Every modern and future optimistic society is often characterized by a sound education system regarding curriculum and modalities followed in administering or transferring knowledge form the tutors and mentors to their students. In an attempt to provide a uniform methodology of knowledge transfer and testing the student for the acquired knowledge institutions of learning lay strict curriculum to be followed. Teaching style is thus an outlined procedure as opposed to what many would think to be dictated by the expertise of a professor. The difference in learning among students and the distinct teaching styles of tutors have always been overlooked and in a way hindering inclusive practice. This paper seeks to look into the philosophy of education focusing on perspectives that play roles in the field.
Part B
Treating education as a near basic necessity of life according to Dewey et al. may entail three main considerations. These fundamental considerations include an assessment of the pivotal place of formal education, the relationship between education and communication, and the life’s aspect of renewal through the transmission. In physiology, reproduction and nutrition provide for renewal and perpetuation of life. The same continuance can be argued for education in the case of human social life. Through education, people learn how to communicate, and through communication, they share life to change and to enhance the experience to a point the experience becomes a common possession. That way transmission of knowledge occurs.
An association created between the older and the younger in a social setting makes it have an educative effect. The role of education can be formally realized by making it intentional to cope up with the complexity of the resources and structures of modern societies. However, with growth in teaching and formal training, an undesirable gap between experiences formerly gained from direct association may widen.
According to Ravitch, achieving autonomous for learning institution is practically impossible, and the education centers have been subject to political interference throughout the history of education. These political fights mainly concern curricula, personnel policies, and budgets. Of great concern is the politicization of the teaching profession and curriculum with contentious voices having different perspectives towards policies and programs.
Using bilingual education in America to point out negative politicization, the history of the bilingual program exemplifies the ambitions of political and social goals that are not centrally aligned with education goals. As thus, bilingual education paved a new kind of education politics with layman perspective incorporated that mainly proved to have no educational ends. For instance, “… if children were taught in their native tongue …they would have higher self-esteem, better attitudes towards school and higher educational achievements.” (pg. 124)
Part C
The experience in the fieldwork at Lewiston middle school resonates with the author’s deliberation from both articles, politicization and schools, and democracy and education. The freedom for professors who have been taught or undertaken a lot of expert training to become fluent and capacitated to transfer that knowledge has been hacked. The provision of manuals to dictate what tutors should say impedes delivery of education to learners in ways that professionals may deem appropriate. These curriculum guidelines may be the product of political misrepresentation of the real affairs, policies, and programs that are helpful. The strict adherence to the stipulated manual is a clear hindrance to self-actualization on the professors and a blow to totally inclusive practice.
The fieldwork confirms the existence of perspective about education that are generally unknown by many. The contentious questions including; what would be the overall effect on learners and scholars if their tutors were allowed to freestyle their teaching methods through their actualization? Would it result in a more desperate situation than it exists? Can there be really total elimination of politics in the education system or a way to minimize their effect on the student professional outcomes.
The readings could complement one another as one focuses of renewal by use of education to replicate knowledgeable societal members while the other looks at the bilingual cases in a diverse society such as the United States. The authors agree on the fact that there exist uninformed perspectives about education that lack educational ends. Bilingual cultures incorporation should not be a political but a social wellbeing priority.
