Essay on Philosophy of Education - 1541 Words

Philosophy of Education It seems that everyone has a different opinion of what education should be and why it is important. In this paper, I will address the philosophy I most agree with: progressivism. I will briefly explain what it’s about and why I agree with it. Then I will give you a brief look at my viewpoints on teaching and education in general. First of all, I feel that it is obviously in a student’s nature to want to be around others and be social in all that they do. Aside from that, I believe that students also want to gain knowledge and are naturally curious about subject matters both in and out of the school setting. However, subject material that is taught should be relative to each and every student. This is†¦show more content†¦No one way is completely right all of the time. Now let’s take a look at the overall purpose of education. Education is the process of knowledge being given to those previously unfamiliar with a certain matter. It lays a foundation for the future of the students, and it helps them to prepare for careers and for life in general. However, it is my opinion that education is not only a way to prepare one for the future, but it is also a way to support growth in the way a student thinks, acts and feels. Once a general border of knowledge is put forth, I think students feel encouraged to try and gain more. They will yearn for more information if it has been previously taught to them in a way that they can understand and feel enthusiastic about. I hope that once I become a teacher, I can give students that desire to learn. I want to make a difference in young lives, and help model them into the people that they are destined to become. I want them to be eager to learn and excited for their futures. I hope that they will be able to not only accomplish tasks related to basic scholarly subject material, but also have knowledge of concepts needed for life after their schooling is over. I want to lay the groundwork for them to become productive, successful members of society. Following that idea, there are some ethics that I feel should be very important in teaching. I thinkShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needsRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pagesbeliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosop hy. It appears that both realms of philosophy play an important role in education inside the typicalRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. Yes, a huge part ofRead MoreThe Philosophy Of Education And Education1201 Words   |  5 PagesThe philosophy of education seeks to study the process and discipline of education in order to understand how it works, improve its methods and perfect its purposes in today’s society. How this is done is determined by how well the learner internalizes the concepts of the discipline taught by the educator. Educators have a tremendous responsibility not only to prepare students for their lives ahead, but also to contribute to the evolution of knowledge for future generations. Each generation notRead MorePhilosophy Of Education And Education928 Words   |  4 PagesPhilosophy of Education I believe philosophy of education is defined with learning in many ways. In order to reach a certain level of learning there’s recourse along the way that defines the person and goal. John Dewey said â€Å"educational philosophy centers pragmatism and the method of learning by doing.† Purpose of Schooling A hundred years ago the definition and purpose of schooling changed tremendously. There was a point in time where education was very mediocre and a diploma was not requiredRead MorePhilosophy of Education985 Words   |  4 PagesMy Personal Philosophy of Special Education Christina L. Richardson Grand Canyon University: SPE-529N November 18, 2012 My Personal Philosophy of Special Education As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustained

Video Game Ethical Issues Free Essays

Kuan-Yu Lin Brenda Varda HMN-101-01 10/28/2012 Ethical Issue Essay: Final Draft Video games have always been an important part of the entertainment industry since its appearance in 1970’s. They have been played worldwide and effect many people. While the children are already playing the games, the number of women gamers, as well as the age level of gamers in general is increasing. We will write a custom essay sample on Video Game Ethical Issues or any similar topic only for you Order Now As technology advances, video games with more diversity and real-life experience are slowly creeping into parts of our life and gaining its momentum in the society. Due to its quick development, many ethical issues associated with video games have been brought to our attention. Therefore, we should understand how video games are ethically influencing people within its realm. The four major ethical issues which will be discussed are issues of violence, education, stereotyping and addiction. Video games are enjoying fast-growing popularity, becoming a major component of young people’s social lives and leisure activities. First of all, a major concern which has been discussed continuously regarding video games is violence. Violence in video games is considered as the visual presentation of characters fighting, gun shooting, physical injury or death to characters. Recently, more and more video games involving violent behavior are taking over the game selection on the shelves. Comparing to games made in the 70’s, 80’s, recent games feature tougher, more aggressive heroines and more games are made specifically for adults. Research consistently declares that most top-selling video games involve violence. In order to prevent the potential harm to children, youth and society of this negative influence, lots of research has focused on the consequence of violent video games. Video game research indicates that playing violent video games increases aggression, hostility, and aggressive thoughts. (Anderson, Buckley, Gentile, 2007; Anderson Bushman, 2001; Anderson, Carnagey, Flanagan, Benjamin, Eubanks Valentine, 2004;Anderson Dill, 2000). In their research, they conclude that engaging games which have content related to violence may possibly increase a person’s aggressive thoughts, feelings, and behavior in real life. Some other studies focusing on college student playing video games also point out that students playing violent games are also engaging in more aggressive behavior. It has been claimed by many critics of the media industry that the incident at Columbine High School in Littleton, Colorado on April 20, 1999 was caused by the influence of violent video games. It was shown on BBC news that both students shooters, Eric Harris and Dylan Klebold, had played and enjoy violent video games. â€Å"Relatives of people killed in the Columbine massacre are seeking damages from computer game makers, claiming their products helped bring about the killings. † Although video games can help players relieving stress, they can also affect gamers in a harmful way. It is both the players’ and the game makers’ responsibility to be aware of the negative effects of video gaming. Games with harmful content might be leading negative effects; they still have values considered being beneficial in certain aspect. Games are popular in the community of youth and have many qualities that make them wonderful teaching tools. Through the educational perspective, both adults and children learn many things by playing video games. Games with positive content show positive effects. For example, playing a dancing video game can help children lose weight (Konami’s Dance Dance Revolution, 2007; O’Hannon, 2007; Epstein, Beecher, Graf Roemmich, 2007). As mentioned before, videogames could be an excellent tool for learning. In particular, players are learning in an active way with practice and feedback. Because they are fun, children are highly motivated with video gaming, when people are motivated, they usually perform better, thus lead in to a better result. Also, games usually have clear objectives with adaptable difficulty levels. Games with increasing difficulty across levels allow player to apply past learning. Lastly, games allow children to apply to what they learn in different problems and contexts. Some believe that video games help improve life skill such as logic and problem solving. They also can improve hand-eye coordination and leadership skills, which can be useful for military training purposes. Having realized the efficiency and the joyful quality of learning experience in gaming, educators are able to take advantage of the positive learning characteristics of games by using the well-designed software in order to teach children more effectively. While the issues associated with violence in video games have caused huge concern among children, gender, and racial stereotypes in video games are also causing problems which require more attention. There is an unbalanced proportion between male and female game players and developers. According to a recent study the average gamer age was in the mid to late 20’s with 60% men playing and 40% women. †2 The whole gaming industry is overwhelmed by the male population. Most of the games on the market are targeted to only male players. Dietz’s, one of the earliest studies to examine stereotypical portrayals in video games, analyzed the depiction of women in a sample of 33 most popular Nintendo and Sega Genesis video ga mes. The study categorized the female characters in those games into four possible stereotypes based on their appearances and behaviors. Females as sex objects or prizes, females as victims, females in feminine roles, and females as heroes or action characters. Not surprisingly, Dietz (1998) found that 41% of the games were devoid of female characters. Only 15% (5 out of 33) portrayed women as heroes or action characters, while 21% (7 out of 33) portrayed women as victims or as so called ‘damsel in distress’. At the same time, in 28% of these games, women were portrayed as sex objects based upon physical appearance or sexually-oriented actions. Following the discussion of female character as indicator of sexuality, most of the female characters in video games have clothing that exposed more skin than the male characters. The research also found out that the female characters appearing in gaming most likely wear low-cut clothing. About half of the female characters have bare arms and legs with big busted figure. * In essence, these female characters in video games were portrayed in a stereotypical way in which they were exaggerated by sexy attire. That leads to the exclusion of female players in video game industry. Although the number of game designed for female gamers is increasing slowly, it is crucial for both consumers and game makers to make the video games more engaging for both sexes either by changing the content of the game or by expanding the choice of games. They should be designed in a way that they are attractive for both male and female players. Finally, the last ethical issue I want to talk about is the addiction of engaging video games. Some people spent immense amount of time playing video games and caused them to lose valuable time participating in activities which are more beneficial for them. However, video games could be considered as one of social activities because friends, siblings, and other relatives can play with it. Bibliography (not yet in proper MLA format, I will work on in for the final paper) http://evvy09. hubpages. com/hub/Video-Games-Have-Changed-the-World http://www. ethicapublishing. com/ethical/3CH12. pdf https://www. msu. edu/~pengwei/Mou%26Peng_gender%20and%20racial%20stereotype. pdf http://news. bbc. co. uk/2/hi/science/nature/1295920. stm How to cite Video Game Ethical Issues, Essay examples

Principles Practice Psychiatric Nursing Book-Myassignmenthelp.Com

Question: Discuss About The Principles Practice Psychiatric Nursing Book? Answer: Introduction The aim of the assignment is to outline the stages of a developmental psychology theory in relation to cystic fibrosis (CF). In relation to this theory the paper, discuss where a child (aged 12) with cystic fibrosis may fit developmentally and why. The assignment highlights the cognitive, psychological, social, emotional, and physical implications of living with this chronic disease. The difference in the lifespan development between the health person and people with CF is highlighted in the assignment. Lastly, the importance of understanding the human development for health professionals is explained. Stages of a developmental psychology theory in relation to cystic fibrosis According to Eriksons developmental stages of human across lifespan include (McLeod, 2013)- Infancy stage- 0-1 year Toddlerhood- 1-3 year Preschool- 3-6 year Elementary school- 6-puberty Adolescence- teen to early 20s Young adulthood- 20-40 year Middle adulthood- 40-60 year Late adulthood- 60+ Before discussing the developmental stages of CF children, each stage is discussed in general. According to Ericson, in the infancy stage, parents care a child and the child will develop optimism. A child at this age learns concepts and body movements through sensory data such as touch, smell, etc. A child at this age develops trust by secured attachment with mother. If this secured attachment is lost, a child develops mistrust and worthlessness. In the toddler stage, a child tends to build self esteem and autonomy. They take initiative to perform activities of daily life independently such as dressing eating or toilet training. Children experience shame when they lack self-reliance (Berk, 2017). In the preschool stage, children according to Ericson tend to copy the adult behaviour and the most significant relationship is with the basic family. In the school-aged children, development occurs by learning new skills and concepts. At this stage social development occurs. Children develo p significant relationships with peers and neighbour or else it will lead to problems with competence and self-esteem. In the adolescent stage, a person tends to find his or her own identity, develop sense of morality. If unsuccessful at this age, a child may develop role confusion. In the adult stage, people become capable of establishing satisfying relationship, and deep intimacy. At the middle adulthood stage a person, tend to focus more on career and work. They are more generative and from late adulthood to death stage, a person acquires integrity or sense of despair (Cherry, 2015). Children with cystic fibrosis will have development stages but they may develop in a manner different from the children without the disease. It is the recessive genetic disorder of mucous and sweat glands in the body caused by the defective cystic fibrosis transmembrane regulator gene (). Ericsons developmental stages refer to body, mind and culture, and the theory mentions that each stage has a goal. However, children with cystic fibrosis have to overcome many obstacles unlike the normal infants. These infants confronted with CF are less likely to develop strategies required to deal with problems in real life (Cherry, 2015). Overcoming obstacles at early stage becomes difficult for the children with CF. In the infant stage, the child may develop mistrust instead of trust as the parents are less aware of the disease like CF and care to be given to the child. Children with CF at toddler stage may develop mistrust issues. During early school age and middle school age, CF children will dependent on the parents and other people for care. They are responsible at this age to learn the basics of CF care. Hence, they demonstrate the delayed cognitive development on terms of language acquisition. Instead of play and other learning opportunities they get the environment of medication. Therefore, they fail to be autonomous and develop the feeling of shame. Instead of learning self-care habits, the children engage with parents to be guided towards self-care. This continues from the age of 6 years until 12 years. In this phase, CF child fails to take initiative for life and may feel guilty and incompetent unlike the n ormal children. At this age they may feel inferior to others (Ernst et al., 2010). From the age of 13-15, the CF children partner with parents for owing some aspects of self care. The develop curiosity regarding the support person. At the adolescents stage, the children with CF face identity struggle. CF children depend on the family members for daily activities and to cope with their illness. Therefore, CF children experience role confusion as they fail to accomplish the personal identity. At the age of 16-18, the children with CF can lead their own care and owe maximum aspects of self-care. From early adulthood onwards, CF patients tend to take ownership of care and primarily responsible for their self-care. At the young adulthood stage, CF children struggle to establish satisfying intimate relationship with others. CF patients are preoccupied enough, to have time for others (Baltes Schaie, 2013). In this paper, CF is focused on child with age 12 years. Instead of establishing social relationship with peers and neighbors, they experience isolation due to stigmatization and discrimination (Mickley et al., 2013). They do not feel equal to their colleagues and learn the deviations from normality. They may feel inferior as they frequently take medication for cough, expectorant and may feel inferior for being shorter than others. They may appear normal but the visible manifestations of CF make them vulnerable. They thus feel different from peers. School life appears to be obstacle, however, they still have the scope of learning skills to integrate into health environment. Eventually the child may learn the disease related experiences such as clubbing of fingers, barrel chest and others. Therefore, children may recur to normalisation as the problem-solvingstrategy when searching for self-care. They attain greater knowledge for treatment adherence and medication. Children with CF at this age mainly focus on self-care to avoid exacerbation. This hampers their potential to establish intimate relationships with others in the society. However, there is a greater need for children with this illness to have family and social support (Linnemann et al., 2016). Instead of showing more concern for body image, looks, clothes, schoolwork and experiences of different kind of emotions, the CF children concern about physio, taking medications, and nutrition. Mealtime behavior is the other major health-related concern for children with CF. CF children are at greater risk of a dietary malabsorption and chronic lung infection. CF chid will focus less on schoolwork due to high absenteeism pertaining to medication and fatigue (Ernst et al., 2010). At the age when other people learn about logical thinking and systemic manipulations, CF children have to worry about illness and curability. They tend to diminish the emphasis on illness. By keeping the illness secret, they fail to develop intimate friendships. Instead of improved cognitive, emotional and social skills, they develop psychological distressin these children. Anxiety and depression is the common problem encountered by them. Eventually the adolescence phase becomes more difficult for the child of 12 years with CF. While other children gain significant independence, CF child may be highly dependent on parents with increasing hospitalisation due to pulmonary exacerbations. There is a high chance of low self-esteem, strain and reduction in physical activity (VanDevanter et al., 2016). Understanding of human development- relevant to health professionals Understanding human development is essential for the health care professionals as they can coproduce a quality care along with the patients and families. By having an understanding of human development, the care providers can win the tryst of the family members. They can better resolve the queries of the care users. The physician or the nurse can initiate the intervention for the decision if they are aware of the childs readiness to engage mentally and emotionally. It will promote the psychiatric nursing (Stuart, 2014). Care can be coproduced if the child is demonstrating the curiosity and the search for insight. By identifying to what extent a child is deviating from the normal developmental milestones, the nurses can help the child with CF to reframe challenges into opportunities for improvement. Learning physio and treatment adherence in child can be enhanced if they are aware of the cognitive and social capabilities of child with CF. Care delivered can be more patient centric by knowing about the age related changes across the lifespan. Human development psychology helps to understand in what the stage the next patient is. Accordingly, they can adjust the compassion. Further, the health professional can move forward in career by attending the classes like lifespan development psychology. In addition to the therapeutic attention, the health care professionals can also address the patients personally with sympathy. They will help to design care for individual situation (Fraser Rosina, 2017). It will help the health professionals to better engage with the patents in decision-making. They can encourage honest communication and family support. Understanding the lifespan development will help in comprehensive treatment plan and instituting palliative care treatment plan. It is possible that CF child can have optimistic life despite CF and accomplish meaningful goals. Psychological adjustment can be achieved in these children by stimulating hopefulness and accept ance. In this situation, health care professionals play vital role in life of CF children. Conclusion The process inherent in psychosocial development is complicated by CF. A 12 year old child with CF focus more on treatment. Understanding human development can assist the health professionals to support the patients with CF. They can help the child to achieve meaningful goals despite CF. References Baltes, P. B., Schaie, K. W. (Eds.). (2013).Life-span developmental psychology: Personality and socialization. Elsevier. Berk, L. E. (2017).Exploring lifespan development. Pearson. Cherry, K. (2015). Eriksons psychosocial stages summary chart.About. com. Accessed July,25. Ernst, M. M., Johnson, M. C., Stark, L. J. (2010). Developmental and psychosocial issues in cystic fibrosis.Child and adolescent psychiatric clinics of North America,19(2), 263-283. Fraser, J., Rosina, R. (2017). Psychosocial development and response to illness.Paediatric Nursing in Australia: Principles for Practice, 55. Linnemann, R. W., O'Malley, P. J., Friedman, D., Georgiopoulos, A. M., Buxton, D., Altstein, L. L., ... Moskowitz, S. M. (2016). Development and evaluation of a palliative care curriculum for cystic fibrosis healthcare providers.Journal of Cystic Fibrosis,15(1), 90-95. McLeod, S. (2013). Erik Erikson.Retrieved August,9, 2013. Mickley, K. L., Burkhart, P. V., Sigler, A. N. (2013). Promoting normal development and self-efficacy in school-age children managing chronic conditions.Nursing Clinics,48(2), 319-328. Stuart, G. W. (2014).Principles and Practice of Psychiatric Nursing-E-Book. Elsevier Health Sciences. VanDevanter, D. R., Kahle, J. S., OSullivan, A. K., Sikirica, S., Hodgkins, P. S. (2016). Cystic fibrosis in young children: a review of disease manifestation, progression, and response to early treatment.Journal of Cystic Fibrosis,15(2), 147-157