How Academic Pressures Can Be Detrimental For...

As Pre–service teachers, we agreed that our inquiry should emphasise both formal and informal learning, and how academic pressures can be detrimental for socioemotional wellbeing. Our current philosophical question was not our original question (APPENDIX A), as we realised that our original question was excessively complex and broad. By utilising and reworking various elements of our original question, we formed our current philosophical question: Does our current educational system value academic skills and dispositions at the expense of socioemotional wellbeing? We discussed what we as individuals believe the Purpose of Education encompasses. There was a general consensus that education needs to include elements of academia, however, some members saw the value of an informal education with a basis of social interaction. In-depth dialogue and Socratic questioning, lead us to the notions of informal and formal education, where everyone drew upon their prior experiences. Later, we built upon our understanding, concluding that an efficacious education needs to be both formally and informally situated. We decided to focus on the Humanist and Constructivist Theorists: Confucius, John Dewey, Paulo Freire, Henry Giroux and Maria Montessori (Lewis, 2012). Our question is philosophical, because it can be supported by empirical evidence, it is broad, it is subject to differing opinions, and it promotes Socratic questioning and further discussion. This philosophical question isShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesRating Scale 166 Comparison Data 166 Source of Personal Stress 166 3 SOLVING PROBLEMS ANALYTICALLY AND CREATIVELY 167 SKILL ASSESSMENT 168 Diagnostic Surveys for Creative Problem Solving 168 Problem Solving, Creativity, and Innovation 168 How Creative Are You ? 169 Innovative Attitude Scale 171 Creative Style Assessment 172 SKILL LEARNING 174 Problem Solving, Creativity, and Innovation 174 Steps in Analytical Problem Solving 174 Defining the Problem 174 Generating Alternatives 176 Evaluating