Seeking Ancient Paths: Why Philosophy Should Guide Teacher-credential Programs

  • Ruth Givens Azusa Pacific University
  • Ryan Cowden Sandburg Middle School

Abstract

As the current standards movement escalates its requirements preparing students for 21st Century Skills through Common Core and other initiatives, a shift is occurring among these reforms that incorporates critical thinking as a central trajectory. At the K-12 level, all teachers must be capable of facilitating critical thinking skills in their students. Yet surveying the California prerequisites for single-subject credentialing and teacher-preparation programs, the authors noted a trend away from foundational courses toward more practice-related experiences for its pre-service teachers.

This article discusses how courses exploring the philosophy and history of education should be embraced as practical, essential components of teacher credential programs for their ability to teach and develop the critical thinking skills needed for the 21st century classroom.

Author Biographies

Ruth Givens, Azusa Pacific University
Ruth Givens, Ed.D, is a professor in the School of Education and teaches in the master's program.
Ryan Cowden, Sandburg Middle School
Ryan Cowden, M.A.Ed., is a middle school social studies teacher in Southern California.

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Published
2019-04-30
Section
Articles