Teaching is based on the philosophy of mind, which is how you intercept and disseminate knowledge to other people. Suppose you attend several holiday parties with different salad recipes that outnumber members present; you find out that the number of salads is different, and so do teaching philosophies. There are different philosophies applicable in other teaching circumstances. We should consider pedagogies or personal philosophies in determining their effect on consumers, not only on our perspectives on the philosophies. Philosophy of teaching applies concepts of teaching and nurturing students to create enthusiasm and passion that promote lifelong learning. Duke (19900) stated that the teaching philosophy is a design of disseminating knowledge. Therefore, the research paper will justify how the philosophy of teaching determines learning.

Section 1

Students have different and unique learning styles that make teachers treat them like individuals but not a classroom. According to Punjani (2014), the article paid homage to the fact that children possess prior knowledge from their family setting, social environment, spiritual, culture and friends and advised teachers to act like candle wax which can be mounded any shape. Individual needs of students are met when teachers use teaching strategies to meet student’s requirements (PUNJANI, 9).  Some teaching strategies include rapport, whole language instruction, creativity, and evaluation. According to Sternberg, Gardner’s theory of multiple intelligences states that teachers should apply intelligence in devising simple ways for students to grasp information. They include naturalist, intrapersonal, interpersonal, bodily-kinesthetic, musical, spatial, and logical-mathematical, and linguistics.

According to the importance of logic and critical thinking by Francis Bacon (2011), parents are responsible for teaching a Plethora of different virtues among the students. According to the article, parents teach their children life virtues to prevent them from becoming criminals and social misfits. Morality and values are a piece of the pie to mold children’s cognitive development (Bacon, 3). Parents teach their children on crossing the street and frequently remind them best strategies to instill memory and memory in the children, a philosophy of learning. Deductive reasoning, logic, and critical thinking are essential for a philosophical reason.

Section II

Section I has discussed the rationale of the philosophy of learning using the theory of multiple intelligence. There are specific real-world issues that govern philosophy of mind and are significantly based on the Punjani (2014) article. The article emphasizes the teaching-learning process, which explains how people learn. Creating rapport between teacher and student provides a holistic approach to learning by creating an educational learning environment. Teachers are conscious and constantly tune themselves for proper rapport with students, a group-oriented teaching strategy.

Creativity is a basic philosophy of teaching. It helps design and implement lessons and lesson plans in fostering spontaneity by creating an environment that ensures there are no stupid or wrong answers. It allows students to become themselves and make them bold while making their contributions. Pedagogical views in classroom or learning environment including styles of learning and teaching (Punjani, 10). Teachers use components that are both student and teacher-centered proactive strategies. According to the article, constructivism theory encourages worldly experience and real-life education meaningful to students. Students identify their complexities and learn from social interactions, a psychological principle of the learning experience. Therefore, according to the article, constructivism, pedagogical, rapport, and creativity perspectives of learning philosophy explain how people learn.

Section III

Regarding the phrase philosophy of learning promotes how people learn, I support the ideology for several reasons. Creativity among teachers and parents determines how to disseminate knowledge to unique and different students with multiple intelligences. For example, parents repeat morals and virtues among their children to understand and put them into practice which is the learning philosophy. The factors discussed in section II are vital and relevant in the teaching and learning process, as Punjani (2014) argued.

Teachers’ vital role in conversing and transforming learning as a learning philosophy is a lifelong learning process. Educators should be role models by embracing pedagogies that promote diversified learning strategies. Learning theories such as social, cultural cognitive development theory proposed by Vygotsky advocate learning from social contexts. For example, the constructivism approach encourages students to use social interactions to settle understanding complexities as an alternative goal for learning.

Rapport allows inclusiveness during the teaching-learning process, thus making learning enjoyable among learners. It creates a respectful environment that encourages learners to become lifelong learners and wholly functioning. According to John Dewey’s philosophy, the strategies used in teaching determine the learning process of the learners. He believed that people learn through the inquiry method of learning, whereby learners are encouraged to ask questions and seek relevance. Teaching philosophies are not only applicable in the classroom alone but daily lives. Learning strategy applies in our day-to-day activities and should be based on philosophical learning approaches in organizations and institutions.

Overall, learning is achieved by having effective philosophical teaching strategies. In section I, acknowledging multiple intelligence among people allows you to use the correct information dissemination. Teaching applies creative thinking, deductive reasoning, and logical perspectives in promoting the teaching-learning process.

Works Cited #

Bacon, Francis. “THE IMPORTANCE OF LOGIC AND CRITICAL.” Wired (2011): 4.

PUNJANI, NEELAM SALEEM. “MY TEACHING LEARNING PHILOSOPHY.” Journal on Educational Psychology, (2014): 4. vol 7.