Introduction
Educational theories concerns with the development process of the student or a child in any education curriculum. They are concern with student’s growth and changes that occur when they are in education institutions. The theories also focus on the impact of change and growth on their achievement on specific learning outcomes. The theory of education is instructive in establishment of the appropriate experiences to accomplishment of certain specific goals (Gutek, 2004).
Philosophical underpinnings impacting education practice
Authentic assessment tries to mirror problem solving in real life situations. It is important to note that authentic assessment is sometime very sophisticated due to the fact it involves complex interrelationships. The process also incorporates the interdisciplinary approach depending on the ability of the child to learn faster. Some children are gifted and talented in certain aspects hence they can learn more easily than others. It is through authentic assessment that teachers or instructors can know whether the child or the student is in position to apply what they have learn in real situations. Authentic assessment is a vital aspect in any learning process because it involves the contemporary description of learning, thinking and language that are used in the process. Educational theory put a lot of emphasis on problem solving when delivering instruction to children or students. The way the child applied what has learned is very paramount as postulated by Gutek. He said that performance application of the information and strategies that are acquired by these students through the learning process. When assessing what a child has acquired through learning, it is very important to expose them to real life situations which are quite relevant to them (Cah, 1997).
Excellence in education has also been dealt with extensively in the education theory. Excellence is defined as quality of being virtue with superior accomplishments or quite outstanding results. It is quality of eminent goodness and it has been a convention theme which is directive of quest for education and cultural scene. Education on the other side includes all forms of experiences that bring about development of intelligence, knowledge acquisition and character formation (Gutek, 2004).
Educating the child in whole is a very important thing to any learning institution. It is quite imperative that the child get full information concerning every aspect of life. The skills and knowledge acquired should be relevant and that it carries all qualities of a learned child. According to education theories, a whole child refers to a child who is:
- A child who is responsible and has ability to relate well with family members and other relatives
- Has ability to manage themselves while considering the relationship with others
- Become citizens who are informed, have a clear understanding of civil and community relations both at global and national level (Rudalevige, 2004)
- They should be citizens who can make great contribution to social, economical and cultural matters in the society (Cah, 1997).
- Understand real situations and be able to effectively carry themselves in management of the challenges that they face in various situations.
Education theory also explored the idea of ensuring that all elementary and other institution of education should ensure that all children benefit from the curriculum been offered. Most governments have had comment on this matter and federal laws have been changed to tolerate this issue (Rudalevige, 2004). The main objectives of these changes in laws is ensure there significant accountability in all measures that govern schools. If accountability is observed, then all children are going to benefit from these education systems (Cah, 1997).
In his book, Gutek has also discussed the idea of education making a difference. Education theory postulates that all children who undergo any learning process should be in position to show quite outstanding characteristics as compared to those who were not privileged to access education curriculum (Gutek, 2004).
References List
- Gutek, G. (2004). Philosophy and Ideological Voices in Education. 120-60
- Cah, S. (1997). Philosophy of Education. 130-180.
- Rudalevige, A. (2004). No Child Left Behind. 70-80