Education philosophy

Can a good education disregard religious truths?

Can I teach in a public school where I'm not allowed to mention God?

How can I help the students look for moral lessons from the subject matter without bringing up religion?

The world of things is superior to the world of ideas.

Excepting lower standards?

Should I expect the minimum from my students or more?

Logical, systematic approach to the discovery of knowledge

Knowledge is obtainable through research and senses

Scientific method

Bridge between idealism and realism

Human beings modeled after God.

Goodness follows reason

Distinquish between education and school

Religious and character education

God is a worthy source of knowledge

Learning by study and also by faith

Child-centered focus.

Moving away from old ideas and education styles

Prepare a child to thrive in society

Create an enriching environment in the school setting

Pique their interest

Let them go at their own pace and choose their topics

The world of the mind, ideas and reason are primary.

What is the ideal way to teach?

Do the restraints put on a public school make the ideal possible?

Education is transformative. Ideas can change lives.

Teacher lectures when neccessary

Use classic teaching techniques

Philosophy needs to be applied to solve human problems.

More positive, but similar to Realism?

Intelligence is the ability to define and solve problems

Moral relativity

Values arise from human responses to varying environmental situations

Truth is relative

Discovering solutions to problems in present day terms

Allow student to plan his course of study

Experimental learning

Teacher encourages instead of dictates

Focus on the needs of the individual

Education liberates individual from chaotic world

Teacher student relationship is personal

Problems and possibiities

Base word "exist"

Finding meaning and truth for each individual

Be true to your essence.

Taylor education to the individual.

Teams

Teams, working together for grades

Is this fair for the student who would get a better grade on their own?

Advantages

We work in teams at work and church, so even though it may unfairly affect a grade, it may be worth it to use them.

Learn from eachother

Leadership/cooperative skills

People depending on you will help you get the work done

Teams/Individual

team against team

individual against individual within a team

Team against unseen team from another classroom

Does grading on a curve serve a useful purpose?

If everyone did poorly

Inappropriate in many instances

Individuals competing

What about the child who feels defeated and gives up?

Advantages

Students often work harder

Let students go at their own pace

Go at the same pace at a class

Agency: How can I implement volunteering in the classroom?

Let students choose as often as possible

Let them choose how they learn. Give options.

Summerhill school in Europe: freedom to choose what you learn

now "Every Student Succeeds"

States are in control of education

Federal government getting more involved

Standards needed between states

15% of funding is federal, much to combat discrimination

Every child gets a highly trained teacher

Every child is tested

Make sure the students are doing a good job in their assessments

Only use in limited situations

Find out strengths and weaknesses

Where are they at in the process?

Lateral

Levels of conversation

Horizontal

Everyone on same level

Organizing ideas, not the form, should be the focus

Theories over calculation

Why are we learning this?

Implementation, not just memorizing information

Important skill to learn. They will work in groups in their lives.

I'm a daughter of God, a wife, a mother, and an educator. I love to learn, travel and be with my family. I'm motivated by what I believe God expects of me. I'm also motivated by love, competition, responsibility, money, adventure and many other things. I want to teach to help those I teach gain insights, but I also want a career that is rewarding and provides a way for me to pay for weddings, missions and travel.

The Savior was the the son of God and he was motivated by love. I am a daughter of God and my motivation to teach should be the same as the Savior's.

I want to learn as much as I can so that I can be a more successful teacher to my children and students, to understand the world and things of eternity, and to be a better person. I want to pass on valuable ideas and make a difference in lives of those I teach.

The Savior's work is to bring about salvation. He learned what he needed to know from his heavenly Father and from his earthly parents and teachers. He was the master teacher. I can follow his example and learn all i can and then share my knowledge with others.

“In the home, the school, or the house of God, there is one teacher whose life overshadows all others. He taught of life and death, of duty and destiny. He lived not to be served, but to serve; not to receive, but to give; not to save his life, but to sacrifice it for others. He described a love more beautiful than lust, a poverty richer than treasure. It was said of this teacher that he taught with authority and not as did the scribes. I speak of the Master Teacher, even Jesus Christ, the Son of God, the Savior and Redeemer of all mankind.

“When dedicated teachers respond to his gentle invitation, ‘Come learn of me,’ they learn, but they also become partakers of his divine power.”

—President Thomas S. Monson

I learn in many ways. I prefer to learn visually, but I also learn by reading, listening and experiencing. My most important learning has been spiritually.

The Savior learned by studying scripture, through the spirit, from his parents and others in his community, and most likely through direct communication with his father. I can also learn by studying the scriptures, through the spirit, from my parents and others.

Luke 2:40- "And the child grew, and waxed strong in spirit, filled with wisdom: and the grace of God was upon him."

There is so much a child needs to know to be able to function and act intelligently. Schools prepare them for adulthood, college, jobs and more. Leaving them in ignorance has many negative affects on society. God wants us to gain intelligence and schools contribute to learning. We have gone away from including knowledge of God's truths, but religion once played a role in schools. Schools should teach moral behavior, but since they have moved away from that role, the society has become less moral.

The Savior values learning and he encourages each of us to study and learn. He would support schooling, as long as it teaches truths and the teachers have the spirit.

Brigham Young: “You should not teach even the alphabet or the multiplication tables without the Spirit of God."

I see them as intelligent individuals who can benefit from the things I teach. I recognize that they sometimes have greater insights than I do in some ways. Sometimes, I see them as a challenge, if they don't want to engage or behave.

The Savior saw the value in each person he taught. He loved them and understood them. He had the added benefit of being able to know who they were spiritually. He taught them at their level in very individualized ways when one on one. He taught universal truths to groups of people.

“I have prayed for thee,” the Savior said to Peter, “that thy faith fail not” (Luke 22:32).

Most of the subjects taught in our schools are worth teaching. Moral behavior is worth teaching. Some details in sexual education are not worth teaching. Things of God are of the most worth.

The Savior only taught things of great importance. He taught what we need to know for our salvation. He told us to learn about the world: the people, histories, cultures, nature, in universal laws in his revealed scriptures. All of these things are worth teaching.

“Teach ye diligently … of things both in heaven and in the earth, and under the earth; things which have been, things which are, things which must shortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the nations, and the judgments which are on the land; and a knowledge also of countries and of kingdoms—that ye may be prepared in all things” (D&C 88:78–80).4

Mostly economic. We need literate people as workers. Getting an education is valued in our country and we have come to expect the government to provide it for us. The ideological foundation is becoming more and more focused on liberal/socialist ideas, unfortunately.

The Savior should be included in our public schooling. His teachings can apply to all subjects. Public schools used to teach God's truths and moral behavior and they should again.

Joseph Smith:
"If children are to be brought up in the way they should go, to be good citizens here and happy hereafter, they must be taught. It is idle to suppose that children will grow up good, while surrounded with wickedness, without cultivation. It is folly to suppose that they can become learned without education."

Discipline

Expect respect

Have consequences

Gospel centered teaching

Women are better teachers

What qualifies a teacher to teach?

teacher training

coeducation instead of single gender

Student teacher relationships

switching teachers too often is detrimental

Love of learning

Public schools are failing our students

Knowledge more than creativity taught in schools

Students just being trained to be workers

It is nearly impossible to succeed in educating a child.

A child should learn by experiencing life.

Teachers should teach morals.

We should view our students as children of God and treat them with respect.

Schoolwork should be meaningful and not just busy work.

An educator should try to free the power from each student and connect the student with his future.

Public education is a privilege. How can I help my students to appreciate the opportunity they have been given?

Is what you're teaching worthwhile?

Pragmatists turn away from abstraction.

Plan for public schooling

Merit based, but offered to all white boys

Our schools are not what we expect them to be, but we shouldn't expect them to solve all of the issues in our society.

Doctrines

Why we do things

Principles

More detailed- ties back to doctrines

Applications

What does is look like?

Learning is about action or change

Learning and teaching are personal responsibilities

Make a personalized plan

Caves

Ask questions

Philosophical discussions

A lot can be learned by experiencing nature

Racial issues

Teachers take away freedom of creativity

Individualize learning

Teach critical thinking skills

Our students are not a number, they are individuals

Public school should not just be about making things look right and behaving right.

Teachers make deposits into students heads and then withdraw them to see if they learned.

Teacher-centered

He felt oppressed by colonial school system in Brazil

Social training should be the focus more than memorization.

Teachers are like prophets. They should teach morals.

A crowd leads to untruth

Teach students to not give in to peer pressure and political correctness.

Subjects connect with other subjects.

We should study both broadly and narrowly.

A traditional branch of philosophy concerned with explaining the fundamental nature of being and the world that encompasses it, although the term is not easily defined.

Universal truths present but latent in our mind

Nothing is real except for the idea in someone's mind

Two divisions of reality--apparent and real

The love of wisdom

The study of any subject

Thinking about big questions

What is the world like?

Is there a God?

The realness of something.

The theory of knowledge, especially with regard to its methods, validity, and scope. Epistemology is the investigation of what distinguishes justified belief from opinion.

Inductive and deductive logic

Intuition as a dimension of knowing

The search for truth

The study of the nature of value and valuation, and of the kinds of things that are valuable.

Order as a basic principle of values.

Values are discovered via intuition

Values are absolute

I've wanted to be a teacher since I was young. I liked learning in school, overall, and I want to help others enjoy their education. I have always been interested in history and my patriarchal blessing talks about getting an education in history. A great way to learn something well is to teach it. I've had experience teaching my kids and in a charter school and I enjoyed it.

Will I be too upset by misbehavior and disrespect from students?

I might not be able to keep my biases out of my teaching very well. I didn't do a good job of that before.

Is it ok to specialize in subjects and leave others behind?

competition for students creates a better school.

Less government interference

Can teach religious ideas

Downside: limited to those with money to pay

Students go at their own pace

Hands on learning

Student focused learning

Let children be free.

Unless they interfere with the learning of others.

We can't trust government and religion to teach our children

All ages of children.

Learning is a beautiful endevour

Let them play as long as they like.

play naturally leads to work

fosters creativity

No lessons required, but lessons were offered

High quality teachers in stable schools

parents can stay home or hire tutors

stable jobs for parents

State standards

Gives a sense of control for teacher

Allow late assignments, but they lose points for each day it's late.

Is it me against them?

Am I on their side?

Do I see their potential?

Can I show them respect when they aren't showing respect to me?

Will I treat them all the same, even those who behave badly?

He was a master scriptorian and He learned from His Father directly.

He quoted scriptures often.

He spoke with authority

John 8:28 Then said Jesus unto them, When ye have lifted up the Son of man, then shall ye know that I am he, and that I do nothing of myself; but as my Father hath taught me, I speak these things.

They had the answer within themselves

They can each learn what they needed to learn by thinking about his question.

Learners were at different levels.

His questions required them to probe their feelings.

"What man of you, having an hundred sheep, if he lose one of them, doth not leave the ninety and nine in the wilderness, and go after that which is lost, until he find it?"

He pointed out what they needed to change. Some accepted his correction, some didn't.

"He who is without sin, let him cast the first stone."

"Woe unto you, hypocrites"

"O ye of little faith"

Teach in a way that your students will believe the truths you are presenting, but treat them with respect.

"For he taught as one having authority, and not like the scribes"

"The people were astonished at His doctrine for he taught them as one having authority."

He treated all social classes with respect.

He taught similar ideas in different ways, depending on what the student would understand.

With some, he taught by asking them a question, with others, he taught with a story. He knew what the students needed.

He asked the rich young man to sell all he had and follow him. He knew he needed to face that decision.

He taught on multiple levels through parable and analogies. Learners pulled what they could understand from his teachings.

The sower and the seed

The prodigal son

Some learned nothing, some learned deep doctrines.

Subtopic

His life can be emulated. He lived what he taught. He showed them a higher way to live.

"Come, follow me"

"Learn of me and listen to my words, walk in the meekness of my spirit."

He learned truths from his father and didn't stray from these important truths in his teachings.

“All truth is independent in that sphere in which God has placed it.” (D&C 93:30.)

John 8:28 Then said Jesus unto them, When ye have lifted up the Son of man, then shall ye know that I am he, and that I do nothing of myself; but as my Father hath taught me, I speak these things.

A gospel principle is a doctrinally based guideline for the righteous exercise of moral agency. Principles are subsets or components of broader gospel truths. Principles provide direction. Correct principles always are based upon and arise from doctrines and do not change. Many principles can grow out of and be associated with a single doctrine . . . A principle is not a behavior or a specific action. Rather, principles provide basic guidelines for behavior and action. (pp. 1

Principles answer the question of “what?”

Applications are the actual behaviors, action steps, practices, or procedures by which gospel doctrines and principles are enacted in our lives. Whereas doctrines and principles do not change, applications appropriately can vary according to needs and circumstances. Many applications can grow out of and be associated with a single principle.

Applications answer the question of “how.”

A gospel doctrine is a truth—a truth of salvation revealed by a loving Heavenly Father. Gospel doctrines are eternal, do not change, and pertain to the eternal progression and exaltation of Heavenly Father’s sons and daughters. Doctrines such as the nature of the Godhead, the plan of happiness, and the Atonement of Jesus Christ are foundational, fundamental, and comprehensive. The core doctrines of the gospel of Jesus Christ are relatively few in number.

Gospel doctrines answer the question of "why?"