Philosophy of education Essay Example | Topics and Well Written Essays - 500 words - 2

Philosophy of education - Essay ExampleAristotle strongly believed that education has a potential to make a person bang a happy life as it is through education that he learns to acquire, develop and evolve different virtues in life. Hence, he was of opinion that schooling should be provided publicly and should follow one method for all people in the society. Moreover, Aristotles belief that only that person who has better judgment, thoughtful observation and map in life is the happiest person, is true to a great extent as these are the qualities that helps in flowering human beings personality and make him achieve his highest potential. Hence, it is extremely important to consider education as a pillar of human happiness and not just a means of gaining a qualification. However, Aristotles belief that education should be one and the same for all is not applicable in todays time.Science has evolved and actual to a great extend and has proved that different children have different i ntelligences and hence, need to be taught in different ways. I believe in this opening and would like to integrate it in future, if I get an opportunity to become a teacher. I aim to become a teacher and make nurture in schools a joyful and fulfilling experience for children, as it was made for me by my teachers.I was fortunate to have inspirational and encouraging teachers in school. I love going to school and enjoyed learning from my teachers. They have inspired me to aim for becoming an excellent teacher and contribute in building a strong educational foundation for children. While exploring different studies in the field of educational psychology, I came across some interesting ideas in articles by John Staddon and David Geary.John Staddon has pointed step up that application of Skinners methods of positive reinforcement and operant demeanour conditioning to the field of education, is not good for development of children. This is because the method of operant behavior