Philosophy of Special Education Philosophy of Special Education My philosophy of special education comes not just from my work experience in the field, but is woven together from my personal life, my years as a general education teacher, studies in human development, what I am learning in graduate school, and my general beliefs and values about people. This view is not static; it is evolving. I seek to practice what I know to be effective and right, to reflect upon what works and what does not, and to change when change is needed. I hold education to be of immense value and importance for every child.
Begin by opening your learning journal for this activity. Globalisation describes a world environment in which there is relatively free and frequent movement of goods, capital, people, information and ideas internationally.
The lessons in the previous activity were guiding students towards an understanding of some of the many consequences of globalisation. This activity takes a step backwards and provides evidence and examples of globalisation, clarifies the different meanings of globalisation and the drivers behind the many globalising processes in the world.
We saw in the World Core Curriculum and the examples of global education, that globalisation can emphasize the sharing of cultural experiences and building a global culture of peace.
However, it is economic globalisation that is of concern to many. The economic processes of globalisation are not new, however.
For thousands of years, people have been buying and selling to each other across great distances.
However, not everyone benefited from these historical experiences of globalisation. The Trans-Atlantic Slave Trade saw over ten million Africans shipped to the Americas in 35, voyages between the sixteenth and nineteenth centuries.
While sending cottonsilkindigo dye and tea back to England, the Company made its greatest profits forcing Indian farmers to grow poppy flowers which were manufactured into opium in company-owned factories and then sold into China against the will of the Imperial government. This eventually led to the Opium Wars between China between Britain.
The 19th and early 20th Centuries were also a time of very rapidly increasing free movement of goods, capital and people. New technology — in the form of the telegraph and steamships — made international communication and transportation much faster, easier and cheaper.
Byalmost all of Africa, Asia, the Pacific and Latin America and the Caribbean had been colonized by European countries to advance their wealth and power.
This was achieved by using military power to rule colonies as sources as cheap, near slave labour and abundant, nearly free natural resources.
These resources were sent to the factories in the colonial powers, where they underpinned the industrialisation and economic growth Europe and North America. Despite becoming politically independent in the years after World War II, most former colonies remained tied into the global economy as suppliers of raw materials, low-paid labour and markets for manufactured imports.
Very few countries have been successful in breaking out of this pattern. This is the process known as neo-colonialism. Economic globalisation has been advanced by five key factors in the past fifty years: To encourage economic growth and investment, governments have privatized many previously government owned services and industries and deregulated economic activity to allow market forces greater scope.
The lending and development policies of international agencies and banks, to open their economies to international goods, services, practices and ideas.
Large multinational corporations have replaced governments as the vehicle for economic domination and many have grown to be larger and more powerful than most countries. Rapid advances in technology, especially in manufacturing, communication and transport in recent decades, has seen the industrial revolution replaced by the information and services revolution.
The rise in per capita income generated by these processes has fuelled a massive rise in consumerism and created a perpetual cycle — or a treadmill — of production and consumption.
These five factors are analyzed in detail in Activity 4. The important point to note is that they are mutually reinforcing.
That is, rapid advances in information technology and computerisation, for example, have reduced the time and costs of global communications, thus reinforcing the effects of these economic factors. Faster, easier and cheaper communications have enabled the rapid transfer of huge amounts of money electronically and the organisation of production on a multi-continental scale.
For example, the typical family car now contains parts from all over the world. See an animated film of the globalized supply chains involved in the manufacture of televisions, including case studies from Ethiopia, Turkey, China, India and Mexico.
More than just economies Economic globalisation is a pervasive part of our daily lives — but globalization is more than just economics. There are many other examples and forms of globalisation, and evidence is found in all aspects of daily life, just as we saw in the story, Good Morning World!
What sort of evidence would convince you that globalisation is a pervasive part of daily life? Select six types of evidence for detailed analysis. Summarise what you have learnt, this far, about globalisation in your Learning Journal. Some definitions Globalisation is a process in which the people and countries of the world are being brought closer and closer together, economically and culturally, through trade, information technology, travel, cultural exchanges, the mass media and mass entertainment.
The impacts of these have been so rapid that they are the focus of much academic and popular writing. The journalist and author, Thomas Friedman, is one of the most well-known popular writer on globalisation.
Stiglitz defines globalisation as: A number of scholars argue that these definitions are too narrow as they do not emphasise the many different aspects of globalisation.
For example, the University of California Atlas of World Inequality argues that we need to recognize at least four dimensions: Economic globalisation … the greater global connectedness of economic activities through international national trade, financial flows and transport, and the increasingly significant roles of international investment and multinational corportions Environmental globalisation … the increasingly global effects of human activity on the environment, and the effects of global environmental changes on people.
Cultural globalisation … the connections among languages, ways of living, and fears of global homogeneity through the spread of North American and European languages and culture.May 04, · My Personal Philosophy of Christian Education To be a teacher at any school, whether public or private, secular or Christian, is a daunting task.
As a teacher I am responsible for the educational well-being of every student that walks into my classroom. Personal Literacy Philosophy.
When it comes to teaching literacy, there are many components that a teacher needs to consider. Effective literacy instruction needs to be balanced and should include the many aspects of reading, writing, and word work.
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5 stars based on 33 reviews. The heart of teaching learning philosophy is the concept of nurturing students and teaching them in a way that creates passion and enthusiasm in them for a lifelong learning. According to Duke () education is a practice of artful action.
Health and Physical Education Teaching Philosophy. Children must be encouraged to invent their own solutions to problems through creative thinking and discovery. Sample Philosophy Paper #1 It’s my Mom that has helped me in my education.
Readi ng, English and spelling have always been Already here I have glimpsed at my personal philosophy, or at least how my mind goes about its thoughts, but for now I have a few considered strengths and weaknesses to .