Why is it important for a teacher to have a philosophy of education?

It has a very important role for teachers at the beginning of teaching and throughout teaching. Because philosophy of education helps teachers to understand conceptual discussions about educational processes, to understand the researches and to draw their own path.

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Q1-Please re-write the following passage into 1/3rd of the size and also give it a title.

Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of education. It

can be considered a branch of both philosophy and education. Education can be defined as the teaching and

learning of specific skills, and the imparting of knowledge, judgment and wisdom, and is something broader than

the societal institution of education we often speak of.

Many educationalists consider it a weak and woolly field, too far removed from the practical applications of the

real world to be useful. But philosophers dating back to Plato and the Ancient Greeks have given the area much

thought and emphasis, and there is little doubt that their work has helped shape the practice of education over the

millennia.

Plato is the earliest important educational thinker, and education is an essential element in "The Republic" (his

most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather

extreme methods: removing children from their mothers' care and raising them as wards of the state, and

differentiating children suitable to the various castes, the highest receiving the most education, so that they could

act as guardians of the city and care for the less able. He believed that education should be holistic, including

facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed

genetically and thus is be found in children born to all classes, although his proposed system of selective public

education for an educated minority of the population does not really follow a democratic model.

Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education,

the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their

students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates' emphasis

on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and

practical aspects of subjects taught, among which he explicitly mentions reading, writing, mathematics, music,

physical education, literature, history, and a wide range of sciences, as well as play, which he also considered

important.

During the Medieval period, the idea of Perennialism was first formulated by St. Thomas Aquinas in his work

"De Magistro". Perennialism holds that one should teach those things deemed to be of everlasting importance to

all people everywhere, namely principles and reasoning, not just facts (which are apt to change over time), and

that one should teach first about people, not machines or techniques. It was originally religious in nature, and it

was only much later that a theory of secular perennialism developed.

During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was one of the first to critically

look at education. Unusually for his time, Montaigne was willing to question the conventional wisdom of the

period, calling into question the whole edifice of the educational system, and the implicit assumption that

The Philosophy of Education

Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of education. philosophers dating back to Plato and the Ancient Greeks have given the area much thought and emphasis, and there is little doubt that their work has helped shape the practice of education over the millennia. Plato is the earliest important educational thinker, and education is an essential element in "The Republic". Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education, the ultimate aim of which should be to produce good and virtuous citizens.During the Medieval period, the idea of Perennialism was first formulated by St. Thomas Aquinas in his work "De Magistro". Perennialism holds that one should teach those things deemed to be of everlasting importance to all people everywhere, namely principles and reasoning, not just facts and that one should teach first about people, not machines or techniques. It was originally religious in nature. During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was one of the first to critically look at education. Unusually for his time, Montaigne was willing to question the conventional wisdom of the period.