Philosophy of Education
I believe that the purpose of education lies within the ever-growing dynamics of our society. At present, that purpose translates to the acquisition of knowledge in subject matter with an emphasis on technological skills as well as the formation of functional members of society. Most importantly, the purpose of education is to challenge and compel our students to become problem solvers, critical thinkers and social activists. Also, the United States has become one of the most, if not the most, culturally diverse countries of the world; thus, the purpose of education should include teaching our students about different cultures around the world and teach them to become tolerant of the racial, physical, and cognitive differences of all human beings. Martin Luther King Jr. (1947) once proclaimed, “It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the legitimate goals of his life. Education must also train one for quick, resolute and effective thinking.” Similarly, my personal doctrine is to instill children with knowledge they can utilize as a tool for becoming assertive individuals capable of reaching their career goals and fighting for freedom and equality. Ultimately, the purpose of education is to prepare children for higher education, equip them with the skills necessary to enter the global market and other sectors of our economy, and provide them with the wisdom to make their communities, and our country at large, a better place.
The learning environment of our classrooms should provide a nourishing and invigorating climate that supports the cognitive, psychological, and social development of children. For example, a cordial environment where respect and kindness is promoted allows children to participate in class discussions; children who feel safe are able to share their thoughts and doubts without the fear of being ridiculed by others. Parkay and Stanford (2010) believe that in a caring environment, “Relations are open and trusting; everyone is accepted and actively engaged; a sense of order prevails even in an activity format that calls for self-expression” (p. 330). In primary school and even in secondary school I was not given this opportunity; thus, at the beginning of my college years, it was extremely difficult to engage in classroom discussions and presentations. As educators, we must provide an environment that encourages students not only to participate in discussions but also to cooperate amongst each other in order to create a sense of community in our classroom. In this manner, children can learn to respect and support one another. The physical environment is also important in order to promote successful education. Parkay and Stanford (2010) suggest some ideas of ways we can improve our classroom surroundings, “Fresh air; plants; clean, painted walls; displays of students’ work; a comfortable reading or resource area; and a few prints or posters help create a positive learning environment” (p. 332). A positive environment stimulates learning and inspires creativity. In essence, it is fundamental for children to learn in an environment where the teacher respects them, cares for them, and believes in their capacities, there is a cordial relationship among classmates, and the essential tools to learn are provided.
It is crucial that all children, regardless of cognitive, physical, and social differences, receive a receptive, high quality, and equal education. “Providing educational opportunity to all students means that teachers and schools promote the full development of students as individuals, without regard for race, ethnicity, gender, sexual orientation, socioeconomic status, religion, abilities, or disabilities” (Parkay and Stanford, 2010, p. 262)). As part of a minority, I find that becoming tolerant of diversity is an important process of education, and as an educator I believe that it is imperative to utilize my pedagogical knowledge to ensure that all children become socially aware. I must offer extra resources to accommodate children with learning disadvantages, which may include physical and/or mental handicaps, or socioeconomic and language barriers. Also, becoming aware and embracing cultural diversity is an important part of social justice. Parkay and Stanford (2010) assert that, “Multicultural education promotes students’ positive self-identity and pride in their heritage, acceptance of people from diverse backgrounds, and critical self-assessment. In addition, multicultural education can prompt students, perhaps with guidance from their teachers, to promote social justice and to take action against prejudice and discrimination” (p. 275). In other words, by embracing diversity we promote cultural tolerance and positive self-image among students. In essence, social justice constitutes welcoming, high quality and equitable education to all children.
It is important that teachers continue to devote most of their teaching hours to instructing students in areas such as math, history, science, language arts, kinesthetic, and the visual and performing arts; however, it is equally important to understand how to administer curriculum. For instance, Pellegrino (2006) affirms that there are three principles about learning and understanding curriculum, “The first important principle about how people learn is that students come to the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences” (p. 3). For instance, a child who has misconceptions about race and culture, inculcated by his or her family, may have a difficult time understanding history from a perspective other than his or hers, or a student previously taught math at home may not understand the method being used by the teacher. Thus, it is our duty as instructors to learn how to utilize differences among our students as resources instead of barriers. It is also important that the curriculum we instruct encourages children to become active agents in their education. “A third critical idea about how people learn is that a “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals…” (Pellegrino, 2006, p. 5). Growing up, I usually sat in classes where the teacher did most of the talking and thinking for me. Thankfully, that is no longer the case. Today we allow children to engage and inquire about the material they are learning. Overall, curriculum should be formulated in order to train students to become critical thinkers and problem solvers.
In my point of view, teachers are role models and resources to their students. Teachers promote good behavior and citizenship among their students. They are the instrument through which children acquire knowledge. Exemplar educators respond to their students’ needs and know how to address each one of them. Great instructors take the time to know their students and understand in which ways to enhance their learning. Teachers have the responsibility to grow professionally in areas of content knowledge and the dynamics of child development throughout their careers. Parkay and Stanford (2010) describe, “…teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand their students’ educational and emotional needs” (p. 45). In my personal experience, I pursued my dream of attending college because a teacher believed in me and gave me the tools to succeed in my education. After all, becoming a teacher is about making a difference and devoting oneself to the academic, civic, and moral growth of all children.
References
King, M. (1947). The Purpose of Education: Atlanta. The Maroon Tiger.
Parkay, Forrest W., and Beverly Hardcastle Stanford (2010). Becoming a teacher (8th ed.). Boston: Allyn and Bacon.
Pellegrino, J. (2006). Rethinking and Redesigning Curriculum, Instruction and Assessment: What Contemporary Reasearch and Theory Suggests.
I believe that the purpose of education lies within the ever-growing dynamics of our society. At present, that purpose translates to the acquisition of knowledge in subject matter with an emphasis on technological skills as well as the formation of functional members of society. Most importantly, the purpose of education is to challenge and compel our students to become problem solvers, critical thinkers and social activists. Also, the United States has become one of the most, if not the most, culturally diverse countries of the world; thus, the purpose of education should include teaching our students about different cultures around the world and teach them to become tolerant of the racial, physical, and cognitive differences of all human beings. Martin Luther King Jr. (1947) once proclaimed, “It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the legitimate goals of his life. Education must also train one for quick, resolute and effective thinking.” Similarly, my personal doctrine is to instill children with knowledge they can utilize as a tool for becoming assertive individuals capable of reaching their career goals and fighting for freedom and equality. Ultimately, the purpose of education is to prepare children for higher education, equip them with the skills necessary to enter the global market and other sectors of our economy, and provide them with the wisdom to make their communities, and our country at large, a better place.
The learning environment of our classrooms should provide a nourishing and invigorating climate that supports the cognitive, psychological, and social development of children. For example, a cordial environment where respect and kindness is promoted allows children to participate in class discussions; children who feel safe are able to share their thoughts and doubts without the fear of being ridiculed by others. Parkay and Stanford (2010) believe that in a caring environment, “Relations are open and trusting; everyone is accepted and actively engaged; a sense of order prevails even in an activity format that calls for self-expression” (p. 330). In primary school and even in secondary school I was not given this opportunity; thus, at the beginning of my college years, it was extremely difficult to engage in classroom discussions and presentations. As educators, we must provide an environment that encourages students not only to participate in discussions but also to cooperate amongst each other in order to create a sense of community in our classroom. In this manner, children can learn to respect and support one another. The physical environment is also important in order to promote successful education. Parkay and Stanford (2010) suggest some ideas of ways we can improve our classroom surroundings, “Fresh air; plants; clean, painted walls; displays of students’ work; a comfortable reading or resource area; and a few prints or posters help create a positive learning environment” (p. 332). A positive environment stimulates learning and inspires creativity. In essence, it is fundamental for children to learn in an environment where the teacher respects them, cares for them, and believes in their capacities, there is a cordial relationship among classmates, and the essential tools to learn are provided.
It is crucial that all children, regardless of cognitive, physical, and social differences, receive a receptive, high quality, and equal education. “Providing educational opportunity to all students means that teachers and schools promote the full development of students as individuals, without regard for race, ethnicity, gender, sexual orientation, socioeconomic status, religion, abilities, or disabilities” (Parkay and Stanford, 2010, p. 262)). As part of a minority, I find that becoming tolerant of diversity is an important process of education, and as an educator I believe that it is imperative to utilize my pedagogical knowledge to ensure that all children become socially aware. I must offer extra resources to accommodate children with learning disadvantages, which may include physical and/or mental handicaps, or socioeconomic and language barriers. Also, becoming aware and embracing cultural diversity is an important part of social justice. Parkay and Stanford (2010) assert that, “Multicultural education promotes students’ positive self-identity and pride in their heritage, acceptance of people from diverse backgrounds, and critical self-assessment. In addition, multicultural education can prompt students, perhaps with guidance from their teachers, to promote social justice and to take action against prejudice and discrimination” (p. 275). In other words, by embracing diversity we promote cultural tolerance and positive self-image among students. In essence, social justice constitutes welcoming, high quality and equitable education to all children.
It is important that teachers continue to devote most of their teaching hours to instructing students in areas such as math, history, science, language arts, kinesthetic, and the visual and performing arts; however, it is equally important to understand how to administer curriculum. For instance, Pellegrino (2006) affirms that there are three principles about learning and understanding curriculum, “The first important principle about how people learn is that students come to the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences” (p. 3). For instance, a child who has misconceptions about race and culture, inculcated by his or her family, may have a difficult time understanding history from a perspective other than his or hers, or a student previously taught math at home may not understand the method being used by the teacher. Thus, it is our duty as instructors to learn how to utilize differences among our students as resources instead of barriers. It is also important that the curriculum we instruct encourages children to become active agents in their education. “A third critical idea about how people learn is that a “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals…” (Pellegrino, 2006, p. 5). Growing up, I usually sat in classes where the teacher did most of the talking and thinking for me. Thankfully, that is no longer the case. Today we allow children to engage and inquire about the material they are learning. Overall, curriculum should be formulated in order to train students to become critical thinkers and problem solvers.
In my point of view, teachers are role models and resources to their students. Teachers promote good behavior and citizenship among their students. They are the instrument through which children acquire knowledge. Exemplar educators respond to their students’ needs and know how to address each one of them. Great instructors take the time to know their students and understand in which ways to enhance their learning. Teachers have the responsibility to grow professionally in areas of content knowledge and the dynamics of child development throughout their careers. Parkay and Stanford (2010) describe, “…teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand their students’ educational and emotional needs” (p. 45). In my personal experience, I pursued my dream of attending college because a teacher believed in me and gave me the tools to succeed in my education. After all, becoming a teacher is about making a difference and devoting oneself to the academic, civic, and moral growth of all children.
References
King, M. (1947). The Purpose of Education: Atlanta. The Maroon Tiger.
Parkay, Forrest W., and Beverly Hardcastle Stanford (2010). Becoming a teacher (8th ed.). Boston: Allyn and Bacon.
Pellegrino, J. (2006). Rethinking and Redesigning Curriculum, Instruction and Assessment: What Contemporary Reasearch and Theory Suggests.