Abstract
Your educational philosophy is your beliefs about why, what and how you teach, whom you teach, and about the nature of learning. It is a set of principles that guides professional action through the events and issues teachers face daily. Sources for your educational philosophy are your life experiences, your values, the environment in which you live, interactions with others and awareness of philosophical approaches. Learning about the branches of philosophy, philosophical world views, and different educational philosophies and theories will help you to determine and shape your own educational philosophy, combined with these other aspects. There are different views about the method of education. In this article, we will discuss about that.
Highlights
Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning love, and sophos, meaning wisdom
Philosophy helps teachers to reflect on key issues and concepts in education, usually through such questions as: What is being educated? What is the good life? What is knowledge? What is the nature of learning? And What is teaching? Philosophers think about the meaning of things and interpretation of that meaning
The philosophy of education is Janus-faced, looking both inward to the parent discipline of philosophy and outward to educational practice. (In this respect it is like other areas of “applied” philosophy, such as the philosophy of law, the philosophy of science, and the philosophy of medicine, including bioethics.) This dual focus requires it to work on both sides of the traditional divide between theory and practice, taking as its subject matter both basic philosophical issues and more specific issues arising from educational practice
Summary
Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning love, and sophos, meaning wisdom. Philosophers think about the meaning of things and interpretation of that meaning. Philosophy helps teachers to reflect on key issues and concepts in education, usually through such questions as: What is being educated? Even simple statements, such as "What should be learned? What is adolescence?" set up raging debates that can have major implications. What happens if an adolescent commits a serious crime? What happens if an adolescent commits a serious crime? One interpretation may hide another
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