UNIT 2- Educational Philosophy

Unit two was on Educational Philosophy.

“Formal education teaches how to stand, but to see the rainbow you must come out and walk many steps on your own.”
― Amit Ray, Nonviolence: The Transforming Power

With the help of my tutor and my peers, I successfully finished the second unit for curriculum studies. I gain knowledge, skills, and values from the activities and lessons in this unit, all of which are crucial components of learning. I began to understand the significance of cooperative learning as a teaching strategy because learning often occurs through collaboration, communication, and environmental exploration. We are given plenty of chances to figure out for ourselves how to make learning meaningful. I was rather shocked to see that the curriculum for kids is designed using particular ideas.

In class, we learnt about the four philosophies of Education.

I learned that the fundamental building blocks of one's own teaching and learning are respectful, supportive interactions between teachers and students. The curriculum is developed in response to student interest, instructor observation, and life events affecting the students and their families. The diversity of the students, teachers, and families in a classroom is reflected, valued, and expanded upon in our curriculum. We have the ability to make important decisions about how to use the resources and activities throughout the day and offer a chance to engage in groups so that we may share our experiences with other participants. The environment and activities in the classroom were purposefully planned by my teacher to give us a place to be inspired to study, discover, and solve problems, which I felt was the true spirit of the teaching and learning process.

The lesson about inquiry-based learning that I took away from this unit was the most intriguing. The Gross National Happiness (GNH)-infused curriculum allowed us the opportunity to conduct interviews with respondents, which I found to be valuable and decided to use when I go to the real world. Through interviews, I developed my sociability abilities and confidence level, both of which are crucial for success in life. In addition, I discovered how to use technology in learning and teaching, such as through video editions (Blended classroom). I discovered from my friend's presentation that GNH principles are now reinforced in all school activities, negating the need for value education programs.

The key takeaways from the group presentation include the following: GNH, or global non-governmental organization, or holistic development, aims to transform all schools through a focus on innovation and improvement in school leadership and management practices, green schools for green Bhutan (physical and psychosocial ambience), curriculum focus on strengthening teaching and learning as well as classroom management, continuous and holistic assessment, and co-curricular activities for wholesome development. In my perspective, the majority of students still do not properly get the importance of GNH. The majority of pupils appear to be engaged in undesirable habits based on their behaviours and personalities. I studied various educational theories and how GNH is incorporated into the Bhutanese curriculum, to put it briefly.