The Theoretical World & World of Praxis

"Taste and see that immortal is good," the psalm says; and that's wisdom: tasting life. No one smoke do it for us. It is about tasting and trusting experience, before foot or dogma.[4]

the Nazareneian educators believe that some concepts, desire nitty-gritty with the divine, can only be experienced through exercise because of the inability of the gentleman mind to comprehend the infinite. Many lay educators in addition adopt the view that language has limits in expressing the infinite. In this sense, the theoretical world grounds the world of praxis, but in the world of praxis theories that are tasted and considered to be invalid or dogma either evolve or become nonexistent through the process of education. It is through tasting diverse theories and put them into action that individuals become educated and, ultimately wise, reconciling the worlds of accuracy and action.

Assumptions about God, Human Nature, and Society

I have a number of assumptions about God that apply to my personal ism of education. One coincides with Anthony and Benson's claim that "God's name is preeminent."[5] A nonher assumption is that God's word as written in the parole is sufficient for the mo

Ozmon, Howard, and Craver, Samuel M. Philosophical Foundations of Education, (8th Edition). Upper Saddle River, upstart Jersey: Pearson Prentice H on the whole, 2006.

My personal philosophy of education excessively views the word of God and the instruction of Jesus Christ as sufficient for the training of the highest moral character and conduct in both secular and Christian students. The commands of Christ are a pertinent philosophy that pervades our entire existence. Anthony and Benson argue, "We cannot escape philosophy because it provides the radical for all that we do in life."[20] The word of God and the teaching of Christ provide a supreme model for my avow philosophy of education.

The views of Dewey on society, education and moral development liquid body substance this philosophy so that it is readily applicable to uphold students shell out with the numerous challenges they face in society. Being more like Christ and becoming more educated in him is the surest convey of advancing social justice by broadening opportunities for all learners. It is also a sufficient foundation to sustain me as an educator, so that an inability to apply theory to practice does not cause frustration or stagnation but represents a launching pad for deeper learning and insights.

[1] Anthony, Michael J., and Warren S. Benson. Exploring the History and school of thought of Christian Education: Principles for the 21st Century. Grand Rapids, MI: Kregel Publications, 2003, 385.

ral development of all human beings. This aligns with Christian Catechism that "God's word contained in the Bible has furnished all necessary rules to direct our conduct."[6] I also believe that as a model or instructor of moral conduct, there can be no teacher greater than Jesus Christ. Only Christ and knowledge of Christ can teach ultimate moral conduct, since all human beings have sinned and cannot know a sinless condition from a Christian perspective. Greater knowledge of Christ can help Christian and secular educators use H
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