Being a thought leader imposes weighty responsibility, not just individualistically,
but for the good of the community as well. Having a PhD bares the duty to
contribute to, and share truth. For me, I feel led to be a thought leader in
education--- primarily in learning and behavior. As research necessitates
specificity for feasibility and increased accuracy, I further qualify this to refer to
young childhood, that is birth to approximately age eight (or if need be, inclusive
of all of the elementary school ages). Currently, the primary population of relevant
people in relation to children is parents, who likely get their information from
family and friends, who likely get their information from generations of cultural
and familial traditions, and/or from the "quick-access" internet (blogs, non-peer-
reviewed articles, digital magazine-equivaent articles, social media, etc.). Just
listing these sources heeds warning to the seriously consequential differences in
beliefs and practices of different leaders (i.e. teachers, parents, etc.). To mitigate
the effects of families that have not had the opportunities of knowledge, faith,
love, etc., I pray that the system of public education has utilized practices that
employ well-educated teachers, referring to knowledge and. practice of effectual
evidence-based theories, practices in instruction, behavior, and the fostering of
good character and people (think positive behavior systems, ABA, moral
development, self-esteem, collectivism, etc.).
a a a a a a As far as educators and those involved in the system that teaches our young
ones, I believe they get their information from the same sources, with the addition
of the content shared with them from the institutions that granted them their
applicable education as well. As with all ideas, these sources of "truth" can be
traced back to ancient philosophical, cultural, and theological backgrounds
(including the adjustments in frameworks due to other epistemological focuses
such as empiricism). Such significant shifts have occurred that have affected and
arguably limited the views over the world as a whole. For example, late
modernism's lamentable break into secularism, a limitation imposed obtrusively
today. Smith (2003, as cited in Johnson, 2010) likens the shift into secularism as,
"nothing short of a revolution, promoted by an avid, growing intellectual elite, who
perceived current Christian attitudes and beliefs as regressive." Although my
experience with learning about the processes of learning are largely scientific and
systematic (i.e. Information Processing Theory, Cognitive Learning Theory, etc.),
psychology is beginning to include some distorted quips on reality and truth. My
seeking of a PhD from Liberty University also involves my desire to add to the
current research in early childhood education from a lens of truth from and of
Christ. "The fear of the Lord is the beginning of wisdom, and the knowledge of the
Holy One is understanding" (New King James Bible [NKJ], 1982/2004, Proverbs,
9:10). One cannot call something truth it it violates the word of God, as God is
truth and is the beginning and source of all knowledge, and thus I hope to add to
this area of knowledge with this in mind.
References
Johnson, E. L. (2010). Psychology & christianity: Five views 2nd ed. IVP Academic.
New King James Bible. (2004). Thomas Nelson (Original work published 1982).
