Due to the dynamic and controversial quality of this area, it is necessary for a prospective teacher to develop his or her personal philosophy of education, whether it is a hodge-podge of several standard examples or one clear viewpoint.
While civility does not imply homogeneity or the absence of conflict, it does require that differences of philosophy, politics, or social position (race, class, gender, ethnicity, sexual orientation, etc.) not be allowed to transcend or obscure what geographers share as professionals and as persons. This means that geographers should engage in reasoned exchanges that are civil and respectful of individuals and their differences. The growing use of electronic forms of communication raise special challenges in this regard, as these can undermine community by facilitating the wide dissemination of statements that are hurtful, embarrassing, or of questionable veracity. Hence, users of these technologies should make special efforts to avoid postings that could be construed as cyberbullying (the use of electronic communication systems with the intent to harass, embarrass or intimidate), and electronic bulletin-board moderators should strive to ensure that such postings are not among the electronic communications under their purview. By the same token, the vigorous exchange of ideas and perspectives over the World Wide Web should be welcomed, and efforts should be made to respond to alternative perspectives and constructive critique in a reasoned, measured, and civil manner.
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After being introduced to the main educational philosophies, perennialism, essentialism, progressivism and social resconstructionism, I have had the opportunity to decide for myself which ones I believe in and why.