Epistemology and Knowledge Essay Example for Free

Epistemology and Knowledge EssayEpistemology, or the study of companionship, requires the scholar analyze the what, how, and whys of their own intimacy. Asking these questions of themselves is essentially applying that which they sop up learned. There are different origins of knowledge as conceptualized by philosophers, educators, and scientists. Early philosophers defined knowledge as justified true belief (Cooper, pg. 23). In order for an unmarried to know something it essential be true, he or she essential believe it, and the belief in it moldiness be justified or rationally reasonable. Later, early modern philosophers required knowledge to be proved and absolute.The scientific method was employed to add proof for ideas and beliefs. The means by which knowledge is acquired varies. Feldman cites sources of knowledge as perception, expert testimony, memory, reasoning, and introspection (Feldman, 2003). As an educator, instructing primary age schoolchilds on a daily bas is, I must not only progress to great insight into what I believe, but I also must have insight into my schoolchilds knowledge as well. Instructors need to know a prove out of things about their students, such as Do the students have adequate prior knowledge to under(a)stand the raw(a) material being presented?Are the students sufficiently motivated to engage in the cognitive tasks required of them? Does the knowledge fit an existing scheme of knowledge or will it require some alteration of up-to-date understanding? Understanding what my student know and at what depth they are able to apply that knowledge guides my instruction. My natural curiosity, a natural inclination for question, and a need for answers motivate the search for explanations. Knowledge and learning let on an understanding of our position, role, and function in the world.Achterbergh and Vriens (2002) stated, The role of knowledge in generating appropriate actions is that it serves as a background for arti culating possible courses of action (articulation), for judging whether courses of action will yielded the int leftovered number and for using this fancy in selecting among them (selection), for deciding how actions should be implemented and for actually implementing action (implementation) (pg. 223). Knowledge enables interpretation of experiences, predictions of consequences, and provides the ability to make informed decisions.My own personal epistemology is a product of each of these views. Personal experiences have a study influence on beliefs and should be an acceptable source of knowledge but not the only thoughtfulness when acquiring knowledge. There is also a place for the scientific method which offers proven data to stalk knowledge. For me, knowledge is a product of reasoning (Feldman, 2003). I derive knowledge from information imported done different modes and from various sources, such as personal experiences, advice from experts, and data.These inputs of informat ion are cognitively processed and filtered with the abduce to past experience and prior knowledge to become clean justified true beliefs (Cooper, ). Thus, knowledge learning is a process involving the collection of raw data or information, reasoning, and judgment making. For example, after my students have taken a test, I look at the data, think about the patterns in the data, or the lack of a pattern using prior knowledge and experiences as a filter. Finally, I decide what my next tone or strategy will be.Do I need to re apprize the subject beca delectation the pattern suggests that most of my students did not fully understand the skill or concept? Or do I move on to another more complex skill or concept because my students have proven themselves knowledgeable? It is in this way that I acquire knowledge and apply that knowledge to intend lessons for my students. Many of my colleagues rely but on the scientific method to make decisions in regards to student learning. They are satisfied with looking at a spreadsheet full of data and believe that it tells the complete story in regards to students.They are also under the assumption that scores derived from a series of multiple choice tests given on a strike off of skills will reveal if a student has acquired the desired knowledge. Basing denounces on these tests is also appropriate. I do not believe that this tells the full story of my students knowledge. These tests may demonstrate the ability to regurgitate this knowledge within a certain context, but out of this context this may not be true. I do, however, use this data to help inform many of my decisions, however, I do not make decisions establish exclusively on this data.There must be a balanceof reasoning, using my 16 geezerhood of experiences and training, as well as raw data tells a more complete story of my students knowledge and abilities. I have worked for Porterville Unified School District (PUSD), in Porterville, California, my entire char ge. PUSDs vision and mission statements read as follows PUSD students will have the skills and knowledge to be prepared for college and career and to make a positive impact in a dynamic ball-shaped society. The mission of PUSD is to provide students a dynamic, engaging and effective educational experience that prepares them with the skills to be productive citizens in a global society. As a result, it is perceived that all students will develop and demonstrate critical thinking and worry solving skills cultural awareness and the ability of collaborate with diverse groups effective communication skills of listening, speaking and pen creativity and innovation leadership, self-management and organizational skills obtained through real world applications and community involvement (and) the ability to pilot the global world of work and further their education (Porterville, 2012). Porterville Unified (PUSD) has given explicit expectations for what students should know at the end of the ir educational career with the district, how students get to these end goals is a little less clear and leftover to the judgment of the teachers. There are some expectations of teachers and lessons presented to students given by the district. Many professional development hours have been spent on instructing teachers about the specific things that administrators will look for as they do brief observations of schoolroom instruction.The expectations include teaching explicitly to the essential standards posting of the essential standard being taught 80% student engagement during the lesson display of exemplary work higher order questioning and thinking skills. Administrators collect this data and share it with invest levels and school wide to help teachers focus on areas that are lacking. Administrator walk-throughs give a quick snap shot of the type of teaching and learning taking place during a lesson and they help to build a holistic picture of the teaching methods and resources being used (Hetzner, 2011).PUSD has placed an strain on the strategies needed for effective lessons and, in turn, effective student learning. As a 4th grade teacher for Porterville Unified School District, my task is to create daily lesson plans that serve to guide me as I teach my students. My first step in creating these lessons is to determine my students level of prior knowledge. I can accomplish this by looking at formal and informal assessments and data. Observation of this data gives me a better understanding of what my next steps with my student should be.In some cases, I need to go back and reteach skills, while in other cases I can teach my students a new skill. I have to make an informed decision as to what cognitive level I need to teach to next. Awareness of how my students are performing as well as where I need to be as far as pacing and staying on track to get through all the skills needed to be taught within the year are vital to my daily task as a 4th grade teache r. As I compare my personal epistemology with that of my district, I realize that I spend more meter assessing data after the lesson has been taught while the district places more emphasis on data collected during a lesson.Both of these approaches are valuable and, in fact, the district does place value on the end result (i. e. State test scores), however, there is little action that can take place after the end of the year data is collected. PUSD has placed and emphasis on good instruction because they see it as the highway to a good education, as well as, the skills and goals they have set in the mission and vision statements. Our epistemologies queue up in that we both rely on the research of experts.I trust, as does PUSD, that the data given by experts is valuable to our own knowledge and it should guide how I teach my students. The district also views its teachers as experts in the field and has given many freedoms in the presentation and uses of resources when teaching stud ents. As I reflect on my school districts focus as compared to me I realize that even though our epistemologies are not simply aligned we are aligned in our focus of the students. Students come first. That means I will use whichever strategies I need to in order to create effective student learning.Reviewing test scores and planning lessons are vital to student learning, however, I have been so centered on what I am teaching that my students have not been engaged as well as they could be and thus have not learned the subject matters to their full potential. Also, although pacing is important, it should not be of top precedency. Top priority should be assessing my students during the lesson and changing strategies, or even the skills being taught, if my students are not engaged.There is no height in plowing through a lesson if the majority of my students are not listening to what is being taught. This new insight will definitely help to drive my instruction and will help make me a more effective teacher. References Achterbergh,J. , Vriens, D. (May-June 2002). Managing viable knowledge. Systems Research and Behavioral Science. V19i3p223 (19). Cooper, D. E. (Ed. ). (1999). Epistemology The classic readings. Malden, MA Blackwell. Feldman R. (2003). Epistemology.Upper Saddle River, NJ Prentice Hall. Hetzner, Amy, 2011. Walk-throughs give school administrators firsthand view of staff in action. JSOnline Milwaukee, Wisconsin Journal Sentinel. May 14, 2011. Retrieved on November 20, 2012 from http//www. jsonline. com/news/education/121843078. html Porterville Unified School District, 2012 . PUSD Vision and mission statements. Retrieved on November 20, 2012 from http//dnn. portervilleschools. org/dotnetnuke/District/VisionMission. aspx.