Philosophy of Education

As a proponent of the illustrious Socrates, I have developed a position on learning that touts the philosophy of, “I know that I know nothing.” After seventeen years in my role as “educator,” I know what I want accomplished in my classroom, but am acutely aware of the ever-changing and evolving nature of educational philosophy.  In my experience, there is no ‘one’ right way.  I can only trust that my upbringing, combined with continual self-evaluation, can, and will, lead to sustain me on a positive and productive path of wisdom and knowledge, and that this acquired learning will be passed on to, and retained by my students. Hopefully, those students, will be encouraged to forge their own path of life-long learning, will seek to use their knowledge for the promotion of their personal culture and professional way of living.  As it was succinctly put by John Dewey, it is believed that that which we learn is by doing.  The content which is taught and the encouragement of students to build upon that content is based solely on the integrity of the effort that is put into it by both the educator and those being educated.

The role of education is a critical one.  One must be educated to increase not only one’s quality of life, but to also prevent and annihilate the natural, hedonistic qualities that can be attributed to the negative tendencies of mankind.    To create an environment where these young minds can learn to logistically formulate their opinions and ideas, and solidify connections with other thinkers is paramount. Education should help develop a sense of discipline, regulation, and restraint in them, and to give them a place where they can creatively think around, be inspired by and work in correlation with one another.  Derek Davis writes in his article Character Education in American Public Schools, “Everyone agrees that a moral person should be marked by honesty, self-control, friendliness, decency, selflessness, fairness, respect, responsibility, compassion, loyalty, empathy and a cooperative spirit” (Davis, 2006).  Educators should facilitate instruction that will stress these qualities.  A path of self-discovery with a strong and guiding hand is my aim for each learner.  

It is my responsibility to treat each student as an individual with their own special set of needs, goals, learning styles, and worldview.  But to do so, there is a structure to be instilled.  Specifically, it is essential to pay close attention to Fleming’s V.A.R.K. learning styles and prepare lessons for the individual student to focus on what will benefit the students most.  Additionally, consideration should be given to Gardner’s multiple intelligence theory while teaching and assessing.  Emphasis should be placed upon students acquiring difficult to attain, but crucially essential life-skills. Students should be counseled, with equanimity, on the ways of the world to help them transition into the community. It is an educator’s duty to acquaint a pupil with older students and adults in the outside community to accustom them with the world in which they will be joining. 

Students should be constantly questioned and asked the purpose of their activities so that they may become introspective learners.  Finally, all educators should demonstrate to their pupils a love for learning so that they may model a spirit and attitude where a life-long commitment to educating oneself is concerned.  The students’ role in the classroom is to absorb and embrace all of the vast and numerous ideals presented to them and, using a Constructivist approach, utilize this wisdom to formulate a worthy work ethic, and an appetite for curiosity.  

An educator should encourage students to use active problem solving, to create more knowledge, and then to reflect on it regardless of the subject being taught.  Additionally, they should be required to talk about what they are doing and how their understanding is changing.  It is their job to open up their minds, as they comb through the material, to draw inferences and make connections and associations; to synthesize and reflect on their previous experiences, assess themselves, and create their own path for learning.  It is the student’s job to attempt to figure out what they love, where they belong, why they are there, and where their own pathway will lead them.  The students’ role in education is to do their work, without question, to the best of their ability.  Their work should be done with care; their attitudes gracious, and willing as they use what they have learned to make a viable contribution to the classroom.  It is their job to work cooperatively with their peers, to appropriately utilize the provided technology, to protect themselves and others from all forms of bullying.  It is their duty to stay organized, use an agenda, and communicate effectively with their teacher, and parents.  Preparation and participation should be their focus as they strive for academic excellence.  Respect, perseverance, and honesty should be their goal as they develop into lifelong learners.

 An attitude of commitment, strength of mind, and moral fiber are the critical and deciding factors in the success and failure of students.  Students must be provided with a safe and engaging environment, where they can construct their knowledge and understanding.  Educators must instill in their students sense of pride in their work and a spirit that longs for higher education. Finally, educators must teach their students that through broad and extensive study, they can develop a sense of discipline that is regimented, everlasting, and most importantly, self-made.