Theory and Practice of Philosophy of Education
Introduction: Summary of the Issue and Purpose of Paper
Teachers are overwhelmed by demanding duties and responsibilities, which have associated challenges including, heavy workloads, large class sizes, and integrating technology. A teacher without a clear educational philosophy is likely to quit, become a poor performer, display negative demeanor, and merely work for the sake of the paycheck. Whereas philosophy is integral to education, there has been a disregard of this concept, which has resulted in the ineffective development of educational theories and practice. Evidently, there is a general concern on the dwindling effect of the philosophy of education as educational institutions are focusing on preparing teachers instead of fostering the holistic study of education. Thereby, as a critical philosophical problem of educational theory and practice, this paper examines philosophical problems via the lens of ineffective application of the philosophy of education in theory and practice.
Philosophical Problems from Educational Theory and Practice
Philosophy is all about critically analyzing theory and practice in an educational context as a fundamental step in reform and advancement, but this critical attribute is gradually losing face. Training institutions have seemingly placed more emphasis on passing on knowledge as opposed to instilling paramount critical skills for analytical and logical purposes. As a result, such training produces educators who do not adequately comprehend the nature of philosophy in education. When asked about individual educational philosophies, educators fail to provide strategic and systematic responses displaying conviction and clarity (Mays 303-304). Hence, there is an improper application of philosophy for education as individuals fai
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