My Personal Philosophy of Education Essay - 849 Words

Philosophy of Education We are living in a moment of deep historical mutation in which traditional meanings are dissolving. This makes it necessary to re-think the certainties in which the Essentialist thinks. Bringing us back to the basics of life with core curriculum. My philosophy beliefs on education are based on Essentialism and Progressivism. Essentialism is grounded in a conservative philosophy that accepts the social, political, and economic structure of American society. While Progressivism has a respect for individuality, it is believed that people learn better through active interplay with others. Learning is increased when we engage in activities that have meaning in our lives. I have learned through the years†¦show more content†¦Furthermore, there will be toys for the children to learn by way of playing and books on hand for the children to read. Round tables will be provided for the children so they may work as a group. All of this equipment will help with running the classroom smoothly. The classroom will follow an authoritative structure. The teacher will primarily be responsible for making and enforcing rules. However, we will work together as a group to solve problems. The classroom will be organized in a way that will encourage learning but, discourage bad behavior. The classroom will be set up with a dramatic play corner, a gross motor area, a mathematical quarter, an art and science section, and a reading corner. In the classroom there will be motivation for good behavior. At the end of every week children who have been good will get to pick a prize out of the treasure box. Children who have had a note sent home will have to try harder the next week to do better so they may get a treasure. For discipline there is a three strike and your out rule. The children will be told once to settle down or to stop doing something, the next time they will get their name on the board, the third time a note will be sent home to the parent to help out with behavioral problems. Parents need to be aware of what and how their children are doing. This will help with consistency between parents and teachers regarding what isShow MoreRelatedMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and student has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Personal Philosophy Of Education997 Words   |  4 Pages Philosophy of Education Discovering the place where personal values and expertise meet organizational values and needs offers a dynamic partnership opportunity. Mutual achievement of organizational academic quality and professional fulfillment provides a positive learning environment. Developing a personal philosophy of education enables an educator to understand and communicate the underlying basis for his or her approach to education. Sharing this philosophy provides valuable information forRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educatedRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, a nd Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Personal Philosophy Of Education1443 Words   |  6 PagesThese beliefs of education are known as the philosophy of education. The philosophy of education is defined as the influences of what is taught and how the students will be taught. Throughout my study in my education class and past experiences, my mind was expanded and I acquired sufficient knowledge to develop my own concept of my personal philosophy of education. First, I will clarify the reasons why I choose the profession of being an educator. The first reason has been my parents influenceRead MoreMy Personal Philosophy Of Education966 Words   |  4 Pages Personal Philosophy of Education Allyson C. Taylor EDUC 542 Dr. M. Derrick Regent University The definition of curriculum can be as mysterious as the curriculum itself. Oliva (2013) described the hunt for the curriculum as being similar to â€Å"efforts to track down Bigfoot, the Bear Lake Monster, [and] the Florida Everglades Skunk Ape †¦Ã¢â‚¬  (pg. 2). All of these elusive beings have left tracks, yet there isn’t a single photograph to prove their existence—just likeRead MoreMy Personal Philosophy Of Education1335 Words   |  6 Pagesteaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferences, as well as the role ofRead MoreMy Personal Philosophy Of Education873 Words   |  4 Pagesis a meaningful education? Throughout time many philosopher and educators have pondered on this question, leading to the development of theories and concepts that are present in the classroom today. In my personal experience, an educator philosophy is built over a course of time which is based on their knowledge and experience. An educator belief system is like a river, it changes and matures throughout its course, bending and changing as it progresses. Throughout the course of my educational careerRead MoreMy Personal Philosophy Of Education1152 Words   |  5 PagesIntroduction My personal philosophy of education relies on the fundamental belief that every individual has inherent value, therefore designating education as an environment where students may grow in their self-worth through academic and relational support. Thus, the purpose of education is to provide individuals with the opportunity to learn about both content and about self, growing in their identity. Within this personal philosophy of education, I will further detail the aim of education, the role

The Palace Of Versailles Housed The French Government

The Palace of Versailles housed the French government and all its royalty during the reigns of Louis XIV- XVI. After the French Revolution in 1789 however, it was no longer a permanent royal residence for the government or royalty in France. It is located about 10 miles southwest of Paris, beside the settlement of Versailles. Before Louis XIV inherited it, it was little more than a hunting lodge built by Louis XIII, which he turned into a chateau. Soon however, it became one of the largest urban centers, and the housing for many important officials in France. The Complex included the palace, gardens, fenced in royal hunting ground, a structure known as the Grand Trianon, the Royal chapel, an estate for Marie Antoinette the queen an even an†¦show more content†¦However, because of the water they had to supply for the fountains they were only used for special occasions. The Versailles was dressed to impress for shore, with the impressiveness the main goal of the palace. The king built himself a Grand Trianon a mile northwest of the palace as a place for him to work in private. People could only visit him there if invited, and it is said the garden of tuberoses there had an overwhelming sent that drew people away. King Louis XIV’s bedroom was built on the upper floor, located centrally along the east-west axis of the palace. It was considered was the most important room in the palace. There they also had two of the3 important ceremonies there, the lever and the coucher. They were just ceremonies for when the king woke up and when he went to sleep. The king also had a ceremony for when he put on and took of his hunting boots. People would attend the ceremonies as much as possible and did not desire to be absent. the beauty of the palace itself complemented the ceremonies. The beauty emphasized the achievements and power of the king himself. The king’s bedroom and apartment were located near the â€Å"Hall of Mirrors† which told a narrative of Louis XIV as King of France, and depicted many of the battles fought in France. The king’s throne was also located at the â€Å"Apollo salon†, and he worshiped at the Royal chapel at the palace. The queen of Louis XVI, Marie Antoinette, built the estate

Youth Justice Policy in Britain (1945-1981) †from Punishment to Welfare Free Essays

Introduction The discussion of the youth justice policy in Britain has re-gained importance in the aftermath of the August 2011 riots, which spread across London and other major cities in the country. Think tank analysts and policy experts argued, that the youths which allegedly took part in the riots, were disillusioned and de-motivated young people from broken homes (Politics UK, 2011). The deep societal problem behind youth engagement in the London riots raised the question about the efficacy of the youth justice system in Britain, and debates about its institutional reform permeated the political discourse. We will write a custom essay sample on Youth Justice Policy in Britain (1945-1981) – from Punishment to Welfare or any similar topic only for you Order Now After the gruesome murder of James Bulger in 1993 by two ten-year old boys the public and policy-makers became convinced, that only a general policy reform of the youth justice system is not sufficient. Rather a reform of specific sectors such as the ones dealing with anti-social behaviour and gang crime was much more urgent (Guardian, 2011). The purpose of this short essay is to critically review the different phases in the development of the youth justice system from the 1940s to 1981. Based on the conclusions, in the final section recommendations for policy reform will be made. Research question The purpose of this essay is to critically approach the different stages in the evolution of the youth justice policy in Britain. Based on this observation, the paper will provide an assessment of how the system has evolved and what the main trends in its transformation are. For clarity the author has decided to separate the observations in the following stages – from punishment to welfare, young offenders enter the community, and the strengthening of the Intermediate Treatment. Each one of them will be critically analysed in the following sections. The youth justice system in Britain: a review Before we proceed with the examination of the main developments in the youth justice system in the set period, it is important to provide a brief overview of the main components and structures of this system. Similarly to other types of youth justice systems, the British one inclines towards prevention, rather then retribution (Bottoms Dignan, 2004). Bottoms and Dignan (2004) refer to the British youth justice system as a correctionalist and committed to the prevention of committing offences. The idea of the correctionalist system implies stronger intervention on behalf of the state, as opposed to earlier views such as letting young offenders grow out of the crime. This characteristic trend, experts argue, reflects a much more complex and multi-level approach to dealing with youth crime, involving different elements such as parents and agency teams. The trend has been accompanied with an intensive institutional reform, such as the introduction of the semi-independent body of the Youth Justice Board with the 1998 Crime and Disorder Act (Community Care, 2010). In the years to follow, there has been a trend for the unification of all activities related with youth justice under the umbrella of a single department – the Ministry of Justice, in order to create accountability and higher levels of responsibility in one of the most important and problematic policy areas in Britain. The 1940s – from punishment to welfare It is now clear that society’s views on crime change over time and are susceptible to historical and social conditions. The youth justice system in Britain is an example of the transformation of the concepts of crime and offender in social and political terms. Therefore the way young criminals have been treated by the criminal justice system has been a subject of reform throughout the years. In the late 1930s and early 1940s, perhaps one of the most important developments in the youth justice system is that a line between children and adult offenders was finally drawn. For the first time in the early 30s and 40s, the courts were obliged to consider the welfare of the child (Thorpe et. al, 1980). This marked a significant transformation of the whole justice system, because it determined a different role of the courts, related not only with taking punitive action, but also correction and care for the young offenders. It is now clear that the transformation from punishment to welfare has been later underpinned in another important document – the UN Convention on the Rights of the Child (Youth Justice Board, 2008). As the later stages of the British youth justice system demonstrate, the latter has always been responsive to the developments, taking place in the field of human rights at any particular time. The 1960s – young offenders and the community The trend towards welferism which started in the early 1930s continued in the next several decades, and had its peak in the 1960s, when a special legislation, concerned with the social integration and correction of the young offenders was passed (Youth Justice Board, 2008: Thorpe et. al, 1980). In 1969 the Labour government passed a legislation to introduce a revised youth justice system, based on welfare principles and reformation of criminals (Thorpe et. al, 1980). The 1969 Children and Young Persons Act emphasized the role of the community as the environment, which would play a major role in the social integration of those who committed offences. The act also established the so-called â€Å"halfway house† which was the middle way between being subject to a Supervision Order (which requires minimum contact between supervisor and young person) and being taken into care (Youth Justice Board, 2008; Children and Young Persons Act, 1969). This new establishment came to be defined as Intermediate Treatment (IT) and according to some observers was the foundation of the modern youth justice system. Another intended development of this period, which however, did not come to fruition, was the attempt to increase the age of criminal responsibility from 10 to 14 years. Prior to the 1969 Act, the criminal responsibility age was only 8 years (Thorpe, et.al, 1980). The developments which took place between the 1940s and the late 1960s are a result of the rise of the welfare state in Britain and the rest of Europe. A major historical and sociological trend, the rise of the welfare state, which affected almost all policy sectors, was provoked by the advent of capitalism and consumerism, which according to social historians, exacerbated the class divisions in British society (Greenaway et. al, 1992). The youth justice system was no exception of this trend, and the establishments of the 1969 Act were a signifier of the fusion between community and policy. Youth crime was no longer a detached criminal activity for which only courts had responsibility – in the late 1960s it became a priority for the whole of the British society. The 1970s and 1980s – the strengthening of the Intermediate Treatment This decade was marked by persistence in the community-based treatment of young offenders. The role of community remained strong, and some judicial changes, such as the inclusion of â€Å"specified activities† in the Intermediate Treatment occurred. These were used to persuade magistrates to use communal sentences, instead of custodial sentences (Youth Justice Board, 2008). In this sense, the young offenders were made to participate in the welfare of the community as part of their correction process. In the light of these developments, it is interesting to notice that the connection between the community and young offenders remained twofold – young offenders were still treated as part of society, despite their violations. At the same time they were expected to contribute to its development. In its turn, society was to participate in their rehabilitation and integration in the post-offence stage. This is an important characteristics of the British youth justice system, because it reveals two things – that there is no positive connection between decreased custody and the level of youth offences, and that the British society took a middle stance between two types of justice – restorative justice, focusing on repairing the harms, resulting from the offence, and retributive justice, which relates to facing the consequences of the punishm ent imposed. This middle stance was about to change in the 1990s, when the cruel murder of two-year old James Bulger by two ten-year old boys was to push back the youth justice system towards punitive actions. Conclusion and recommendations This essay has attempted to critically examine the main stages in the development of the British youth system between 1945 and 1981. Two major developments have been discussed – the transition towards welferism and the steps towards correction, rather than punishment and custodial action. The role of the society has remained significant, and despite the developments of the early 1990s, the re-integration of young offenders has remained on the agenda. After the murder of James Bulger in 1993, public attention was once more shifted towards the reform of the youth justice system, and more specifically against the prevention of offending and re-offending, rather than mending the consequences of it. Therefore it is important that government efforts targeted towards bringing all the institutions involved in the British youth system under a coordinated scheme of action. Different units such as social workers, community volunteers, the police and those involved in education are to work together through enhanced dialogue. This means that the sectoralism in the criminal justice system needs to be reduced, and replaced with harmonization of efforts of different actors on all levels. This would ensure a holistic, rather than sectionalized approach to solving issues, related with youth crime in Britain. Bibliography: Bottoms, A. Dignan, J. (2004) â€Å"Youth Justice in Great Britain†, Crime and Justice, Vol. 31 Children and Young Persons Act (1969), 22 October, The National Archives, Available at: http://www.legislation.gov.uk/ukpga/1969/54 Retrieved 03.03.2012 Community Care (2010) â€Å"Ministry of Justice to take control of Youth Justice Board†, 20th May, Thursday, Available at: http://www.communitycare.co.uk/Articles/20/05/2010/114543/ministry-of-justice-to-take-control-of-youth-justice-board.htm Retrieved 03.03.2012 Greenaway, J.R., Smith, S. Street, J. (1992) Deciding Factors in British Politics, London: Routledge ch. 2 pp. 29-39, ch 3. Guardian (2011) â€Å"What next for youth policy†?, August, 25, Available at: http://www.guardian.co.uk/public-leaders-network/blog/2011/aug/25/tony-blair-youth-policy-intervention-reform Retrieved 03.03.2012 Politics UK (2011) â€Å"Comment: What is causing the riots in London?, Nick Cowen, Monday, 8th of August, Available at: http://www.politics.co.uk/comment-analysis/2011/08/08/comment-what-is-causing-the-riots-in-london Retrieved 03.03.2012 Thorpe, D.H, Smith, D., Green, C.J, Paley, J.H (1980) Out of Care: The Community Support of Juvenile Offenders Allen and Unwin Youth Justice Board (2008) â€Å"A Brief History of the Youth Justice System†, Available at: http://labspace.open.ac.uk/file.php/5193/YJ_k523_1/sco.htm Retrieved 03.03.2012 How to cite Youth Justice Policy in Britain (1945-1981) – from Punishment to Welfare, Essay examples

Prison Systems free essay sample

Should prison inmates be allowed to take college courses? Prison inmates should be allowed to take college courses as education plays a vital role in rehabilitation, Job opportunities, improves life skills and increases the self- esteem and confidence of inmates once released from prison. College courses would assist in the process of proper decision making and the chance to become positive role models (for ex-convicts and the communities of which they reside and eradicate the rate of poverty and unemployment. By providing educational programs such as the college courses in prisons it would decrease the rate of prison population and decrease the crime rate. Prisoners upon completion of their college courses would be re-accepted into South African communities. Prisoners also build a solid foundation of providing a sense of hope for themselves and a second chance at starting a better life. College courses would also improve the reading and writing skills, ability to make informed decisions and access information easily. These inmate educational facilities vive South African authorities the chance to design technology and incorporate these college course programs in prisons and also including a variety of persons who are willing to obtain degrees. Re-integrated programs are available that assist ex-convicts in obtaining Jobs, as well as reducing the possibility of becoming a repeat offender. This demonstrates the counter-productive effect that political influence can have on efforts to combat crime and improve the quality of education in South Africa. Access to these good quality educational programs whilst in prison imposes many advantages for the prison inmates and the South African communities thereof. Rehabilitation plays a crucial role in in shaping prison inmates during and after imprisonment. According to studies conducted at the Harvard University, education ranks in the highest form of rehabilitation for prisoners as compared to other facilities such as counseling. Rehabilitation provides prison inmates with a solid foundation, equipping them with the necessary skills and tools to start over. It is also evident that prison inmates and ex-convicts increase their self-confidence enabling hem to form a rigid self-esteem body and allowing change to take place. College courses in prisons would assist inmates with the skills of proper decision making. Buckley (2013), who is serving a 10 year sentence at Westfield prison, stated that education allows one to think critically and make better decisions on what is deemed to be acceptable in South African law and societies. Prisoners are Judged negatively by their communities once they have been released that they feel unmotivated and resort to crime as a solution. Most prison inmates come from an unstable community, where the crime, poverty and unemployment rates are high, therefore causing the community to degrade and be little those who have been previously and currently convicted. Further tertiary education equips persons with the necessary qualifications and tools to obtain employment, meeting the required format of employment requirements. South Africa rate of poverty and unemployment, individuals who take college courses whilst in prison improve their chances to attaining and keeping their employment period, thus reduce the rate to unemployment and poverty. Political influence on efforts to combat crime in South Africa may do so with the implementation of educational facilities in prisons as they are very rare in South Africans prisons today. Fighting against crime with use of tertiary education would be successful because this hinders ex-offenders of becoming repeat offenders. According to Kenneth, (2012), education is a fundamental tool in fighting the battle of crime. Furthermore, this reduces the rate of up to 0. 5% for every three prison inmate who was to receive the opportunity to take up a college course. A thesis conducted y a student in the United States of America on the tertiary education of prison inmates, highlights the fact that offenders are less likely to become repeat offenders when they have acquired the qualification to secure employment. (Lang and Levin 2002). An offender recidivists when he/she either reverends, is rearrested, or is reconnected in the three-year period following release from prison (Lang and Levin 2002). There are various reintegrated programs that are available to ex-offenders who are seeking employment. The purpose of these reintegrated programs is to accept ex- offenders of which many businesses based facilities are skeptical on hiring because of their criminal record. It also serves to allow ex-offenders to work in community based projects, such as building construction projects. A businessman, based in a small suburb in the Eastern Cape, South Africa, was awarded a certificate by the Social Development and Special Programmer department, for plugging back into the community by allowing ex-offenders to learn a trade skill course. This trade skills course should be offered to prison inmates because it also guarantees the possibility f attaining employment. Such reintegrated play a significant role in employing, rehabilitating and the acceptance of ex-offenders back into their communities. However, it is argued that prisoners should not receive college courses. The first issue arises when it comes to the funding of these facilities in prisons Bibliography Buckley, K. 2013. Prison inmate. Personal interview. 10 August 2013. Kenneth, M. 2012. Changing minds. College during imprisonment, [blob] 6 June. Available at: http:// wry. Invoices. Com [Accessed 10 September 2013]