My Educational Philosophy

I taught elementary Spanish in the United States for a few years and I have often wondered why European students seem more interested in world languages than those in the United States. After reading a few articles and interviewing educators in different regions, I realized that it stems from a culture of international-mindedness. France - the country in which I grew up- is surrounded by four nations that speak different languages. Therefore, by necessity, and to promote intercultural understanding, the education system knows that it is essential to focus more on world languages. In comparison, the United States is more of an isolated country where learning a language other than English is less of a priority.

During a conference in Stockholm, IB Director General George Walker mentioned the importance of moving away from educating learners to merely be internationally aware and more towards creating well rounded humans who have the ability to weigh the criteria for truth. Indeed,Walker argued that "a global citizen examines and respects differences, and evaluates them critically. He or she does not passively accept all ideas or philosophies. Engagement - in thought, in discussion, in active learning - is the basis for global citizenship (2005). This view has completely shifted the way I think about my curriculum today.

While growing up, I was surrounded by various cultures. That unique experience has made me aware of the importance of recognizing, respecting and valuing multiculturalism. There are diverse ways to teach and assess students on their knowledge but one of the best ways to positively impact students' lives is to foster their curiosity for cultural differences that exist outside of their own community. Students should be provided with a meaningful and relevant curriculum with a focus on inquiry-based units. Moreover, promoting dialogue and collaboration in a classroom will not only reinforce the students' ability to understand the importance of diversity but also help them embrace the cultural history of other countries.

In her book, The Power of Inquiry, Australian educator Kath Murdoch makes an irrefutable case that inquiry based learning "is critical to our learning and growth [as] we make sense of our world through exploring [...] through experience and our desire to make meaning from that experience"(2015). Since I have immersed myself in the International Baccalaureate Primary Years Program (IB PYP) framework, I have not only been able to see drastic and positive changes in the ways in which my learners acquire knowledge but also a change in the way I practice my craft. Teaching through inquiry has allowed me to be a more reflective teacher and it has helped me focus on the process of learning with my students.

Working in the United States as an educator was a mind opening experience. However, working in an International School for the past few years has truly broadened my perspective as an inquiry educator. My desire is to continue on the path of inquiry Teaching and Learning so that I can keep implementing internationally-minded pedagogical approaches, with my future students, and learn from their experience and perspective.

I passionately believe in a pedagogy that focuses on critical global issues, cultural understanding and a holistic world history that will help to educate learners who can use their skills to create a more sustainable, equitable, peaceful, and culturally aware global community.