COUNSELING IN EDUCATION

Philosophy of Education from a Counseling Perspective



Philosophy of Education from a Counselling Perspective

Introduction

Philosophy is the art which teaches us how to live and opens our mind to spirituality and enlightenment. Since philosophy outlines a common way of live and teaches us how to tackle life's situations, children need to learn it as much as we do at other ages. In truth, there is little known about the philosophy of education than the fact that the most important difficulty known to human learning seems to bring up the children and methods to educate them.

Counselling responds to that effect to the needs of people seeking help a person to resolve, within a relatively short time, problems that do not necessarily belong in their pathology. There are commonalities in the development of counselling that can be summarized by the emphasis:

Active methods in the aid relationship

The belief in the potential of an individual or group

To belief change in a short time

To establish a relationship where empathy trumps the authority, where the reality outweighs the distant past

The environment as a facilitator of change and personal growth (group, community work) (Younger, Brindley, Pedder, Hagger, 2004).

A personal, educational philosophy offer particular insight into educational learning and instruction as pointed out in Driscoll. By having various educational philosophies to follow, it allows for different aspects of learning to be brought into the learning environment. It was recommended in Driscoll that when developing a personal theory of learning, it should be conveyed in a specific professional context (Shulman, 2000). This means an individual should utilize their professional experiences when coming up with their personal educational philosophy due to the expertise they may have in a specific area or grade level, for example.

Organization

It can be said that an effective educational philosophy is one that includes learning taught by a motivated teacher. A motivated teacher is one that displays positive effects of instruction on students, has a feeling of accomplishment for a job well done by students, and generates subject matter interest. These are all areas that may impact a student to be motivated, as well. It suggested that motivational characteristics should include active classroom participation and self-determination demonstrated by teachers and students.

Under operational framework of motivational learning, effective classroom management will also impact a student's motivation to learn in the college classroom (Brewer & Burgess, 2005). It recommended in Brewer and Burgess that a very structured, extremely organized, and outcomes oriented teachers are able to sustain student motivation. In addition, it noted in Brewer and Burgess that teachers' out of classroom relationship with students is also a significant factor in motivating them (Nonis, Hudson, 2006).

An operational framework of motivation is one that depicts students who are motivated more to study, and thus display the willingness to strive for a positive academic performance. Academic performance may be judged on both ability and motivation. However, it indicates in Nonis & Hudson that students with low ability but demonstrate high motivation are more likely to perform well ...