Foundation of
Education
A Course in
Master's Degree Program in Education
1. Philosophy
and Education
There are a lot
of philosophical perspectives on education. I will just conclude that
education, which goes in line with philosophy, tries to help people think and
think clearly, develop methods of gaining/finding something, develop themselves
as human beings and watch the core principles and aims of education.
When I was
introduced to philosophy at a university I thought it was something out of
student’s capacity. It turns out philosophy tries to give a full respect to the
minds, though those who were quoted a lot in books may think beyond their
capacity –or maybe it is hard to understand their intricate ideas and thoughts.
In the philosophy of education course, I found that it is on a par with my
basic assumption of education, which is not only to fulfill curiosity but to
control people from bad effects of certain discoveries or inventions of their
minds and hands.
In conclusion,
philosophy of education should be promoted, although the name may sound scary
to some, especially in Aceh, which I think not because of the word ‘philosophy’
per se, but the adoption of western philosophers’ thoughts in it that most
oppose. The best way to deal with this, I think, is by introducing Islamic
philosophers’ or thinkers’ views on education.
2.
Preconditions of Education
As a teacher,
reading Philip W Jackson’s description on preconditions of education opens my
mind a bit. I did not really consider the classifications of the prerequisite
towards better teaching. In my class –teaching Engllish , though, whenever I
have a responsibility to create a syllabus, I do consider whether the topic
will help them in getting better in English, be it speaking or other skills.
However I don’t really think about whether they like certain subjects or not,
because I assume that students may not know its importance until they are told
so. This is one thing that I incorporate in my teaching practice.
The number of
preconditions of education, though, I would say, is far more than those three
described by Philip W Jackson. Although it is true, the prerequisite is not
only about thinking and feeling, it is not only about rationality, and it’s not
only about the attitude towards the subject. It is more than that. As far as my
understanding goes, even if these three ideas are incorporated, the teaching
learning process cannot come off as easy.
As a teacher, I
am more likely to think that I can reflect the problems that I have and/or
students have while the teaching learning process takes place to what are the
things that have to be considered before teaching and learning process take
place. During my time in teaching practice, I see that some students have other
problems too.
There are
students who do not like the lesson, not only because they do not think it is
important or easy to learn but also because of the teaching styles. They may
like to learn a certain topic. However if the teaching styles do not grab their
attention, we cannot expect ideal teaching learning process. As some experts
put it, kids may remember more by acting out; others by visualizing; and some
enough just by listening. Others factors may include classroom facility,
students well being.
I agree that
education tries to hone the critical thinking skill, to be free in what they
students think. However I find they are a lot of students or people who are
smart, though they are not socially and morally better persons. I may partly
misunderstand the concepts of preconditions of education by Philip W Jackson,
but they are persons who are cognitively superior, but morally below the
standard. I think this is something that should be one of underlying
preconditions, but it’s easier said than done, especially in our country.
3. Education as
a Moral Enterprise
In the
philosophy of education, education should not only quench the thirst of
curiosity but it should develop persons as human beings, as an individual and
social ones. I could not agree more with Philips’ consideration of education as
moral enterprise. Even though I do not have the same idea of the intended
meaning of the ‘sign: large enough to serve you and small enough to
know you-- as I find different messages of the label from several campuses’
websites, I think that students are human/social creatures and need social
interaction not only horizontally with their peers but also vertically with
teachers.
As a student, I
have a perception that teachers are someone to look up to, someone to take an
example of, and someone to have an aspiration from. If we don’t go beyond than
professional relationship with teachers, I doubt that we can get those ideals.
I remember the reflection I have on how my students grow spending most of the
day time at school, and that schools play roles in their development not much
by teachers, if any, but also by the a lot more by classmates (who they spend
most of the time with). Then I may wrongfully decide that their growth,
mentally and morally, are pretty much influenced by their peers. From my
experience in boarding school (away from parents who should nurture their
children) I need teachers to be role models, to be somebody I can talk to when
I have problems, especially concerning my study and whatnot, and to be someone
I know what is it like live a life as an adult. I think that is what those
universities promise to bring to students; studying is not solely for the sake
of knowledge but also for the emotional and moral development, which can be
achieved, as Philip argues, by mutual recognition and personhood, meaning that
both teachers and students are humans and should be treated the same. This
relationship and recognition would ensure that teachers act not only to inform
students on the cognitive level but also help form/transform the students on
the affective level during their growth and that the education as moral
enterprise will work.
The reflection
is based on a few chapters the following books:
Philip W.
Jackson (2012). What is education?. London & Chicago: University
of Chicago Press.
K. K.
Shrivastava (2003). Philosophical foundations of education. New Delhi: Kaniska
Publishers.
