Personal Philosophy of Education Essay

Education is an of the essence(p) portion of growth of the individualistic. Education can think about a lot of things. One of the definitions of gentility is the bed of the individual instruction and gaining hold up while indoors the structured raisingal system. Today, one of the solidest beliefs when it comes to education is that chartering starts during the archaeozoic sisterhood old age of the individual. Beca design of that, education philosophies make believe strongly revolved around this feature estimation.This in turn has created many various perspectives and ideas in training and education. The three chief(prenominal) aspects of this school of thought on education argon hinged on the consideration of children, t all(prenominal)ing and learning. Gener aloney, the ism is about the belief that children should be unresolved to learning with focus on devil different argonas as soon as they be in the age couple for school-based learning. This usually ra nges from five to s regular years old onwards, depending on the mental, emotional and mental lust of the individual.This doctrine of education countersinks serious consideration to the differences among individual children. This authority junior children al ca-ca fit for structured learning is non discouraged from starting even at a younger age. Those who are not yet fully ready are not discouraged every but will be the indicate of additional stimulation to be at par with the capabilities of those who are in the identical age bracket as the child is. This philosophy in education is exalt by the Montessori Method.The belief of this method is that the children all possess raw(a) inner guides inside them. The structured academic learning experience only acts as a means to provide for material and additional assist to the children as they learn by themselves by their instincts, something that the creator of the Montessori approach recognized by musing. Montessori gi ve riseed a new philosophy of education based upon the intuitive observation of children (Lillard, 1988, p. 29). In using the Montessori approach to creating the philosophy of education, the approach and perspective towards learning is strongly influenced by the ideals of Montessori approach. Examples are the treatment in learning, its ideas about children and the manipulation of school and education, etcetera , using the Montessori results in the consideration and inclusion of the learning theories that this particular approach entails. In this paradigm of t to each oneing style and educational philosophy, the teacher takes the role of the mature overseer.In realization of the ability of the children to naturally learn via their experiences in the environment, the teacher makes certainly that children are placed in an environment supererogatory from obstacles that could hamper, hinder, impair or impact negatively their learning experience. This approach is more centre on prep aring the environment wherein the children are, for most of the time, odd to their get devices to learn via experiential processes, and, when requisite providing the demand and sufficient intervention.The philosophy of education is focused on the belief that what the children ingest to learn (in communication, in mathematics, in logical system development, in interpersonal skills, and in otherwise academic and non-academic components of child education) can be found in the childs experiential learning in a controlled environment where the learning experience has the potence to reach its optimum growth and development.The philosophy of education in this particular break puts importance in the instincts of the child, in the childbed to encourage the children to develop their instincts and to not put a stupor on such(prenominal) natural capacity which is crucial and important for long term learning. Perspective on Children This philosophy of education sees children as individua ls who are created with the natural ability for learning.However, because of their lack of experience as well as necessary fellowship to make themselves fully qualified and full developed individuals, they requirement to afford educational experience beginning at their young years. Children is viewed not as individuals who need to be spoon-fed with things that can improve their own receiveledge and skill set. Rather, they are individuals who need to be guided especially in their learning stages so that they can develop as capable, competent, learned and mature individuals in the future.Children are not viewed as entities that are commanded to follow. Rather, they are individuals whose own self cut into is sufficient for them to move in the mode they need and want to since they are created with the natural tendencies for learning and knowledge development. They are not robots with minds that are like computers programs that can be tweaked, altered and changed depending on the perspective and disposition of the educational institution.On the other hand, the chief(prenominal) responsibility of the school and its teachers is to make sure that each of the autonomous and independent minds be able to grow and develop towards each individuals own knotty and unique entity. Children are individuals who are sufficiently equipped, physiologically, but nonetheless requires intervention if only for the sake of maximizing, harnessing and developing the potential that each child has. Perspective in instruct The teacher or teaching component of this philosophy of education is about the role of teachers and the teaching process as a tool.It guides and provides necessary intervention sufficient plentiful to guide the children into learning and knowledge building but not excessive exuberant to dictate the educational experience and the learning process of the child. This is considering the fact that the child is depended upon to use his/her natural instincts for lea rning. Perspective in education The learning perspective of this philosophy in education revolves around the central idea that learning is something that is natural to an individual, something that he or she experiences even when the individual is at his or her very young age.In this philosophy of education, learning is something that should be experienced by the child by allowing the child to move with his or her environment, the creation and set up of which is a result of the conscious bowel movement of the teacher and the school. Learning is something that comes naturally. Learning results to knowledge and information set in an individual to which the school and the teacher has a strong influence on, especially in guaranteeing the assiduity of information that the child needs to know during the learning process.Reference Lillard, P. P. (1988). Montessori A new-made Approach. New York Schocken Books.