“Education is growth. Education is, not a preparation for life; education is life itself.”
(Dewey, 1916)
According to American philosopher, psychologist, education reformer John Dewey, in its broadest sense, education is the means of the “social continuity of life” and that when you consider the “primary ineluctable facts of the birth and death of each one of the constituent members in a social group”, education is an absolute necessity for the “life of the group” (Wikipedia) to go on. To this end, in order to be a good teacher in this day and age, one must be prepared to help foster the education of students intellectually, emotionally, socially and physically.
My aim as an educator is to affect positive changes in our community through our island’s youth. In simplest terms, my educational philosophy is to build rapport with my students, bridge the gap between their personal needs and educational learning, and help them to apply newly acquired information to their everyday lives. I strive to help students delve into themselves and discover their values, interests, aptitudes and abilities and hone these characteristics to become contributing members of our society.
When considering the six educational philosophies of curriculum and instruction focus discussed in class earlier this month, the three major philosophies that I can align my personal philosophy with are Essentialism, Progressivism and Humanism. The first two philosophies focus primarily on curriculum and instruction, whereas the third one incorporates classroom management. In considering Essentialism and its teacher-centered focus, I join the ranks of American Essentialism wherein teachers work to instill traditional American virtues such as respect, authority, perseverance, fidelity to duty, consideration of others, and practicality. (Sadker & Sadker, 1994, p.369) While most Essentialists teach the core subjects, my goal is to arm my students with the “essentials” of academic knowledge and character education of my content area as it pertains to the local, regional and global culture.
To ensure that my students aren’t lost in the demands of the world outside the classroom, I also appreciate that student-centered focus of progressivism that respects and promotes individuality. It is in the progressivist stage of instruction that I incorporate different instructional strategies that allow students to interact with others and to actively learn the material. Progressivists believe that this approach to education is a perpetually enriching process of ongoing growth (p. 372) and I wholeheartedly embrace this belief.
Humanistic education is about lifelong learning and the process allows a teacher to help “to develop individuals who will be able to live joyous, humane, and meaningful lives” (Valett, 1977, p.12) in and out of the classroom. According to Valett, priorities should include “[t]he development of emotive abilities, the shaping of affective desires, the fullest expression of aesthetic qualities, and the enhancement of powers of self-direction and control (emphasis added)” (p.12). And while there are arguments about humanists rejecting any religious beliefs, I am akin to the definition that speaks of a humanist as one who is concerned with the interests and welfare of humans; I think all teachers feel this way.
I come from a long line of educators and have long admired teachers for the work they do influencing students and helping shape lives. In recent years, I recruited employees to live and work aboard cruise ships that sail the Hawaiian Islands and often counseled applicants on what they could do to improve their chances of future employment. Through this job I realized that if I truly wanted to help my community, I would have to start at a different level. If I expected to have a more positive impact on people and reach a greater number of people, I would have to enter the classroom. It was unrealistic to think that counseling applicants for a half hour was going to provide them with the necessary tools to find satisfying employment. To affect change, I would have to engage individuals on a regular basis as I am doing as a full-time teacher today.
I enjoy working and talking with children. I am the youngest of seven children, an aunt to 14 nieces and nephews and a mother of one toddler. Given the size of my immediate and extended family, the African adage “it takes a village to raise a child” was brought to life within our family compound. I even found myself serving as a confidante for my nieces and nephews. It was often easier for them to seek counsel with me or pitch proposals before approaching their own parents. I know that our close-knit family has contributed to nine college graduates pursuing careers or graduate degrees so that they, too, can be productive members of society. I think that I can liken one’s school environment and community to this type of village. My experience on the home front will compliment my goals as a secondary school teacher because counseling my teenage relatives relates to students’ need from teachers i.e. empathy, understanding and an objective, open mind.
However, I understand that working to change our youth must begin through my educational development. I must continue to further my education if I am to successfully help students with their growth as responsible citizens. If I am to fulfill my teaching philosophy, I must first build my personal teaching efficacy through higher education. The University of Guam can help me overcome these current barriers by providing me with necessary tools of strategy, theories and practical uses to accommodate the students’ needs as well as my own. I know that the University of Guam’s School of Education will afford me these opportunities to build my personal educational manual.
_____________________________
“John Dewey Quotes”. Brainy Quote. (2009) (brainyquote.com/quotes/quotes/j/johndewey154052.html)
Dewey, John. (1916). In Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan.
Lewis, Beth. (2008). “Design Your Educational Philosophy Use Your Philosophical Outlook on Education as A Guiding Compass”. About.com Guide (k6educators.about.com/od/helpfornewteachers/qt/edphil.htm)
Sadker, M.P. and D.M. Sadker. (1995: 369-382). Teachers, Schools, and Society. New York:McGraw-Hill, Inc.
“Philosophy of Education”. Wikipedia. (2009). (www.wikipedia.com)
Valett, R. E. (1977). Humanistic education: Developing the total person. St. Louis: C.V. Mosby.
Wilt, Barbara L.. (2008). Schoolmarm’s Lil Red Schoolhouse Entry. (www.schoolmarm.org)
My aim as an educator is to affect positive changes in our community through our island’s youth. In simplest terms, my educational philosophy is to build rapport with my students, bridge the gap between their personal needs and educational learning, and help them to apply newly acquired information to their everyday lives. I strive to help students delve into themselves and discover their values, interests, aptitudes and abilities and hone these characteristics to become contributing members of our society.
When considering the six educational philosophies of curriculum and instruction focus discussed in class earlier this month, the three major philosophies that I can align my personal philosophy with are Essentialism, Progressivism and Humanism. The first two philosophies focus primarily on curriculum and instruction, whereas the third one incorporates classroom management. In considering Essentialism and its teacher-centered focus, I join the ranks of American Essentialism wherein teachers work to instill traditional American virtues such as respect, authority, perseverance, fidelity to duty, consideration of others, and practicality. (Sadker & Sadker, 1994, p.369) While most Essentialists teach the core subjects, my goal is to arm my students with the “essentials” of academic knowledge and character education of my content area as it pertains to the local, regional and global culture.
To ensure that my students aren’t lost in the demands of the world outside the classroom, I also appreciate that student-centered focus of progressivism that respects and promotes individuality. It is in the progressivist stage of instruction that I incorporate different instructional strategies that allow students to interact with others and to actively learn the material. Progressivists believe that this approach to education is a perpetually enriching process of ongoing growth (p. 372) and I wholeheartedly embrace this belief.
Humanistic education is about lifelong learning and the process allows a teacher to help “to develop individuals who will be able to live joyous, humane, and meaningful lives” (Valett, 1977, p.12) in and out of the classroom. According to Valett, priorities should include “[t]he development of emotive abilities, the shaping of affective desires, the fullest expression of aesthetic qualities, and the enhancement of powers of self-direction and control (emphasis added)” (p.12). And while there are arguments about humanists rejecting any religious beliefs, I am akin to the definition that speaks of a humanist as one who is concerned with the interests and welfare of humans; I think all teachers feel this way.
I come from a long line of educators and have long admired teachers for the work they do influencing students and helping shape lives. In recent years, I recruited employees to live and work aboard cruise ships that sail the Hawaiian Islands and often counseled applicants on what they could do to improve their chances of future employment. Through this job I realized that if I truly wanted to help my community, I would have to start at a different level. If I expected to have a more positive impact on people and reach a greater number of people, I would have to enter the classroom. It was unrealistic to think that counseling applicants for a half hour was going to provide them with the necessary tools to find satisfying employment. To affect change, I would have to engage individuals on a regular basis as I am doing as a full-time teacher today.
I enjoy working and talking with children. I am the youngest of seven children, an aunt to 14 nieces and nephews and a mother of one toddler. Given the size of my immediate and extended family, the African adage “it takes a village to raise a child” was brought to life within our family compound. I even found myself serving as a confidante for my nieces and nephews. It was often easier for them to seek counsel with me or pitch proposals before approaching their own parents. I know that our close-knit family has contributed to nine college graduates pursuing careers or graduate degrees so that they, too, can be productive members of society. I think that I can liken one’s school environment and community to this type of village. My experience on the home front will compliment my goals as a secondary school teacher because counseling my teenage relatives relates to students’ need from teachers i.e. empathy, understanding and an objective, open mind.
However, I understand that working to change our youth must begin through my educational development. I must continue to further my education if I am to successfully help students with their growth as responsible citizens. If I am to fulfill my teaching philosophy, I must first build my personal teaching efficacy through higher education. The University of Guam can help me overcome these current barriers by providing me with necessary tools of strategy, theories and practical uses to accommodate the students’ needs as well as my own. I know that the University of Guam’s School of Education will afford me these opportunities to build my personal educational manual.
_____________________________
“John Dewey Quotes”. Brainy Quote. (2009) (brainyquote.com/quotes/quotes/j/johndewey154052.html)
Dewey, John. (1916). In Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan.
Lewis, Beth. (2008). “Design Your Educational Philosophy Use Your Philosophical Outlook on Education as A Guiding Compass”. About.com Guide (k6educators.about.com/od/helpfornewteachers/qt/edphil.htm)
Sadker, M.P. and D.M. Sadker. (1995: 369-382). Teachers, Schools, and Society. New York:McGraw-Hill, Inc.
“Philosophy of Education”. Wikipedia. (2009). (www.wikipedia.com)
Valett, R. E. (1977). Humanistic education: Developing the total person. St. Louis: C.V. Mosby.
Wilt, Barbara L.. (2008). Schoolmarm’s Lil Red Schoolhouse Entry. (www.schoolmarm.org)
