Introduction
The French philosopher Michael Foucault’s theory of governmentality, correlates with the idea that power is only used under the circumstances that the individual is free to begin with. For example, slavery does not exercise power as those who are enslaved have no choice and are, by definition, trapped. Instead, power, especially one highlighted in governmentality, is rooted in the control of free individuals (Week 1 – Governance & Government and Individuals & Communities). Said power can be exercised in various ways, such as discipline. For example, people know not to go against certain values, such as democracy, as they have been disciplined into having this mindset without being punished for different opinions (Then & Now, 2019). In my opinion, it goes beyond politics and is a control of actions in a sense rather than regulations and laws.
Pedagogy of the Oppressed
“Pedagogy of the Oppressed” introduces the paradigm in which power is the advantage one group has over vulnerable individuals. Moreover, the authors highlight that the only power that can free the oppressed is that of themselves (Freire and Ramos, 2005). Furthermore, the notion of false generosity is highlighted by the author as a way for the powerful to minimize the harm that is being done without addressing the core of the issue (Revolution and Ideology, 2019). This occurs since the root of the problem is the fact that the oppressors benefit from being in charge. For example, people may donate to support charities helping the poor while avoiding paying taxes to generate social change for the better. Addressing symptoms while creating an illusion of help will not minimize the existing barriers and will only mask the issue or confront its effects.
Peace and Conflict
Peace, conflict, and environments in which said concepts can be achieved have been discussed by a variety of philosophers. Depending on the philosophy that is being applied, the notions change, and so do the circumstances (Page, 2004). For example, Plato and Aristotle have similar views on peace. Namely, the philosophers believe it can be maintained in an environment in which classes are divided (Week 2 – Peace & Conflict and the Environment). They believed that the ruling class is to apply a level of assertiveness to maintain a conflict-free environment. Society is to remain relatively static and stoic to avoid situations in which barriers may occur. Moreover, the concept of justice is also essential.
Kant has different perspectives on the notions, mentioning that peace is a duty everyone carries. He believed peace is the responsibility of each individual in particular. In regard to conflict, Kant highlighted that every individual has a duty to not generate harm for others. Thus, conflict is avoided by each member of society to create a favorable environment. Dewey, on the other hand, believed that social harmony, hence, peace and a lack of conflict, is created through democracy (Week 2 – Peace & Conflict and the Environment). The democratic environment facilitates more favorable circumstances for such concepts to be addressed. Rousseau, on the other hand, held the belief that peace means being in tune with nature. Society is corrupt and conflictual by definition. Hence, one needs a naturalistic environment to remain at peace.
Children and Childhood
The concept of children correlates with the exemplifications of individuals who are yet to reach the age of 12 years old. However, from a philosophical perspective, children are the ones who will be adults in the future, which is why they are to be taught the right values (Vansieleghem and Kennedy, 2011). Development, hence, the dynamic which highlights the child’s advancements, can be illustrated through the developmental stages. In regards to children, they go through the following life stages: prenatal, infancy, toddlerhood, preschool period, and middle childhood (Week 3 – Children and Childhood). Various philosophical ideas were attributed to the concept of children. For example, Locke highlighted that they are born blank slates and gradually develop based on the environment around them. Rousseau also mentioned the importance of contact with the external world when it comes to development, while Dewey illustrated the creativity correlating with a child’s development.
Childhood is the time period in which one develops. Said development depends on the family, school, social interactions, and similar elements (Week 3 – Children and Childhood). Moreover, the life stage is essential in regard to adulthood as the person develops the main personality traits and life views at an early age. Philosophers differed in their views on childhood. For example, both Dewey and Locke regarded the life period as one in which generating interest and motivation is more important than creating barriers. Vygotsky, on the other hand, perceived childhood as an opportunity to shape one’s abilities and reach an optimal level of operation. Montessori, however, viewed childhood as more than an educational opportunity but a phase in which all aspects of life can be improved.
Professional Portfolio. Exploring the Role of Educators in Child Development
The role of educators is essential when it comes to child development in regard to the employment of democratic values, the establishment of free-thinking, and independence in forming a mindset. However, debates occur in terms of the level of involvement teachers can have, direct versus indirect instructions, values that are to be implemented, and the tools applied to address said objectives. As a result, the difference between choosing a public or private institution is often perceived by parents as deciding on the measures teachers take to educate. In this paper, education will be assessed in regard to measures teachers can take to inspire development without crossing ethical guidelines. The examination, which will be based on the philosophical paradigms highlighted by a variety of thinkers, will also determine existing research on the topic.
Research Aims
The aim of the research is to examine existing philosophical concepts correlating with measures that can be implemented by educators to instill democratic values. Moreover, the objective is to seek a potentially effective way for teachers to approach specific topics without crossing ethical boundaries and being biased in their teachings. The research question is “what is the philosophical perspective and teachers and tools applied to instill positive values in children?”. The frameworks that will be examined include ones developed by Locke, Dewey, Vygotsky, and Montessori. The aim is to select appropriate existing secondary data from reliable sources and determine the existing perspectives on the teacher’s involvement in shaping a child’s mindset. It aligns with the existing controversy correlating with the ethical elements of globalization, which may hinder multiculturalism, as well as the bias in education.
Methodology
As highlighted prior, the aim is to conduct the analysis based on existing secondary data. However, specific characteristics will be taken into consideration when selecting the information that will be applied to the paper. For example, articles published in academic journals and selected from appropriate databases will be included in the research. The search will be conducted through Google Scholar, as well as platforms such as Emerald and Sage.
Several literature pieces have already been selected based on said qualities. For example, the paper on Montessori and her focus on activities that interest children were published in the Frontiers in Psychology (Lillard et al., 2021). Similarly, a report on Vygotsky and the importance of the social environment has been selected from the Journal of Education for Teaching (Newman and Latifi, 2020). Another inclusion criterion, besides the peer-reviewed status, is the year in which the article was published. Only sources published in the last five years will be admitted, such as the report on Locke’s views on education (Nacua et al., 2020). A similar example is the 2021 paper on Dewey’s philosophy in regard to development (Ye and Shih, 2021). At the same time, besides the philosophical component, the paper will add scientific perspectives constructed through research.
For example, reliable literature exemplified that both indirect and direct instructions are effective. In both cases, performance enhancement can be maximized (Hosseinimehr et al., 2019). By examining the philosophical perspective while also providing reliable sources on the science of teaching, a more comprehensive overview can be achieved. Needless to say, all the literature that will be applied in the assessment will be included based on its reliability, which is determined by the peer-reviewed status as well as the time when the articles were published.
Freedom and Equality
In my experience, I have witnessed incidents in which freedom and equality were not the values that people operated based upon. Someone who operates within an institution cannot always speak their mind on potential violations as they are aware of the repercussions.
I take both notions seriously within my workplace. Namely, both the workforce and all the stakeholders are equal and should not be treated differently, based on my perspective. I do what I can to ensure that equality is at the core of what I do and what I expect others to implement in how they manage their professional tasks. Thus, reporting cases of inequality is essential.
I believe that the education system in my country is relatively effective in providing knowledge on freedom and equality. Moreover, the democratic education model is not only effective in ensuring each student has equal opportunities to access knowledge but also motivates children to be tolerant and understanding of each other.
Conclusion
The concept of art in education is the notion of actively participating in art activities or gaining knowledge on important pieces and their interpretation. Thus, in one case, children practically employ drawing and painting while, in the other case, they observe famous paintings of artists (Week 6 – Art and Culture). Art is used in pedagogy from the student’s early age (Naughton and Cole, 2017). Moreover, it is essential to highlight the connection with culture. For example, art can illustrate the cultural and socioeconomic elements of a certain country or area of the world during a time period. At the same time, the idea of multiculturalism allows students to learn about the diverse ways in which people express themselves, their traditions, and their ways of life.
Reference List
Naughton, C. and Cole, D.R. (2017) Philosophy and Pedagogy in Arts Education. 1st ed. Routledge.
Week 6 – Art and Culture (no date)