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