The Impact Of Philosophy Of Education On The Changing...

IMPACT OF HISTORY OF PHILOSOPHY OF EDUCATION ON THE CHANGING NATURE OF PHILOSOPHY OF EDUCATION Philosophy of education is nothing to do with the various parts or streams of education it seems to deal with the sociological and evolutionary and historical base of education. Its ‘what ought to be’ not what should happen or the result of what has already taking place or happened in the field of education. It analysis the various themes related to education like the teacher centred approach, indoctrination, rote learning, critical thinking etc. Philosophy also plays a major role in connecting other fields like sociology by including the society then psychology by dealing with the human development, cognitive abilities, etc, of the people, and also the history of education into the topic of education. For example dealing with Dewey’s philosophy of education stating democracy in classrooms brings in sociology as the philosophy was stated by observing the existing pattern of education in the society then psychology as the philosopher has stated the theory so that t he students are not passive listeners thus to improve their cognitive abilities and of course this philosophy is a major part in the evolution of the history of education. Philosophy seems to be the heart of the education on which education is surviving various philosophies related to education have shown and paved the history of education and impacted in its evolution to an extreme extent. For example Haberas’s philosophyShow MoreRelatedEssay on My Philosophy of Education1206 Words   |  5 Pageswe all struggle with philosophy and where to go from there once we decide what our set of beliefs are. Once we put our philosophy in place, we then struggle with changing our philosophy. I believe that philosophies can be always changing any given situation and in order for growth as an educator we have to be aware of the situations that can change our philosophy, as well as being true to our core beliefs. However, in order for this to happen we must understand what philosophy is, and what it is notRead MoreEducators Struggle with Philosophy1075 Words   |  4 Pageswe all struggle with philosophy and where to go from there once we decide what our set of beliefs are. Once we put our philosophy in place, we then struggle with changing our philosophy. I believe that philosophies can be always changing any given situation and in order for growth as an educator we have to be aware to the situations that can change our philosophy, as well as being true to our core beliefs. However, in order for this to happen we must understand what philosophy is, and what it is notRead MoreEducation Philosophy and Rationale1846 Words   |  7 PagesEducation Philosophy and Rationale Every instructor or a teacher has a certain ideology that he or she follows throughout the teaching careers which underpins everything. These ideology or philosophy is based on our assumptions about our definition of learning and our views on the nature of mankind, the purpose of education, the nature of the curriculum, the role of the teacher and the learner, and the nature of the instructional process. Similarly, I had a certain philosophy which focuses on introducesRead MoreThe Great Impact On Intellectual And Artistic Endeavors And Theses Ideas Essay1262 Words   |  6 Pages In the decades following the Civil War as the United States was changing from a primarily agricultural to an industrialized nation the American intellectual landscapes were changing in equally important ways. 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To me, the purpose of education is to teach students knowledge that is needed to make it through school and to succeed in the world after graduation. Anyone can go into teaching, but not every teacher can teach. Teachers go above and beyond to introduce methods, philosophies, and strategies to help their students learn, as well as, retain the informationRead MoreIntellectual Progress Of Mankind By Martin Luther King Jr.1610 Words   |  7 Pageshis life. Three main subject leads toward Intellectual Progress of mankind, philosophies, ideologies, and theories which this paper examines as related themes that often intersect in educational ideas (Gutek, 2004). Philosophy falls somewhere between the arts and sciences. On the one hand, it offers idiosyncratic worldviews that may be too disparate to compare. It is not surprising, then, that the question â€Å"Is philoso phy progressive?† is hardly ever raised. 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Relationships Among Manager Communication -Myassignmenthelp.Com

Question: Discuss About The Relationships Among Manager Communication? Answer: Introduction Effective communication is a crucial element of the functioning of a business organization that deals with sharing of information between individuals involved directly or indirectly with the organization. Proper communication deals with the adequate exchange of information between the stakeholders within the stipulated time frame. While the difference in communication competence exhibited by individuals is diverse across organisations, the willingness to communicate, also known as immediacy, also varies greatly among individuals. The present essay highlights the valuable business communication concepts of self-perceived communication competence and non-verbal immediacy. The paper aims to outline the behavioural and conceptual skills related to competence in the chosen area of communication. Self-perceived communication competence Self-perceived communication competence has a number of applications for business communication, as commented by (Shwom Snyder, 2015). As per the scholars, communication competence can be defined as the sufficient capability to provide or pass along information. It is thus the ability to make known by writing or talking. Self-percieved communication competence is how a person perceives his competence for written or spoken communication in a particular context. Research has been done in this field that finds that self-perceived communication competence holds the potential to make a rigorous impact on employees contribution to the organization. The nature and accuracy of such self-perception are crucial since an inaccurate self-belief can strongly help or act as a barrier to approaches adopted by the organisation fro growth. Hughes et al., (2011) noted that self-percieved communication competence is important since the awareness of own weaknesses and strengths help employees to adjust their thinking and cognition as per the diverse nature of tasks entrusted upon them. The competence, in this case, is a belief that an employee has about personal characteristics depending on which goals can be set for achieving success in the long run in the organization. Those who feel that they have high competency level in communication demonstrate increased interest to take part in more constructive and healthy tasks as compared to those believed to have low competency. It has been reported that a person shows more tendency to block communication with other individuals is there is an essence of discomfort and uneasiness. The concept of self-percieved communication confidence emerges from the concept of self-perceived communication competence. When a person is confident about communicating, either verbally or in written form, and the person does not suffer anxiety, he perceives himself to be capable to communicating (Wright et al., 2013). Self-perceived confidence can act as the most robust predictor of communication competence. Bovee et al., (2016) reported four techniques that can be useful in the measurement of communication competence. These are receiver-report, self-report, subjective observation and objective observation. Information gathered from practical experiences indicate that self-report method is the one used mostly as people have the tendency to make choices related to communication as per the self-perceived communication competence. The manner in which an individual believes in the competence he has plays a big role in his contribution towards organizational information flow. The actual behavior and set of actions of the person are influenced by the extent to which the person has confidence in himself (Umphrey Sherblom 2018). the authors identified that communication skills of self-identified reserved speakers are not different from those claiming non-reserved. Thus, the perception regarding own communication skill level weighs more than the actual skill level of the person. An argument can be put up that self-perceived communication competence has more association with individuals interest and willingness to communicate. The rationale is that the choice of communicating is truely a cognitive one and thus communication is more driven by the perception of competence as compared to actual competence. Kaul (2014) analyzed the types of self-perceive communication competence. The model of self-regulation indicates that the belief and confidence that an individual can influence desired outcomes make up a critical component of expectations for accomplishment at any given task. The authors further emphasize that the perception of control play a critical role in determining the efforts given by an individual for achieving the set goal. In case the person sets high expectations, greater efforts are given, and chances of success are more. In contrast, if there is a low level of expectations, fewer efforts are given, thereby reducing the chances of success. Two biases have the potential to operate in the process of self-perceived communication ability. The first one is self-enhancement that arises from the urgency to enhance feelings of self-worth and personal satisfaction. When people view their behaviors and actions in a positive manner, they become optimistic to an extent that is unrealistic. However, this bias aids in the acquisition of new skills, including communication skills, useful for the organization. This is so because the person is encouraged to address a particular issue (Thomas Stephens, 2015). The other bias is self-derogation. This is applicable for those who are depressed or anxious, having minimal faith in own capabilities. As the perception is that one has a poor level of capability, the outcome is poor (Mikkelson et al., 2015). Nonverbal immediacy According to Miller et al., (2014) a crucial element of communication in an organization is the signaling of a positive aspiration to communicate with other individuals in the same setting. The researchers state that the willingness to communicate and share ideas and viewpoints influences the organizational outcomes to a great extent. Immediacy refers to the ways in which positive feelings about communication are signaled to a person on the other end. As cited by Shwom and Snyder (2015) in their book, immediacy behaviors are those actions which are responsible for simultaneously communicating involvement, warmth, positive affect, availability for communication and psychological closeness. These behaviors can be of two forms, verbal and non-verbal. Some scholars have the belief that nonverbal behaviours are of more value in a context of organizational communication as compared to verbal behavior. Verbal immediacy behaviour is exhibited by a person when one signals warmth and desire to establish a connect to the person on the other end through verbal language. On the other hand, nonverbal immediacy is exhibited when a set of nonverbal cues are responsible for the communication. The most common form of nonverbal immediacy is closer distance, eye contact, touch, verbal tone, and smile. It has been noted that nonverbal immediacy often takes place in an unconscious manner (Argenti, 2015). Speaking in general terms, communicators engaging in nonverbal immediacy behavior are seen in a more positive manner than those who do not consider engaging in such behaviour. There is a rich pool of literature that proves that nonverbal immediacy communicative behaviors can be used by employers to enhance psychological or physical closeness and eliminate undesirable interpersonal distance. The rationale behind this statement is that emotions and perceptions of employees are based on the daily communication made with the supervisors and managers. Enhancement in closeness affects the relational oriented motives and aims, like affection, pleasure, relaxation, and inclusion. In addition, personal influence motives like control for communication are further affected by immediacies (DiSanza Legge, 2016). In support Limbu et al., (2016) had stated that nonverbal immediacy exhibited by managers have a strong influence on the emotional experience of the employees in a manner that employees feel that they are being given support from the supervisors. Employees are encouraged to express emotions since under expression of emotions can lead to employee turnover in ce rtain cases. It is to be remembered that nonverbal cues and immediacies contradict, regulate, emphasize and substitute for verbal messages in certain cases. The exposition of nonverbal immediacy towards clients is also a noteworthy matter. Nonverbal immediacy is a manner in which professionals can display warmth and respect, that improves client relationship and interaction. Client communication is a human experience creating a relational link. Effective non verbal communication is the vehicle with which involvement of clients is optimised. Kay and Christophel (2009) studied the relationships among manager communication openness, nonverbal immediacy and motivation level of a subordinate. Analysis of data collected from respondents pointed out that communication openness had a significant relationship with motivation, and that motivation and nonverbal immediacy were related in a nonsignificant manner. The tentative, yet positive association between immediacy and openness highlighted that the variables take place together. The result of the study brought into limelight the fact that immediacy had an indirect influence on motivation level of employees. Bovee and Thill (2012) argued that nonverbal immediacy often backfires depending on the situation. Nonverbal cues have often been pointed out to be counterproductive since culture and context are relevant to the success of the nonverbal cues. An individual might be appreciated in a particular environment for being friendly and warm, and might be given encouragement to engage in two-way communication. However, the same person might be criticised and considered inappropriate in some other environment for the same set of nonverbal immediacy. Moreover, individuals from certain cultures might feel offended due to certain nonverbal cues (Thill Bove, 2013). Conclusion In conclusion, it can be stated that immediacy, more specifically nonverbal immediacy has gained a lot of attention from scholars researching on business communication over the last few decades. Self-perceived communication competence also deserves special mention in this regard as a driving factor for effective business communication. Organisations must put the focus on these two factors for enhancing the flow of information throughout the setting with the help of robust communication means. References Argenti, P. A. (2015).Corporate communication. McGraw-Hill Higher Education. Bovee, C. L., Thill, J. V. (2012).Excellence in business communication. Pearson Higher Ed. Bovee, C. L., Thill, J. V., Raina, R. L. (2016).Business communication today. Pearson Education India. DiSanza, J. R., Legge, N. J. (2016).Business and professional communication: Plans, processes, and performance. Pearson. Hughes, A., Galbraith, D., White, D. (2011). Perceived competence: a common core for self-efficacy and self-concept?.Journal of Personality Assessment,93(3), 278-289. Kaul, A. (2014).Effective business communication. PHI Learning Pvt. Ltd.. Kay, B., Christophel, D. M. (1995). The relationships among manager communication openness, nonverbal immediacy, and subordinate motivation.Communication Research Reports,12(2), 200-205. Limbu, Y. B., Limbu, Y. B., Jayachandran, C., Jayachandran, C., Babin, B. J., Babin, B. J., ... Peterson, R. T. (2016). Empathy, nonverbal immediacy, and salesperson performance: the mediating role of adaptive selling behavior.Journal of Business Industrial Marketing,31(5), 654-667. Mikkelson, A. C., York, J. A., Arritola, J. (2015). Communication competence, leadership behaviors, and employee outcomes in supervisor-employee relationships.Business and Professional Communication Quarterly,78(3), 336-354. Miller, A. N., Katt, J. A., Brown, T., Sivo, S. A. (2014). The relationship of instructor self-disclosure, nonverbal immediacy, and credibility to student incivility in the college classroom.Communication Education,63(1), 1-16. Shwom, B. G., Snyder, L. G. (2015).Business communication: Polishing your professional presence. Pearson. Thill, J. V., Bove, C. L. (2013).Excellence in business communication. Pearson. Thomas, G. F., Stephens, K. J. (2015). An introduction to strategic communication. Umphrey, L. R., Sherblom, J. C. (2018). The Constitutive Relationship of Social Communication Competence to Self-Compassion and Hope.Communication Research Reports,35(1), 22-32. Wright, K. B., Rosenberg, J., Egbert, N., Ploeger, N. A., Bernard, D. R., King, S. (2013). Communication competence, social support, and depression among college students: a model of facebook and face-to-face support network influence.Journal of Health Communication,18(1), 41-57.