Concordia university Professor Davis It appears the education of our youth in America will begin to be guided by a rigid and formal mandated system of knowledge. Will children be spoon-fed knowledge to pass rigorous high stake tests according to what our Government thinks? Will this practice help the political and financial key stake holder obtain world recognition than our students placing In global employment positions that hold claim to personal, extensive and prestigious educational acclaim?
In this writes opinion the education of our youth is in extreme peril as the government and local authority debate who Is In charge, what Is to be taught and who will pay for the educational script. What concerns me most is the human element and what is necessary for survival Is being taken for granted and our students lives are precariously close to being automaton. The mundane traditional approach has begun to fade and our current practices have been to embrace collaborative learning environments. It is here where students are facilitated and encouraged to ownership of their own opacity to learn.
If we glance back to the Progressivism and Constructivism approaches we see the pragmatist reformer favored a flexible curriculum that changed to meet the needs of society and the Constructivist maintain that Individuals create or construct their own understanding through prior knowledge, experiences and activities In their lives (Dunn, 2005). Fast-forward from the late 19th century and enter the 21st and we see the pedagogical reasoning behind these approaches are not so far off from what we continue to have our students strive for.
With a cohesive detent teacher relationship based on experiential learning student’s emphases Is directed toward higher order thinking using critical thinking and problem solving skills In a cooperative learning environment. This Is the ideal approach and my personal choice to educate our youth. We direct our students to think for themselves and become socially and democratically responsible citizens able to integrate their personal goals, knowledge, and social skills into the world to become productive members of society (Constructivism, 2004) What and how we teach them will have a erect Impact on the Individuals they become.
These are at the heart of the matter. We as a society must therefore determine the best practices and approach to provide educational opportunities for our students to succeed and who are competitive in the workforce. As an educator I am responsible to provide an eclectic approach according to how the student learns best. My person opinion and own learning styles will determine how I teach my students, but the way I present the knowledge should be aimed to help them comprehend and develop the new Information into useful information is what is the real focus.
My ideas and ideals continue to change and grow. I am developing and growing and the change can at times be swift and rapid ‘OFF an-an moments, yet tanner are tells when I ay not want to change or alter my perspective and hold true to what I believe to be the right way to accomplish something. I used to love to be in control and authoritative, demanding and contrite. This reform has been a rapid advance and shift to an open minded flexible, cooperative team player who has become a facilitator, mentor and mediator of instruction.
Reform will continue to emerge and perspective will change as do the times. I must continue to provide effective learning and enhance the educational process. Students must accept responsibility for their learning and the powers that be should do all within their power to see the students’ needs, interests and abilities are the focus and not lose sight in the political, financial and personal agendas that threaten the educating of our youth. Our primary purpose is to raise up our students in the ways we would have them succeed as productive responsible human beings.
References Constructivism as a Paradigm for Teaching and Learning. (2004). Constructivism as a Paradigm for Teaching and Learning. Retrieved March 31, 2014, from http:// www. Thirteen. Org/dandelion/conceptual/constructivism/index. HTML Dunn, S. G. (2005). Philosophical foundations of education: connecting philosophy to theory and practice. Upper Saddle River, N. J. : Pearson/Merrill/Prentice Hall. Progressive Education. (2008). Progressive Education. Retrieved April 1, 2014, from http:// www. Lifelong. Org/teaching/progressive. HTML