Educational Philosophies Analysis

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Regardless of whether educators understand it or not, educational philosophies govern the way education takes place. Today, many educators develop a set of these philosophies that they believe govern their classrooms, and it is truly up to the individual to develop his or her own educational philosophies according to their own influences and understandings. In my personal experiences, I found that the educational philosophies that I would like to adopt are genuinely starting to evolve; and as a future educator, I think it is my job to “take stock of my beliefs, established from many philosophers and schools of philosophy, and of my students” (Hall, Quinn, & Gollnick, 2016) in order that I may continue to develop my own educational philosophy, …show more content…
The philosophical approaches that correspond to this type of classroom is pragmatism and progressivism (Hall et al., 2016). As I mentioned above, these approaches focus primarily on the individual and are flexible to the changes that will occur. I believe that equality, and especially equity, require a classroom to be focused on the individual and are subject to change because every day presents new challenges. For example, Brian Schultz writes, “As the students develop the essential opportunity, their imagination, interest, and creativity that embraces intelligence allows them to create a love for their learning that may endure the travesties and injustices they face both in and out of the classroom” (Schultz, 2008). This statement illustrates the idea that students will face struggles both in and out of the classroom, and it is imperative that they embrace a love for learning because their lives will change almost every day. My experience of a teacher-focused classroom in a history class in high school helped me discover that without flexibility in the classroom, a lack of equity will arise. This situation ultimately hurt me and my classmates’ academic experiences and resulted in negativity. Although it is fair to mention that teacher-focused classrooms can also “indicate what and how students should learn” (Hall et al., 2016), I believe flexibility is

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