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.).
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).
