Philosophy of Education

Education or hands-on learning and philosophy or theorizing cannot be shorn from the other. As Michael J. Anthony and Warren S. Benson write in Exploring the History and Philosophy of Christian Education, "philosophy and education cannot be separated because each relies on the other for illumination."[1] In a similar manner, since the theoretical world grounds or serves as a foundation of the world of praxis or experience, the two cannot be separated because each relies on the other.

Praxis refers to activity or action and derives from Greek origin and is rooted in the theories of Aristotle. Aristotle argued there were three basic activities of man, theoria, poiesis and praxis.[2] These correspond to three kinds of knowledge: "Theoretical, to which the end goal is truth; poietical, to which the end goal was production; and practical, to which the end goal was action."[3] Praxis, then, is the process or activity through which a theory or skill is practiced. My own philosophy of education believes that without praxis, theory is useless since it exists only in the abstract without being put into action.

Praxis is the educational experience compared to the philosophical theory grounding that experience. If theory is the idea then education is the consumption and testing of those ideas. Matthew Fox provides an excellent example of the distinction between the world of theory and the world of praxi

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authority is closest to my own views of the purpose of secular education. Better educated and more moral individuals create more educated and more moral societies. My personal philosophy of education definitely encompasses Dewey's vision of its purpose: "To make students intelligent citizens, education must be democratic, providing students with free and intelligent choice between alternatives and engaging them in meaningful interactions with their environment-the subject matter, the teachers, and peers."[13] Appropriate Goals for the Ministry of Education Anthony and Benson argue that "No ministry setting is fixed, so at some point the inability to apply theory to practices leads to frustration and stagnation."[14] At all times the goals of education must remain malleable so that evolution of theory and practice occur in ways that promote the highest levels of moral and intellectual conduct. One of my main goals for the ministry of education is to ensure my own ongoing learning and moral and intellectual development. This includes not only keeping informed of the latest theories and information but also knowing what has come before. As Anthony and Benson argue, ministers must "review the past so that th
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Approximate Pages = 12 (250 words per page)

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