Purpose of Education & Pedagogical beliefs

                                                   

This post will identify the purposes of education relating to the current recommendations made by

Professor Graham Donaldson and also highlight my personal pedagogical beliefs.

Purpose of Education

The Donaldson Review (Donaldson, 2015) recommends four purposes for the new curriculum for 

Wales;

•        Ambitious, capable learners who are ready to learn throughout their lives.
•       Enterprising, creative contributors who are ready to play a full part in life and work.
•        Ethical, informed citizens who are ready to be citizens of Wales and the world.
•        Healthy, confident individuals who are ready to lead fulfilling lives as valued members of society.

      Biesta (2009) proposed; it must be recognised that there are many different perspectives surrounding what makes education purposeful as the aims and ends for individuals may be different. Education itself sets out to provide each learner with qualifications and social skills that will ultimately prepare them for the world of work, but all this must start at primary education.

      It is a personal belief that the uppermost aim for education is for each individual to successfully become literate, numerate and gain the ability to think autonomously and creatively. Using these skills effectively to make advancements in education will enable individuals to acquire qualifications allowing access to further education. This progression can lead to higher education or provide opportunity to enter the world of work. Education provides knowledge, life skills and understanding to every dependant whilst providing opportunities to grow; therefore, it has a very important purpose.

      Noddings (2013) states, “A primary purpose of schooling in a democratic society is to produce thoughtful citizens who can deliberate and make wise choices” (p.25). A similar view is featured in Successful Futures as Donaldson (2015) mirrors the thought of Noddings in saying ‘the ultimate purpose of education is to create ethical, ‘informed citizens of Wales and the world.

      The purpose of education is not just the final outcome - it is the constant progression and development that each individual must make. Dewey (2012) defined education as “the active process of transforming the existent situation. Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim in living” (p.181). This highlights that education continues to be purposeful as long as children are meeting their own personal milestones and targets.

Pedagogical Beliefs

      Pedagogy is defined as “the method and practice of teaching, especially as an academic subject or theoretical concept” (Stevenson, 2010, p.1309). To oppose this Donaldson (2015) however, proposes that; “Pedagogy is about more than ‘teaching’ in the narrow sense of methods used in the classroom. It represents the considered selection of those methods in light of the purposes of the curriculum” and the needs and developmental stage of the children and young people (Donaldson, 2015, p. 63). 

      My personal pedagogical beliefs include the use of outdoor learning in order to achieve a sense of freedom and a provide learners with a break from the classroom. I believe it is;

1.     Vital teachers protect and strengthen children's positive dispositions to learning; those ‘habits of mind’ (Katz, 1999) such as curiosity and resilience.

2.     Important that children are given the opportunity for child –led learning and practical, experiential learning and real‐life problem solving; by engaging children in ‘sustained shared thinking’ (Siraj‐Blatchford & Sylva, 2004.)

3.   Outdoor Learning provides opportunity for children to develop their creativity and gain confidence and self esteem;

      However, Waite and Davis (2007) stated how free play and child-initiated exploration of the natural environment appeared to engage children to a greater extent than adult-led activities in Forest School. In this instance, both free play and forest school allow for creative thinking, although some argue one more beneficial than the other. Gardner’s research on multiple intelligences (1993) also suggests that naturalistic intelligence may influence the environment’s role in development. Furthermore, sensory contextualisation has been found to be an aid to memory (Gottfried et al. 2004). The benefits that are provided for learners when working outside the classroom are immeasurable; and in my opinion should be at the core of all pedagogical beliefs. It allows children to move freely (Rivkin, 2000) with space that would not be available in a classroom. Spitzer (2006) reminds us that the brain is always learning and that it is not just in designated contexts such as the classroom that this occurs. To support this, Waite (2011) claims that “the value of working outside the classroom is in providing pupils with experiences that are different from those inside it. … We want them to learn to behave in ways that are different to classroom behavior” (p.14). Outdoor learning provides “freedom and fun; ownership and autonomy; authenticity; love of rich sensory environment and physicality for pedagogical practice” (Waite, 2011, p.65).

      With the new curriculum due to come in to play; I believe this is the perfect opportunity for current educators to take full advantage of the freedom they will get in their pedagogy. The new curriculum provides the opportunity for teachers to make cross-curricular links in what ever way they see necessary. Allowing room for extra outdoor learning and putting emphasis on that area would have an immediate impact on individual learners and their education as a whole. 

Bibliography

Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability (formerly: Joutnal of Personnel Evaluation in Education), 21(1), 33-46.

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Gardner, H. 1993. Multiple intelligences: The theory in practice. New York: HarperCollins. 

Gottfried, J.A., A.P.R. Smith, M.D. Rugg, and R.J. Dolan. 2004. Remembrance of odors past: Human olfactory cortex in cross-modal recognition memory. Neuron 42: 687–95.

Katz, L. G. (1995). Dispositions in Early Childhood Education. In L. G. Katz (Ed.), Talks with Teachers of Young Children. A Collection. Norwood, NJ: Ablex. ED 380 232.

Katz, L.,& Chard, S.C. (2000). Engaging children’s minds: The project approach. Greenwood Publishing Group.

Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: a missed opportunity?. Early Years, 27(3), 255-265.

Noddings, N (2013) Education and Democracy in the 21st Century. New York: Teachers College Press.

Stevenson, A. (Ed.). (2010). Oxford dictionary of English. Oxford University Press, USA.

Rivkin, M. S. (2000). Outdoor Experiences for Young Children. ERIC Digest.

Siraj-Blacthford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools.

Waite, S., B. Davis, and K. Brown. 2006a. Current Practice and Aspirations for Outdoor learning for 2–11 year olds in Devon. July 2006, final report for funding body EYDCP (zero14plus). Exmouth, UK: University of Plymouth. 

Waite, S., B. Davis, and K. Brown. 2006b. Five stories of outdoor learning from settings for 2– 11 year olds in Devon. July 2006, final report for funding body EYDCP (zero14plus). Exmouth, UK: University of Plymouth. 

Waite, S. (2011) Children Learning Outside the Classroom. London: Sage.

Waite, S. (2011). Teaching and learning outside the classroom: personal values, alternative pedagogies and standards. Education 3-13, 39(1), 65-82.