Introduction
Education serves to transition knowledge with a purpose in mind. There are objectives for both the institutions of education, the policy makers, the students and parents. Noddings helps to provide an over view of the phisolophies of education historically and how it still influences the traditions in education today. In providing some of the history of philosophy she demonstrates also how influential they are in shaping today’s system of education in the United States.
Who should be educated? The answer has a strong relationship to what people believe is the aim of education
Noddings points out that most people believe that everyone should be educated. However, this question is not simple to answer without taking into account the aims of education. One example is the message where “strong students in math and science” should be educated to be science and engineering focused professions. This indirectly predetermines who gets encouraged or "educated" as an engineer or scientist. The weaker students maybe weaker because of lack of interest, motivation, misinterpretations, or the existing teaching methods?
Should education differ according to the natural interest and abilities of the student? what implications does this have to the current structure today?
What are other aspect of knowing?
Abla explores this point by examining ontology, the theory of how we become, in the contents of learning. This also informs the decision of policy makers influencing who gets admission into a educational program based standards of what they define to be part of being successful at that institution or in the related field.
How should people be educated? Should we only examine the epistemology of education and what role does ontology play in the learning and teaching practice.
The philosophies of Socrates and Plato resonate most to me when think back on the policies and practices in place today. (Trying to relate and find quotes of)
How is the learner than informed on what he or she should know and how can they apply what they have learned. Is teaching what we know overshadowing the need to understand and teach who we “become” who we are?
If we are to fully understand a knowing within various forms of professional practice, we must understand the being of those who know- Alba pg 35
The gap in teaching and practice: When did this gap or divide occur/became more apparent?
The apprenticeship system, developed in the late middle ages between 1307- 1485, was a system where students would study a trade under an expert in the craft, an apprentice). Than there was a change in society that required a system where more students could study a trade and in less time. (There is and always will be social-economic influences in educational practices)
What role should policy makers play in education?
How should stake holders be informed and understand the philosophies of education? How do you change someone's views without making them feel offended? Especially when their practices are normal to the academic society they are work? And the system of reward is not their to encourage adaptive teaching techniques.
