EDUC_703 Early Europeans
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Feb 20, 2024
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EDUC 703: Early Europeans
Chapter 2: Augustine: Idealism through a Christian lens
Question 4: In Hippo, Augustine’s students were much more diverse than in previous settings. How so? How did this challenge Augustine’s teaching and how did he differentiate his instruction? Later, he wrote
Instructing the Unlearned
. What advice did he share for teachers who have classrooms including diverse learners? Which piece of advice do you see as most relevant for teachers today and why?
Augustine was well known among his peers and community as an ascetic monk and presbyter suited with talents and gifts of an orator, teacher and leader. He was a kin to working with like-minded philosophers who were well-versed in the gospel and intellectual rhetoric. As assigned by Bishop Valerius to reside in the church’s garden monastery, Augustine encountered students who lacked preparation to decipher Scripture and furthermore to partake in defending their beliefs (Smith, 2020, p. 13).
Augustine recognized the importance of properly preparing his students based on their foundational needs paired with their current level of proficiency. He recognized that in order for his students to teach the scripture to someone else, his students needed to have a sound, in-depth understanding of the Scripture. Thus, he utilized the hermeneutic process to increase his students' content knowledge. He recognized that his students needed intellectual development and provided training on defending religious beliefs in a systematic approach. Lastly, he tied their ability to interpret Scripture to apologetics by requiring his students to engage in dialogues centered on issues regarding the ministry.
Due to this experience, Augustine began to establish his philosophy of education focused on the communication between the teacher and the student. He composed three works which would assist philosophers with understanding that “the process of knowledge acquisition [occurs] through reflective contemplation and divine illumination” (Smith, 2020, p. 13). His third and most notable text,
Instructing the Unlearned,
Augustine sought to provide suggestions on favorable strategies to meet the
needs of all learners. He encouraged instructors to be mindful of a student’s readiness to learn, the environment in which learning would occur as well as the importance of setting clear expectations that meet the interest and motivations of students. Augustine also suggested the importance of student-teacher relationships and the methods of instruction to ensure learning.
Acknowledging that Augustine’s suggestions shared during the Ancient Era still hold true today, I find that the most significant to teacher impact is attending to student interests and motivations. Augustine encouraged educators to be aware of the students current level of skill mastery and ways to make the content relevant and meaningful. He shares that students get bored for two reasons: the content is familiar or the content is complex. Augustine suggested that teachers determine students' mastery levels prior to instruction and chunk the delivery of content to support students with “finding meaning in the content” (Smith, 2020, p. 16).
In conclusion, Augustine’s profound insights emerged as a result of navigating a challenging experience. His commitment to establishing instructional strategies showcases his responsiveness to inclusivity and lesson relevance for every student. His
efforts and systemic approach to differentiating instruction underscores the importance of adapting instructional and educational approaches to accommodate the diverse needs of all learners.
Smith, S. J. (2020).
Windows into the history and philosophy of education.
Kendall Hunt.
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