Developing Your Personal Educational Philosophy

Debbie Willingham
Sep 21, 2009

Many educators never take the time to reflect on their own beliefs as the basis for what their philosophy of what education is and should be.  I never consciously did so until a professor I greatly admired forced me to do so in a graduate class.  In considering what should be included in a person's educational philosophy, she said you should group components in three general areas that must mesh with the non-negotiables:  the nature and goals of education; the culture and climate in which education best takes place; and the curriculum and instruction that must be included in order to provide the best education possible.  This wise woman also said that it is only by looking within that we discover whether our reasons for being in education are the right ones, and that ideally, we should work through this process in our very first undergraduate education course.  Consider that food for thought as you read on.

The Nature and Goals of Education:

Education is in essence a combination of the common set of knowledge and skills that everyone should have, along with the opportunity to grow individually to the extent of their intellectual potential and in areas of personal interest and ability.  It is the responsibility of schools to teach students the basic content they need to know in order to refer back to it for future use, but this is really only the beginning of schooling's responsibility.  It is also necessary to help students develop the ability to think through the wide variety of choices, ideologies, and experiences they will continue to face throughout life in order to learn how to make thoughtful decisions.  In addition, it is the responsibility of schools to help individuals move as far forward intellectually and in terms of their interests and future plans as possible.  This does not just refer to students bound for college, but it intends high expectations and a high degree of personal rigor for all students as they look to their adult lives.  With that said, how do you determine your role and personal philosophy about the nature and goals of education?

Educators should ask themselves three questions to do that:

(1) Do I believe the nature and goals of education as stated above?
(2) If so, what is my individual responsibility in pushing students to do their best?
(3) To what degree am I willing to go beyond my responsibility to make the goals of education a reality in my classroom?
The Culture and Climate:

The atmosphere in which teaching and learning take place must be conducive to the goals of education. Education is actually a continuing process throughout life, with students of all ages being challenged or challenging themselves to "stand on their mental tiptoes" in order to continue to grow.  The culture of school should be one of "mental discipline" with high expectations for continual growth and academic success. Students should also be given opportunities to investigate areas beyond the realm in which the answers are obvious.  The environment should, as much as possible, mimic the diversity and actualities of real life while allowing students to take their own intellectual and philosophical risks in the context of a safe environment, knowing that it is all right and even appropriate to make mistakes.  Above all, it should be a place where students want to be, with teachers they want to be with.  Educators should ask themselves the following about their personal educational philosophy relating to culture and climate:

(1) How can I mesh teaching the required standards with allowing students to go "outside the box" with their learning?
(2) To what extent does teaching by example-showing myself to be a lifetime learner-become a part of my educational culture and climate?
(3) How can I make the culture and climate of my own classroom a place where students will both want to be and want to learn?
The Curriculum and Instruction:

Curriculum must include the content specified by state academic standards as its basis, but within that context there is leeway for introducing elements that focus on student interest and levels of ability as well as for providing many diverse opportunities as a means of comparison or example.  The method of instruction employed may be the most important single element in ensuring a quality education, and while it can look very different in different classrooms, the number one rule is that it must actively engage students in the learning process.  Appropriate learning occurs when students are able to apply basic knowledge and skills in a variety of ways; in other words, they first learn facts, principles, or skills but do not merely memorize and regurgitate them.  They extend their thinking to understand deeper meanings, applications, and transferability.  Students must know what the expectations and goals of a particular course and lesson are and should be expected to reflect on and answer Essential Questions that capture the essence of a lesson or topic.  No one means of instruction is appropriate all of the time; rather, students need the opportunity to approach learning by solving problems and considering alternatives, adapting solutions from one situation to another, evaluating and analyzing the meanings of important theories and works, and creating their own meaning.  Educators, especially teachers, should consider the following questions in developing their personal educational philosophy as it relates to instruction:

(1) What would my thoughts be if I were a student sitting in my class?
(2) How can I keep my students actively engaged mentally?
(3) What is my personal philosophy and responsibility about how I deliver instruction to my students?

Going through this exercise can be a healthy and rewarding way to clarify what we believe as the teachers of those who will someday lead and take care of us.  We unconsciously or subconsciously go through the motions of doing a good job every day, but thoughtful consideration about our roles and responsibilities as part of our personal and school-wide educational philosophy can serve to make us even better teachers.