Philosophic inventory for Kathleen Gilmore EDU 201 College of southern Nevada 2/14/2018

Philosophy

Reconstructionism A reconstructionism philosophy is a social fundamental tool. Reconstructionist believe in creating an environment within the school that promotes social problem solving. Also, by using the curriculum to develop those skills; after all, leaders are all a product of schools(Lynch, 2016). The reconstructionist teacher cares about equally distributing an education, that allows the student to identify and solve key social problems regardless of their own background. Classrooms would then become an active societal unit in which its improvements are measurable. Modeling the classroom and curriculum after examples of great success in which core skills were applied and the goal was met while also using basic skills such as writing letters to congress to change a law. This teaches students the power of accomplishment in society by using the fundamentals such as research, reading, writing, and identifying problems that need solutions. Reconstructionist have long term goals in mind for their students; with the idea of constant improvement of society by and for the people in it. This requires a foundation of critical thinking that a student can carry into adulthood(Lynch,2016). Where they can play more active roles in improving real problems by taking social action. Diversifying curriculum by bringing a students real world experience in the classroom develops an awareness, or community-based learning. This awareness creates a constant dialogue of equality, and the need to overcome and resist oppression. Instead of teaching as a way to deposit knowledge, learning can be a process of invention and reinvention by the student to suit their world (Cohen, 1999).

Personal reflection: Philosophy score Learning about the different types of teaching philosophies was very interesting. I found my way of thinking to line up the most with the Reconstructionism philosophy. No matter what time period this philosophy is applied in, it is a forward way of teaching. The long term goal of turning learners into problem societal solvers is something I agree with. The idea that all leaders start in a school of some sort makes sense that a teacher would want all students; regardless of background to strive for leadership positions at some point in their life. Whether they student solves one, or one hundred social issues the goal was met by the educators. The philosophy that I identified with the least was the Behavioral. This philosophy uses the reward system to teach students. The idea that free will plays no role in the education process is not an idea that I feel comfortable using on students. I think that this philosophy fosters the idea that anyone can be an educator, and it takes some of the art out of teaching. My life experience has made it easier for me to think ten steps ahead, which is why I relate to reconstructionism more. Problem solving also includes possible outcomes of solutions, and I believe that awareness is what shapes my current teaching philosophy. That means I would encourage my future students to use their own life experiences or knowledge and apply it to the tools they will learn from me; motivating learners to seek the solutions to problems in the world around them. This philosophy will not only help students in my class, but hopefully in all subjects for the rest of their educational career. The standards of Clark County school district may not necessarily align with my current identifying teaching philosophy. However, I still feel as though it can be applied to many current curriculum standards whether they are current events, or the subject of history.

Works cited 1., 3., 1., & 2. (2016, November 03). Philosophies of Education: 3 Types of Student- Centered Philosophies. Retrieved February 17, 2018, from http://www.theedadvocate.org/philosophies-education-3-types-student- centered-philosophies/ Cohen, L. M. (1999). Philosophical Perspectives in Education . Retrieved February 17, 2018, from https://oregonstate.edu/instruct/ed416/PP3.html Koch, J. (2016). Teach 3: introduction to education. Belmont, CA: Cengage Learning.