The article focus was on the correlation that exists between education philosophy and teaching practice. It views the philosophy of education as a crucial measure of competence and accountable practice in education. Given the education philosophy, the role and position of teaching practice is also analyzed. Using both historical and philosophical analysis, the study reveals that philosophy of education includes different philosophical models in numerous teaching practices.
Hypothesis
Teaching practice lies in the category of philosophy, particularly the education philosophy based on analysis of changing aspects and origin of practice as a universal of human existence.
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Research methods
The study looks at scientific works with the focus being on philosophical sources to identify what is marked under “practice”. The main aim of this was to determine the meaning behind the word practice, its essence as a whole and the interaction between practice and cognition.
Findings
The modern view of education states that it involves different experience that effect the growth and development of a person throughout their life. Retrospective analysis of scientific works proposes the definition of the word practice as a condition or a cause of process. The research also revealed that even though different thinkers identified that the word practice does not encode all human activities, it is still significant and important for human life things. It identifies philosophy as what people do, that means it is a practice in itself.
Conclusion
Philosophy of education allows a man not to be tied by previous thoughts and actions and enable them to develop and change themselves and their society. The study has shown that emotions play a great role in the process of learning, both for the students and the teachers. Through the education philosophy, the teaching practice allows teachers to view and analyze the perspectives of their students. This, therefore, boosts understanding during learning from both the teacher and the student.
Reference
Bim-Bad, B. M., & Egorova, L. I. (2016). Interaction between philosophy of education and teaching practice January 2016. International Journal of Environmental & Science Education , 11 (10), 3385-3393.
