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Essay on christian education
Influence and contribution of Christianity on education
Religion and Education
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Core Values
I could easily state what I believe the value of Catholic Education to be, how it becomes the foundation for a person’s life, and helps to shape a person into a better human being but I do have trouble expressing my own core beliefs. After hours of reflection and thought to really examine myself and my life and what the very roots of it are, in the end, it is really quite simple. Christ is the center of my life! Faith in God and his loving, forgiving, unseen presence is the greatest gift I have, the component that I could not exist without. This life of Christ within me makes me who I am, and guides me do what I do. Based on this foundation, I believe that Christ is the reason for my school and I am drawn to follow His example by striving to find ways to educate His children with their unique gifts, needs, and abilities.
I am a firm supporter of Catholic education as I have experienced the benefits that only a Christ centered learning environment can provide as a student, teacher, and parent. I have come to strongly believe that Catholic schools must be able to provide an excellent foundation for all students. I believe that knowledge in God is critical to life on Earth and that God essentially gives all of that
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This inclusion model is a formula for an environment where “all are welcome” and students learn from each other, gaining respect for knowledge and respect for God’s world. The philosophy approaches where “ Personal and social development leads to good citizenship” and “ equality of education “(p.7) is practiced, I believe comes from the interweaving of the different philosophies. The traditional, Catholic school philosophy overlapped with the contemporary, “real world” approach is where I am
school placement (Gabel & Danforth, 2008, p.42). An approach to inclusion that The United States maintains is that the educational settings are based on each child’s individual case.
Inclusion vs. integrations in the classroom. Inclusion in the classroom is, to me, one of the most important social justice challenge in the field of education. I have often reflected
Catholic school governance models are unlike those found in public school systems. The oversight for public schools is the purview of local school boards that ensure public money is properly and efficiently spent to provide the best education possible for all students. Historically, Catholic schools enjoyed a degree of autonomy, answering solely to the pastor at the elementary level, or to the diocesan bishop or to a religious order at the high school level. Catholic school governance models have undergone a restructuring in recent years, due in part to the financial difficulty schools have faced. However, this restructuring does not mean that Catholic school governance resembles the public school model. Quite the contrary, as there are a myriad
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Mara Sapon-Shevin’s model for inclusion supports the idea that students should not be categorized by their disability, there should be a healthy nurturing culture in the classroom that promotes acceptance of all students regardless of differences in religion, race, or disability (Noll, 2013).
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
He believes supporting religious schools will create a diversity, and evolved into an environment where children can in fact flourish. Exposing children to different ways of life than their own cultivates autonomy, and self-governing individuals. However, schools have to be careful not to endorse or condemns religious
As a teacher, it is my goal to provide an invaluable service to society by guiding all students, despite their abilities, through their academics. Therefore, I will enthusiastically practice inclusion and encourage others to do so as well. Inclusion includes having equal access, participation, and supports for all students with the goal of all students benefiting. It is my belief that all students should have access to education in the least restrictive environment which allows them to fully participate. All students in my inclusive classroom will be full members in the learning community and will have multiple opportunities to learn, develop, and form relationships with others.
Inclusion requirements as discussed in the Florian articles In Jennifer Spratt and Lani Florian’s article applying the principles of inclusive pedagogy in initial teacher education: from university based course to classroom action, Florian and Spratt discuss the inclusion requirements to be seen from a view point of inclusive pedagogy , which is a method of teaching that integrates dynamic practices and learning styles, multicultural content, and varied means of assessment, with the goal of promoting students academic success, as well as social , cultural, and physical well-being. Florian argues that the action of the class teacher should aim to extend what is generally available in the classroom to everyone, taking into account that there
The purpose of the Catholic Catechism is to educate and form man in the faith given to us by our lord Jesus Christ. Therefore it is seemly fitting to discuss man in relation to the Catechism. The very first chapter of the Catechism of the Catholic Church begins with man, and continues, at great length, to discuss man in all four sections of the catechism. It is the collection of church teaching, which have been given to man by for the salvation of mankind. The follow essay will draw out and develop the recurring theme of man from the catechism.
My definition of inclusion is “that equality and equity is the right of every student no matter what the barriers exist to meaningful learning. All barriers require removal to allow access, for all, to the Australian curriculum content irrespective of the structural or economic adjustments that this necessitates. Inclusion does not necessarily provide guaranteed outcomes but is grounded on the concept of equal opportunity for all.”
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
The main goal in life is to live by our beliefs and our values. These beliefs and values define who we are as a person and create how we behave towards others (Wright, 1). These beliefs and values can be defined as our personal core values. My personal core values include family, trust, honesty, friendship, and creativity, which define who I am, change from past to present, and could change again.
Religion is commonly defined as a group of beliefs concerning the supernatural, sacred, or divine, and the moral codes, practices, values, institutions and rituals associated with such beliefs (Wikipedia, 2006). Most of the major religions have evolved over the centuries into what they are today. In many cultures and times, religion has been the basic foundation of life, permeating all aspects of human existence (Fisher, 2002). Religion is passed on from generation to generation. My religious beliefs were passed on from my relatives on my mother's side. My family has believed in the Catholic faith for many generations. Since I grew up in the Catholic faith I went to Catholic schools my entire childhood. My personal experiences and the Catholic faith made me into the person I am today. Without a religious upbringing I feel that there would have been something missing in my life.
My core educational values define what I believe is necessary tools students need to be successful. Such values are provided by the community of people (educators, parents, business partners) who touch the students’ lives. I value knowledge because without awareness of specific content, students are not able to truly feel a part of society. I value development of skills in order for students to apply their knowledge. When skills are applied, students demonstrate their knowledge and ability to function in our current world. I value critical thinking in our students so they can extend their knowledge and skills to solve complex problems benefitting our present and future. I value citizenship and feel that education has a responsibility to model and nurture character qualities in our students. Educating students is raising them equipped with tools that will enable them to function as contributing participants in a productive society. Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges.