I was exposed to critical and radical philosophy of education in my discipleship classes at Love Gospel Assembly. I was taught that discipleship is a life-long commitment to the study of the Bible and that a critical assessment of the values and morals must be undertaken. The main focus was on the “doing of the Word” and not hearing only. In order words, believe in the Word of God must lead to action and involvement in the affairs of men by sharing your beliefs in the hope of a better society and world in general.
Wilson and Hayes (2000b) make the case that professional practice in adult education is more than an acquired repertoire of instrumental problem solutions, the focus of traditional scientific knowledge construction and professional training…. Informed professional action also depends significantly on how practitioners rely upon their assumptions, values, and expressions to “see” and thus shape their daily work. (p.17)
The podcast link below will describe my philosophy of education.
My Philosophy of Education Podcast
http://multiculturalismeducation.mypodcast.com/
Reference:
Reference:
Wilson, A., Hayes, E., & American Association for Adult and Continuing Education, W. (2000). Handbook of Adult and Continuing Education. New Edition. Retrieved September 25, 2009, from http://search.ebscohost.com.avoserv.library.fordham.ed
Subscribe to:
Post Comments (Atom)
As a skilled progressive / radical pedagogue I would intensify learning by providing authentic instruction and meaningful assignments while holding high expectations for all students. Such assignments will deal with the significant concepts of a discipline, incorporate higher-order critical thinking skills that are connected to the "real world" and would allow substantial time for discussion and idea sharing among students. Furthermore, I would employ the progressive / radical philosophy of learning model to create innovative learning environments that would reflect a shift from the traditional in the relationships among teachers, students, and knowledge. In these environments, students will work together to frame their own questions and investigate them using the latest tools of the 21st century technology.
ReplyDeleteI would espouse and promote the philosophy and theories of radical pedagogy as described below:
The historic tradition which promoted democracy through social reconstruction in the workplace of the late nineteenth and early twentieth centuries (Zacharakis-Jutz 1993) and which has found eloquent expression in Lindeman (1989), Freire (1974), Brookfield (1987a) and others, maintains its grasp on the imagination of adult educators, challenging them to define the social relevance of their work—not because they respond to the demands of business and industry, not because they are problem solvers, not because they are tailors who take in here and let out there to enhance an individual's fit to the social body, but because they facilitate the envisioning of society and equip learners to reconstruct the social order and make history (Wildemeersch & Leirman,1988)