Philosophy of Education - Research Paper Example

Philosophy of education “Education is a social process. Education is growth. Education is not a preparation for life, education is life itself.” - Dewey (QuotationsBook.com, n.d. p.8). Education is a regime of a universal growth that enhances the chances of progress of the entire human species with a holistic approach. Education cannot belong to any particular genre of knowledge; rather it teaches its apprentices the acceptability, and adaptability of all the fields of wisdom with equal vigor. However, various schools of education have emerged across ages to enrich the wholesome process of education, but the approaches have been different but the ultimate focus has always been the cognition of knowledge, which leads to the certainty of education. Overall purpose of education: The objectives and the process are co- related factors that set up the versatility of education and its definition. For instance, according to Plato, “education meant spiritual growth.” (Cromwell, 2009, p.2); the scientists such as Francis Bacon, education means preparation for the enjoyment of scientific discovery.” (Cromwell, 2009, p.2). On the other hand, poet Spencer opines, “education means preparation for complete living.” (Cromwell, 2009, p.2). Various people and schools have catered education according to their own palate and flavor. Their followers have chosen them according to their quench of education. However, the quest for education is relentless and eternal. Schools have come up in different fields with distinct objectives such as schools of geometry, mathematics philosophy, literature etc. Their domains of cultivation are different from each other but the purpose is same, to enrich their pupils in the dogma of education. Sometimes pragmatic experiments and analysis, sometimes on based on observation and at times on hypothesis, but the ceaseless process of education goes on. Socrates was a great column in not only the school of philosophy, but also the overall spectrum of education. According to him, “education aims to restore not only the legitimacy of the most fundamental questions but also the possibility of finding fundamental answers.” (Lutz, 1998, p.181); Albert Einstein commented, “education is the progressive realization of our ignorance” (QuotationsBook.com, n.d., p.10) and so on goes the variety of education in accordance with different observation and experience of various exponents of education, who opine from individual distinct angles. The schools exist, at least ideally- for the true progress of human minds, which gradually shape and reshape the entire civilization. However, the current scenario of education differs from this notion largely, as marks and stark career oriented studies mostly fail to achieve this objective of true knowledge. Education should be about a total grooming of one’s intellect in the concerned person’s chosen way. Modern schools of education should have an approach of relativity in them, so that the education system does not become an unbearable burden that one has to bear forcefully; rather a real field of interest to savor and explore. Philosopher John Dewey and his pragmatism related to education: According to veteran philosopher John Dewey: “Education in its broadest sense, is the means of…social continuity of life.” (Dewey, 2010, p.2) I agree with Dewey and personally feel that education not only provides a person with his bread and butter, but the universal purpose of a good educational system to make the man a more sociable creature, with added fit of flexibility to accept. A proper education practically enhances a global view on a person’s reception system, along with all types of praxis that are included in the global system of education. However, the concepts of morality, good or evil depend largely on the reception of a person’s respective dogma of education, for this very reason two students from the same school of education may resort to opposite worldviews, whereas one can become a sage another could become a rogue. Einstein’s ‘Theory of Relativity’ actually plays its serious role everywhere, as we proceed to opine on this vast issue of education. Dewey further adds to his intense pragmatic approach towards this topic that, “There is…, a marked difference between the education which everyone gets from living with others, as long as he really lives instead of just continuing to subsist, and deliberate educating of the young.” (Dewey, 2010, p.4) A practical view and a broad reception of life are needed to follow this approach of Dewey. This is very much true, as human beings gather lots of experience everyday and each moment their internal education system is enhanced. I also realize that being a teacher helps in enriching our knowledge base and provide a solace of sharing my knowledge and opinions with others. Teaching calls for a beneficial healthy interaction, which provides a lesson on everyday and every moment of the experience. However, it ultimately depends on the individuals whether they apply this knowledge of experience in a positive or a negative way. A vision on the curriculums, instruction and assessment schools should follow: Curriculum generally refers to a set of experiences that are set of rules that are made to make a student mature in constructive ways and make a holistic progress of the respective student. According to me, it should comprise of personal enhancement of insight in each individual. Precisely, in the words of Creighton, “The real object of education is to have a man in the condition of continually asking questions.” (QuotationsBook.com, n.d., p.8) That means, the fundamental marker of the curriculum and assessment of students should actually resort to their respective subjects of interest, because a person cannot excel in the all the spheres of knowledge. However, a basic knowledge of the utilitarian studies should be provided to the students. The instructions must not be one sided, only the decision of the authority, but a natural and elaborate joint discussion among the governing body of the school and the apprentices should take place from time to time. May be this is the way in which an ideal concept of education could be achieved, if not just now, then at least somewhere in the future. In the conclusion with the above discussion, one comment by Herbert Spencer could be rightly presented, that “… those regard education, intellectual or moral as the panacea of their undue expectations are not without use” (Spencer, 2008, p.174) and this statement can come true only with the mutual understanding of the both schools and its students. References 1. Cromwell, A. D. (2009). Agriculture and Life; A Text-Book for Normal Schools and Teachers' Reading Circles. Canada: Read Books. 2009. 2. Dewey, J. (2010). Democracy and Education: An Introduction to the Philosophy of Education. Indo- European Publishing. 3. Lutz, M. J. (1998). Socrates’ education to virtue: learning the love of the noble. New York, USA: Sunny Press. 4. QuotationsBook.com (n.d.) Quotes about Education. Quotations Book. 5. Spencer, H. (2008). Education: Intellectual, Moral, and Physical. Canada: Read Books. 2008. Read More