What Education Is; Clip 3 Video Lecture | Philosophy of Education: Introductory Course - Self Help Learning

now at the beginning of the process then
having all of this worked out is going
to be absolutely important for the
teacher another important thing is for a
teacher to know is that all of these
things are developmental all right even
for students in the day at the beginning
of age five compared to students at the
end of age five that's a hugely
important developmental year a lot can
transform itself and so we need to be
sensitive to the individuals
developmental path as well as knowing in
general what the averages are what we
can expect developmentally from
four-year-olds five-year-olds and on up
through the process as well so none of
this by itself is especially
philosophical I think part of teacher
training or part of being able to do
education professionally involves
knowing all of this stuff but the more
directly relevant fields of inquiry that
are important here I think are going to
be of course biology human biology human
developmental biology and so part of
professional teacher training and
ongoing teacher professionalism is
keeping up with what we are learning and
we're learning a lot on a regular basis
continuously in in developmental biology
as it bears on the age appropriate
material for the students that we will
be dealing with also the same can be
said for psychology young human beings
are very complicated psychological
beings as well and so keeping up with
and knowing a great deal about child
psychology and developmental psychology
is an important part of the teacher's
training and ongoing professional
practice so biology and psychology so we
have a very clear sense of what our raw
material is at the beginning of the
process okay good now we're at the
beginning of the process in order to
know also what we're going to be doing
with the young human beings at that age
we should have a clear sense of what our
goal is so we know at the end of the
educational process we will graduate the
student will
our stamp of approval on will give the
student a diploma and say you are now
ready to go forth as an adult we have
outputted our production from from our
educational system here what is it that
we are trying to produce here well again
some qualifiers are important here we
are as human beings we are educating
adult human beings and we want those
adult human beings by the time they're
finished the educational process to be
capable of functioning all of their
capacities that we think need to be
developed need to be developed all of
the functions that they're going to need
to be able to do as adults they need to
be in a position to be able to do all of
those functions and I'm going to add one
more qualifier here in the real world
philosophically charged term right there
but I'm editing this because partly
childhood and particularly childhood in
school we say things to students like
well you're out in the real world of
course they are in the real world
already school is is part of reality and
they're dealing with real human beings
and real situations so childhood is part
of real life all all to speak but
nonetheless what I think is captured
here by saying that adult life is taking
on the real world as opposed to school
life is that when children are still
children they do to some extent live in
a buffered reality or an insulated
reality parents and and teachers when
the children are in school do take some
pains to insulate students from having
to take on reality full-bore because we
know that they're not yet fully able to
do so so it is a less of a full contact
with the real world but nonetheless the
expectation is by the time what is an
adult those buffers go come off the
insulating comes off and one takes on
reality without parents and teachers
being the interim
many media areas rather between you and
the real world alright now that said I
want to tease out some philosophical
implications and I think there are
several right at this point here