Assignment 1: Portion 1: Viewpoint of Teaching twelve hundred word composition
Students will be required to build a personal viewpoint of teaching, dialoguing between academics literatures, integrity and exactly where appropriate, modern teaching specifications.
Shown understanding that instructing is a moral endeavor
A coherent perspective on philosophy to use as helpful information for future educating practice
Evidence of critical awareness of Australian Federal or State education plans (eg. The ‘education revolution') and some wider socio-philosophical or perhaps ethical implications
Some coherent, informed exploration of the interplay between multiple dimensions (‘web') of teaching; which includes as suitable, the moral, philosophical, epistemic, legal, personal, professional and political inside the Australian context and their influence on teacher methods or experiences.
Evidence of academic abilities while using coherent make use of at least three educational theoretical or philosophical references, and sources to educational policy and professional papers as relevant to discussion
Fair, evidence-based and believable statements made to support a clear type of argument
Very clear formal presentation, minimal punctuational or grammatical errors
Appropriate use of APA referencing
Submitted in hardcopy and to Turnitin on time
The moral endeavor of education is something that every teacher should consider during their profession of pedagogy. This is because teaching is not simply the diversion of knowledge through curriculum but also issues itself with personal development of students. In consideration of my own idea of teaching, Confucian teaching viewpoint correlates and guides my own philosophical educating beliefs, and this is influenced further through many of the educational perspectives organised by Ruben Dewey. It is because I believe within an educational philosophy drawn from multiple perspectives that considers conversation drawn from moral pragmatism (Burgh, 2006, 94).
Nevertheless my viewpoint is also impacted by current press dialogue about education, along with bureaucracy as educational departments. From a NSW in-text perspective we now have the Office of Education and Schooling as well as a Plank of Studies, along with papers that speak of requirements, educational declarations, goals and codes of conduct all of which ensure that being a teacher I am unable to simply have a morally centered teaching idea on my own rules, but one which considers the requirement to be sensible and diplomatic within the confines and formalities of an prepared curriculum (Burgh, 2006, 78). I believe that continually showing, refining and researching philosophical underpinnings of your moral education and considering, the contextual nature in the school environment that I instruct in, most assists in developing my own personal philosophy training.
Inside the Confucian philosophy of teaching, there is also a focus on the development of character and self, in addition to the mind, to make sure an interest and devotion to get learning. Especially, Confucius regards teaching as being a method of self-cultivation; that is education stimulates growth of character (Shim, 2008, 515). Confucian guidelines also reveal that for teachers to help students expand, they need to increase them selves to allow them to develop top quality of persona (Palmer ain al, 2001, 2). David Dewey, the educational reformer and philosopher mentioned through his declarations around the Nature of Method as well as the School and Social Improvement that:
" I think that meaning education centres about this getting pregnant of the college as a function of cultural life, the best and deepest meaning training is precisely what one gets through being forced to enter into correct relations with others within a unity of work and thought. The present educational systems, so far as they damage or forget this unanimity, render hard or impossible to get any genuine, regular moral training” (Dewey, 1897).
This means that schooling...
References: POKOK, 2010, Australian Curriculum, Evaluation and Confirming Authority, National Assessment System, Available: http://www.naplan.edu.au/ (Accessed 8h March, 2011).
Burgh, G., Field, To. & Freakley, M., 06\, Ethics plus the Community of Inquiry: Education for Deliberative Democracy, Cengage Learning Sydney.
Campbell, At the. 2008, The Ethical Teacher, Professional Learning, Open School Press, Ny.
Davis, G., 2007, A Different Sort of Hero, Sydney Day Presentation, 26 January 2007, Parliament House, Melbourne.
Dewey, T. My Pedagogic Creed, School Journal volume. 54, No . 3 (January 1897), pp. 77-80.
Ferrari, J., 2010, World Class HSC A Model for Reforms, The Australian, January 14th 2010. Available: http://www.theaustralian.com.au/national-affairs/world-class-hsc-a-model-for-reforms/story-fn59niix-1225970527139 (Accessed 3 rd April, 2011).
Ferrari, J., 2010, Visual Disciplines Curriculum pertaining to Schools Omits Drawing, The Australian, 9th October 2010. Available: http://www.theaustralian.com.au/national-affairs/visual-arts-curriculum-for-schools-omits-drawing/story-fn59nlz9-1225935659537 (Accessed 3rd April, 2011).
Palmer, M., Bresler, T. & Cooper, D. Elizabeth. (2001) Fifty major thinkers on education: from Confucius to Dewey, Routledge, Greater london.
Shim, S. H. 2008, A philosophical investigation from the role of teachers: A synthesis of Plato, Confucius, Buber and Freire, Educating and Tutor Education, No . 24, pp. 515-535.