My personal philosophy of education

My Personal Philosophy of education
Author’s name
Institutional affiliation
My Personal Philosophy of Education
In recent decades, the scientific and journalistic literature devoted to the problems of education has begun to affirm the “philosophy of education” phrase, which denotes the number of synthetic studies, in the processing of pedagogical material emanating from certain general postulates and axioms. One of the main educational philosophy issues is classroom management which alludes to the vast assortment of abilities and systems that educators use to keep understudies sorted out, deliberate, engaged, mindful, on the undertaking, and scholastically profitable amid a class. At the point when classroom-management methodologies are executed viably, educators limit the practices that hinder learning for both individual understudies and group understudies, while augmenting the practices that encourage or improve the learning process. As a rule, viable educators tend to show solid classroom-administration abilities, while the sign of the unpracticed or less successful instructor is a scattered classroom loaded with understudies who are not working or focusing.
The main issue of the educational philosophy and classroom management is the relationship between philosophy and education. Apparently, it depends on how the moments of this relationship are determined. From the philosophical point of view, first realized by Hegel, classroom management consists of subjects and methods that should correlate with each other to provide the high-quality result.

The problems of the education concept and distinguishing the stages of the educational process are the most affluent by Hegel. Moreover, he emphasizes the role of a good relationship with students as the primary criteria of the successful education process. Each teacher should have the education plan to maintain the process using other methods. However, there is no simple template for classroom management. Management techniques and apparatuses to a great extent rely upon the individualized reasoning of understudy conduct and classroom atmosphere (Hegel, 1998). In spite, educators may obtain thoughts from each other, because usage differs relying upon the personality.
According to Hegel, it is imperative to build up essential decides that will manage the classroom consistently. The tenets ought to be imparted on the ultimate day of school and apparently showed on the dividers of the classroom.
1. Regard everybody around you.
2. Raise your hand in case you have any inquiries.
3. Tune in and focus when somebody is talking.
4. Tune in and take after directions.
5. Love your neighbor as you cherish yourself.
The guidelines are set up to make a protected condition and alluded back frequently until the point that all principles are learned by heart. The research made by Hegel demonstrates that reliably upholding the guidelines brings about less behavioral issues. The principles are guidance on the best way to act not dangers on how not to act legitimately. Despite the fact that I concur with a ton of George Hegel speculations, his attestation that classrooms ought to work without rules is upheld by the investigation. He states “research and hypothesis bolster the thought that very much verbalized guidelines and methods that are consulted with the understudies are a basic part of classroom administration, influencing conduct as well as their scholastic accomplishment also” (Hegel, 1998). Rules ought to be built up with the participation of the understudies and each manage ought to be clarified as far as thinking.
The most prominent representative of the French materialism of the XVIII century Denis Diderot attached great importance to classroom management philosophy and rightly pointed out that the rules set up in the classroom are of great importance. Diderot strongly criticized the French feudal system of education, emphasizing that primary schools in the hands of the clergy neglect the education of children, and the privileged secondary schools of the classical type bring up only an aversion to science and give insignificant results (Diderot, 1993). The whole system of education and upbringing is unfit, “it is necessary to change the method of classroom management to mixed type as hundreds of methods are already involved into the education process” (Diderot, 1993). It is necessary for children to learn at schools, as the communication between students and teacher is of a great importance.
Also, the “new education” concept of Charles Dickens is currently widespread. It possesses all the essential characteristics of the ultimate conceptual completeness of an integral complex of consistent views and ideas on the problems of the state and development of the education system that is contemporary to it (Collins, 1964). Thus, the pedagogical doctrine of Dickens, on the maximum of socio-political, socio-economic, philosophical, spiritual, moral, and religious representations of the English philosopher, has all the attributes of an independent scientific and educational theory (Collins, 1964). According to this doctrine, a classroom environment that is both empowering and invigorating, that builds up a protected learning atmosphere. The atmosphere will likewise underpin thought and cultivate inventiveness; support visionaries and investigation questions while rousing more to be inquired. Disappointment will be recognizable and consequently will be a staple. The positive and vigorous culture of the classroom will be critical. The classroom will fill in as the beat of the class.
To conclude, three foremost theorists Charles Dickens, Denis Diderot, and George Hegel have influenced the formation of my personal philosophy of education. There are many concepts and methods to define the system of educational philosophy to find out the right way but having a good and understanding relationship with students in the classroom is still the most efficient way to manage the work and education process.
References
Hegel, G. (1998). Philosophy as Education. London, Routledge.
Collins, P. (1964). Dickens and Education.
Diderot, D. (1993). Diderot Pictorial Encyclopedia of Trades and Industry, Vol. 1 Dover Publications.