Educational Philosophy
Helping students to build on their prior knowledge through the activation of pre-existing affections so that they not only learn, but feel called to apply their knowledge in the so-called "real" world.
Regardless of the subject at hand, my belief is always the same, “You know more than you realize.” In my experience, academic environments can make learners feel small and unimportant. It is almost as if people must humble themselves before the great god of Academia and make supplication if they are to be educated. While I believe humility is an important virtue that all people ought to learn to cultivate, I do not believe it should be the sole position for coming into new knowledge.
I am a firm believer that we all know more than we realize. In many ways, school exists to develop and strengthen connections between the wealth of knowledge that we have already stored up in our minds. I believe that students truly are individuals and teachers do well to help them understand and grow into their individuality. Only when these connections are made can new knowledge be imparted.
I believe that no matter what subject is being examined, learners have a right to have frank and open discussions. Testing the strengths and weaknesses of any perspective is the best way to sharpen critical thinking skills. I make every effort to facilitate age and developmentally-appropriate discussions in an environment which is respectful.
As an educator, I believe in partnering with students rather than commanding them. As an informed member of the partnership, I can follow the passions and interests of students while being sure to cover essential materials which I believe will meet the requirements of the educational experience and connect with students in a meaningful way.
It is my firm belief that students only learn when they want to, and they want to learn when they are respected and valued for their individuality. Encouraging their unique acceptance and application of “big ideas” is what will prepare them for useful lives outside of the learning environment.
In the classroom, I employ a variety of instructional styles, including lecture, round-table discussion, student-led learning, electronic media, and field trips. Assessments are done through traditional testing (multiple choice, short answer, long answer), as well as more holistic and creative demonstrations of comprehension which are at times highly structured and other times are student-driven and open-ended. By making use of a diverse set of tools, I can serve all learners and activate affections throughout our time together. I believe that through a holistic exploration of subjects, students can come to understand themselves better, therefore how they live will change to reflect their new ideas. What else is education but an opening of the way to new life?
At the end of the day, I know all-too-well that the most I can do for any student is to show them a host of paths and perspectives, and that when all is said and done, they will do what they will do, and they will be what they will be. More than anything else, I strive to leave them with the impression that this is the way it should be, because they always do know more than they realize.
* For more on my perspectives on teaching, explore the concepts of existentialism and idealism in the context of educational philosophy.