Philosophy_of_Education.docx SEC-502 Philosophy of Education College of Education, Gra

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Philosophy_of_Education.docx SEC-502 Philosophy of Education College of Education, Grand Canyon University SEC-502: Foundations in Secondary Education for Graduate Students Philosophy of Educati... on Purpose of Education Teachers have important roles in the school. A teacher is responsible for teaching student™s material so that they can be successful now and later in life. Education is vital for any person™s success in life. Education has many aspects that are important such as ethics that have nothing to do with the material being presented to the students, but instead how the students are taught. Ethics are the basis of any profession, even more so in education as what teachers do or do not do affect others, the students. There is a difference between learning and education. œLearning is the process of acquiring new knowledge and skills. Education means organized programs of learning (Sir Ken Robinson, 2015). The purpose of education consists of three fundamental beliefs: prepare students for life after school, give students a way to discover things that they may want to excel in and give students real-world intelligence. When an educator prepares a student for life after school, it helps students build up social, emotional, mental, and strategic resources to be able to deal with complexity and uncertainty. Another fundamental is to make education valuable so students can strengthen their wills and skills to pursue what they want to be good at in their life. Real-world intelligence will teach s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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