My Philosophy of Education
Webster defines philosophy as a guiding or underlying set of principles. The key word in this definition is guiding. The following philosophy of education is a set of beliefs that I hold, which I use as a guide when entering a classroom, or when building a lesson plan. Above all, it is important to me to remember that one who guides must often alter his course in order to reach the ultimate destination, setting aside his own comfort and pride.
I believe that all learning is fourfold, occurring equally, if not simultaneously, in the mental, social/moral, emotional, and physical realms of being. It is the purpose of the educator to provide a sanctuary in which all realms can be explored and developed without oppression from negativity. It is because of the fourfold nature of learning that the educational process must be fully integrative, each subject linking to the other in a vascular system of knowledge.
As such, no single part of the learner can be neglected. For, just as the vessels must be properly lubricated with high density cholesterol, the student’s body must be properly cared for in order to carry out successful mental function and to sustain emotional well being (self esteem is much better in the physically fit) in order to serve the greatest function in society. This chain can be explained in any order; the mind should be fed properly to maintain proper physical function in order to maintain emotional health so that a proper social function can be carried out, and so on.
I believe, as John Dewey believed, that “education is a process of living and not a preparation for future living”. Learning occurs daily, in every aspect of life, for every living being. It is my firm belief that if education is made immediate and practical for each day the student enters a classroom then the student will be more eager to learn. Of course, it is important to set goals for future living, but I prefer living to learn rather than learning just to live. Instilling a passion and hunger for knowledge, for life-long learning, in our youth is essential to a highly functioning society.
I believe, furthermore, that education is the front on which social reform must begin. Students spend nearly 1500 hours per year in school, and nearly 20000 hours in school during a student career. It stands to reason that the teachers, who spend so many valuable hours with students, would have a great impact on the impressionable and ever evolving minds of those students. Therefore, as education is the front on which the battle of social reform is fought, the educator is the mortar shell; we batter the opposing front to clear a lane in which the soldiers, our students, can advance and win the war. In short, the educator should, at all times, model the utmost respectable citizen.
Although creating a peaceful and unified society is an ideal role of education, it is also a pillar of the education system to nurture a sense of self in each student. Through social interaction and creative projects with only structural guidance from teachers, the student can gain a firm understanding of the traits unique to himself. As such, the educator should display his own uniqueness in his teaching methodology. As methods differ from teacher to teacher the students will see a great range of personality and will understand that there is acceptance and beauty in uniqueness. It is also through the “environment free form negativity,” that I mentioned earlier, that the student will be introduced to many cultures and languages, to many “disabilities” (what I like to call opportunities for alternative growth) and to many colors and religions. In the educator fostered environment students will gain recognition of the Self, as well as recognition and understanding of diversity and the oneness of humanity.
As a continuation, rather than a conclusion (as I have stated before philosophy by definition must always grow and change), I believe that education is my purpose, as it is for most human beings, innately. I believe that my compassion and my thirst for ongoing learning has and will continue to strengthen my passion for teaching. I do not claim to be a great teacher because I am inspired by supernatural entities. I am not touched by Apollo, and blessed by Solomon. I will not be a great teacher because I have the best ideas or because I have a high Intellectual Quotient. No, I will be a great teacher, because I care greatly.
I believe that all learning is fourfold, occurring equally, if not simultaneously, in the mental, social/moral, emotional, and physical realms of being. It is the purpose of the educator to provide a sanctuary in which all realms can be explored and developed without oppression from negativity. It is because of the fourfold nature of learning that the educational process must be fully integrative, each subject linking to the other in a vascular system of knowledge.
As such, no single part of the learner can be neglected. For, just as the vessels must be properly lubricated with high density cholesterol, the student’s body must be properly cared for in order to carry out successful mental function and to sustain emotional well being (self esteem is much better in the physically fit) in order to serve the greatest function in society. This chain can be explained in any order; the mind should be fed properly to maintain proper physical function in order to maintain emotional health so that a proper social function can be carried out, and so on.
I believe, as John Dewey believed, that “education is a process of living and not a preparation for future living”. Learning occurs daily, in every aspect of life, for every living being. It is my firm belief that if education is made immediate and practical for each day the student enters a classroom then the student will be more eager to learn. Of course, it is important to set goals for future living, but I prefer living to learn rather than learning just to live. Instilling a passion and hunger for knowledge, for life-long learning, in our youth is essential to a highly functioning society.
I believe, furthermore, that education is the front on which social reform must begin. Students spend nearly 1500 hours per year in school, and nearly 20000 hours in school during a student career. It stands to reason that the teachers, who spend so many valuable hours with students, would have a great impact on the impressionable and ever evolving minds of those students. Therefore, as education is the front on which the battle of social reform is fought, the educator is the mortar shell; we batter the opposing front to clear a lane in which the soldiers, our students, can advance and win the war. In short, the educator should, at all times, model the utmost respectable citizen.
Although creating a peaceful and unified society is an ideal role of education, it is also a pillar of the education system to nurture a sense of self in each student. Through social interaction and creative projects with only structural guidance from teachers, the student can gain a firm understanding of the traits unique to himself. As such, the educator should display his own uniqueness in his teaching methodology. As methods differ from teacher to teacher the students will see a great range of personality and will understand that there is acceptance and beauty in uniqueness. It is also through the “environment free form negativity,” that I mentioned earlier, that the student will be introduced to many cultures and languages, to many “disabilities” (what I like to call opportunities for alternative growth) and to many colors and religions. In the educator fostered environment students will gain recognition of the Self, as well as recognition and understanding of diversity and the oneness of humanity.
As a continuation, rather than a conclusion (as I have stated before philosophy by definition must always grow and change), I believe that education is my purpose, as it is for most human beings, innately. I believe that my compassion and my thirst for ongoing learning has and will continue to strengthen my passion for teaching. I do not claim to be a great teacher because I am inspired by supernatural entities. I am not touched by Apollo, and blessed by Solomon. I will not be a great teacher because I have the best ideas or because I have a high Intellectual Quotient. No, I will be a great teacher, because I care greatly.