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    Educative Essays: Volume 1
    Educative Essays: Volume 1
    Educative Essays: Volume 1
    Ebook132 pages1 hour

    Educative Essays: Volume 1

    By Benjamin L. Stewart, PhD

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    About this ebook

    This book contains a collection of 16 essays covering various topics related to the field of education.

    LanguageEnglish
    PublisherBenjamin L. Stewart, PhD
    Release dateJul 5, 2013
    ISBN9781301434886
    Educative Essays: Volume 1
    Author

    Benjamin L. Stewart, PhD

    Benjamin Stewart holds a PhD in curriculum and instructional leadership and a master’s degree in education, curriculum and instruction: technology. He is a full-time EFL teacher educator and researcher at the University of Aguascalientes in Mexico with an interest in researching personal learning networks and language teaching and learning.

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      Book preview

      Educative Essays - Benjamin L. Stewart, PhD

      Philosophical Analysis: Intentionality and Purpose

      Diversity in the United States

      Educator Competency

      Creating a Safe Space in Schools…

      Culminating Research Paper

      Legal Aspects of Teacher Contracts

      Personal Liability, Slander and Libel, Child Abuse, & Copyright Law

      Freedom of Expression

      Due Process in the Fifth and Fourteenth Amendments

      Rights of Students with Disabilities

      Parent choice, Vouchers, and Public Education

      Curriculum Trends

      Visionary Leadership Trends

      Three-Minute Walkthrough

      Curriculum Management Plan

      About the Author

      This page was intentionally left blank.

      Dedication

      This book is dedicated to Beny and Oliver, who have taught me how to truly appreciate my own educative experiences as a father.

      This page was intentionally left blank.

      Preface

      Why a series of educative essays?

      I began studying a doctoral dissertation from Northcentral University (NCU) in September of 2007. NCU is an online university, accredited by the Higher Learning Commission and is a member of the North Central Association. The first two years of the doctoral program consists of graduate courses whereby learners upload essays to the NCU platform for credit. Having completed all of the course work for the program, I realized that I had accumulated quite a few essays over the years, covering a variety of topics within the field of education. So, why a series of educative essays? Here are a few reasons:

      I realized that I had no personal copies of any of the essays that I had written for NCU - they all resided on the NCU platform for a definite period of time.

      The essays were all spread out over various courses and quite difficult to find. Having them all in a book format would allow for easier access.

      I’ve been blogging for several years and have never gotten into the habit of reading prior posts, even when someone would post a reply. It was just something I hardly ever did, for better or for worse. The same applied to the essays written for my doctoral program. I thought having them as a single collection would force me to look at how I viewed various educational topics in the past as well as my own writing style. It has now been long enough that I feel that I can step back and appreciate them for what they are. Not literary classics, nor excessively profound statements on education written in clear, academic style and tone, but a realization and some satisfaction in reflecting on how my perspective in some cases had changed over the years while in other cases a perspective that continues today.

      Never having published a book before, I thought pulling these essays together would justify going through the self-publishing process from start to finish. I will leave it up to the reader to judge whether doing so was actually worth it or not.

      I wanted to offer a book on educational topics under a Creative Commons License so that others could reuse, revise, remix, and redistribute it to give back to the profession of education in some way.

      Why order essays by date?

      The essays are ordered by date so to respect the order in which I wrote them, spanning a period of about two years. It also provides a way to reflect on how my writing style and ideas developed during this period. Some topics jump around between chapters while others are more aligned. Thus, you may want to skip around to different chapters of the book to read those essays that interest you the most, or you may decide to read them in order, from start to finish.

      Yielding to Dewey (1938), the term educative in the title of this book is meant to promote, the growth of future experience (p. 13). My sincere hope is that to some small degree that this will be the case for the reader - I know the process of putting these essays together has certainly been educative for me.

      Benjamin L. Stewart

      July 4, 2013

      This page was intentionally left blank.

      Educational Philosophy

      September 15, 2007

      This paper proposes an educational philosophy based, in part, on a variety of non-metaphysical philosophies namely pragmatism, philosophical analysis, and existentialism. The context with which this philosophy is based builds on the experiences of an American teaching pre-service English language teachers (at the collegiate level) in the country of Mexico. The university holds a humanistic view of education that stresses the importance of teaching the whole person. Subdivisions of the educational philosophy presented are detailed to include further explanations on the metaphysical, epistemological, axiological, and logical perspectives, which together break down communication to its real meaning and intent. To conclude, an educational philosophy is presented which should be considered a continual work in progress or a starting point. The objective of creating an educational philosophy is to position an educator within a given mindset that provides a reason for choosing certain instructional approaches, then as new knowledge and understandings are gained through additional life experiences, this mindset is either maintained or will be in need of some kind of change or alteration.

      Most would agree that teaching is considered both to be an art and a science. When one looks at a painting, listens to music, or writes a poem, what makes these forms of expression beautiful? The same question can be made to those evaluating techniques or best practices involving teaching. If an educator can back up his or her own teaching method with significant research, is that enough? Or should it be solely on how an educator perceives the situation, going on his or her own gut feeling. Teaching is a very personal act that very much reflects one’s own belief system, or philosophy. An idea, belief, or perspective that is not confined to a particular place or time, and one that is generally considered an overarching force that influences perceptions of what is real, beautiful, and logical. Gutek (2004) mentions that a philosophy contains four major subdivisions:

      1. Metaphysics (what is ultimately real)

      2. Epistemology (how one acquires knowledge)

      3. Axiology (what is right and wrong and beautiful)

      4. Logic (deductive and inductive) (p. 3-4).

      In the context of language learning, specifically an American English language educator working in the country of Mexico, this discussion addresses the four subdivisions of an educational philosophy that stresses the importance of meaning within a variety of social settings. As life experiences and understandings develop, so too does an educational philosophy, one that either becomes more definite or becomes subject to change.

      Metaphysics

      In the language-learning classroom, the stress of what is real is based on the intention of the speaker, or illocutionary force, and the actual effect the speech act has on the hearer, or perlocutionary act (Bardovi-Harlig, 2002). Ideologies can influence how communication is to be interpreted as well. Turn-taking, implicatures, and use of idiomatic expressions can imply discrete forms of meaning that are dependent on both time and space. From a pragmatic perspective, linguistic meaning is interpreted under two kinds of contexts: 1) linguistic and 2) situational (Fromkin, Rodman, & Hyams, 2003, p.208). The hearer interprets meaning under linguistic context at the word, phrase, sentence, or paragraph level, and can then interpret the same linguistic discourse based on his or her own knowledge of the world, or situational context. For example, an argument among congressional senators during a crowded

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