Thedefinition of learning is usually viewed as an alteration in skills, knowledge,attitudes, and behavior due to psychological or social experiences. Teaching inthe twenty-first century offers a number of satisfactions—witnessing andassisting the growth of young people, lifelong learning, the challenge andexcitement of designing effective instruction (Seifert, 1983).There have beenchanges in education in the past decade or two which have resulted in the decreasein opportunities and challenges of teaching. It has lessen the knowledge and skill required for teaching. Philosophyof Schools & Learning Ibelieve the “what” and “how” of education have been the main focus in educatingstudents/ learners. The “what” ofeducation centers on what is being taught? This involves the subject and the objectives that pertains to the lesson. Meanwhile, the “how” of education focuses onthe strategies, methods, and or techniques being use to deliver the lesson.
Nottoo much emphasis has been placed on the “why” of education. Of course every learner is aware of “with a good education comes agood job”. However, the real reason ofthe “why” involves much more. Foreducators, this direct their path in realizing if teaching is or is not their calling.For educators and students/ learners, I believe the “why” is designed to helpfind their passion in live and to move forward once they find it? I believe the “why” is designed for all walksof life to inspire, to lead, to encourage, to challenge, and most of all todevelop a problem-solving mindset in all learners.
Thereare many learning theories that are designed to reflect on “how” learningoccurs which involves “how” individual acquire, retain, and recall information.”The main idea of psychological constructivism is that a person learns bymentally organizing and reorganizing new information or experiences” (Seifert,1983). “Constructivism,which is a perspective on learning focused on how students actively create (or”construct”) knowledge out of experiences” (Seifert, 1983).