Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next
through teaching, training, or research. Education is commonly divided into stages such as preschool, primary school, secondary school and
then college, university or apprenticeship.
Philosophy of Edu:
Behaviorism says that the teacher’s role is to provide positive reinforcement to the right
behaviors and negative reinforcement to wrong behaviors. While behaviorist reinforcement (i.e., grades, recognition in the classroom) is used in education, we firmly believe that a behaviorist approach to moral development is conventional, short sighted, and counterproductive.
Cognitivism is focused on how information is organized, structured, and conceptualized. A key role of the teacher is to provide structure and organization in a manner that helps students assimilate and acquire the information. We believe that cognitive approaches have a place in teaching ethics, but are not sufficient because they focus mainly on intellectual skills without integrating the affective and social domains. Cognitive approaches are primarily used in lectures, the predominant information dissemination method used.
Two theoretical frameworks that are more appropriate for engendering moral development are constructivism and critical theory.Key aspects of these theories in the hope that our readers will reflect and question their beliefs about learning and teaching,
Following are several of the guiding principles of constructivism:
1. Learning is a search for meaning, meaning is derived from experience, and experience is the result of continuous active agency. Therefore, learning should start with the issues around
which students are actively trying to construct meaning and should provide enough significant opportunities for students to gain experience in a reflective and iterative manner.
2. Meaning that is derived from experience is powerful
because it is fundamentally self-referent; that is to say it is deeply rooted in personal identity and viewing life from the inside out in the context of social systems. 4. In order to teach well, we mustunderstand the mental models that students use to perceive the world and the assumptions they make to support those models.
3. Meaning making is dynamic and full of continuous
tension, in fact tension is a necessary part of the process. When an individual must choose between beliefs, ideas, attitudes and behaviors that are contradictory, then the learner will embark on meaningful learning
We believe that constructivism and critical theory approaches are particularly well suited to laying a foundation of professional ethics because they give all students a chance to exercise their "voice," and because they empower students “to know, to care, and to act.”