive but also to succeed in a contemporary and competitive society. William James and John Dewey are accredited for developing the characteristically American philosophy of education that is progressivism.

As the name suggests, progressivism is a philosophy that is adaptable for society's current state. It is a philosophy that promotes education aimed at helping students to develop the kind of problem solving skills that will enable them to function successfully in a competitive society. Progressivism focuses on educating students in a manner that leads them to become productive adults that adeptly function in an ever-changing world.

Progressivism curriculum has a strong emphasis on problem solving and analysis, for these skills are invaluable in today's society. Without problem solving abilities, an individual is lost and alone in the puzzling maze of society that characterizes the world today. Progressivism curriculum is centered on activities and instruction that challenge the students' problem solving and analysis abilities in an effort to strengthen these skills. Since progressivism is influenced by contemporary society, it is only appropriate that the progressivism curriculum is founded on providing for students instruction that ranges from basic real-world skills to higher levels of investigation and analysis.

In line with the progressivism philosophy, the role of the teacher is to facilitate learning by posing questions for students that exercise their minds in a practical manner. Teachers are responsible for the preparation of students for the real world and it is within the classroom setting...
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