Philosphy of Education part 4: Educational Theory & Practice, and Philosophy of Schools & Learning

What I believe about educational theory and practice, and philosophy of schools and learning.

After detailing my philosophy of the world and how I make sense of it, the next step is to narrow it down to my beliefs about education, what is imminently important to share with upcoming generations, and how best to teach it.  What would be the best atmosphere in which to teach these important concepts?  Is there a particular philosophy that seems to get the job done better than others?  What are the best educational practices and strategies?  How does this affect the community in which students will one day live?

Be careful not to confuse the term learning with that of teaching.  If you ask any junior high student— whether in private school, public school, or Sunday school—he will tell you that the ratio of teaching to learning is heavily in favor of whatever it is the teacher does up in the front (Schultz, 1993).  So what is happening within students while all this teaching is going on and why does it seem they just are not listening?  If learning is the students’ responsibility, teachers may be tempted to throw up their hands at the first sign of a blank stare and declare, “Well, you can lead a horse to water, but you cannot make it drink, right?”  Learning has taken place, according to Bloom’s Taxonomy (Bloom, 1956), when students can show that they know, comprehend, can apply, analyze, synthesize, or evaluate the material they were taught (Slavin, 2006).  Perhaps it is true that one cannot make horses drink water, but even a stubborn horse will drink if it is thirsty! 

I believe that education can be fun.  It can also be tedious, but whenever possible, learning should be a painless process.  This quote by journalist Tracy Kiddler in Why Nobody Learns Much of Anything at Church and How to Fix It sarcastically answers the question of why education must be painful, “Put 20 or more children of roughly the same age in a little room, confine them to desks, [sic] make them behave.  It is as if a secret committee, now lost to history, had made a study of children and, having figured out what the greatest number were least disposed to do, declared that all of them should do it” (Schultz, 1993).

I believe that the content that is taught to our students is not nearly as important as the manner in which they learn the content.  The process of learning and consciously seeking patterns is what trains the mind to receive more information as students grow to adulthood (Willis, 2009).  Whenever possible, lessons should be multi-layered and multi-subject and build on previous lessons so that what is learned at the beginning of a project opens the door to learn more and dig deeper and differentiate how subject disciplines overlap each other.  This would be reflective of the strategies employed in a Progressive classroom (Knight, 2006) and like a good Idealist, I believe good questions and discussion do more to teach than the finest text books (Knight, 2006), but textbooks can provide a place from which to gather many good questions.  The model I would choose to pattern my school after is The Ron Clark Academy in Atlanta, GA[1]. 

The scenes in the movie, The Ron Clark Story, that had me nodding my head and smiling were the ones in which he figured out how to creatively discipline his students.  He did this by implementing 55 rules that he had determined would benefit any classroom. The first rule is “We Are a Family” (Haines, 2006).  He finds that adherence to the simple rules helps bring cohesiveness to the flow of learning as it happens each day in his classroom.  He is also not afraid to be energetic and passionate and to glean nuggets from the students’ subcultures that he can utilize to teach them more effectively such as popular music, humor, funny antics, and dance moves, or learning how to double-dutch (Haines, 2006).  Ron Clark and I would likely agree on this: It is a travesty to make learning boring.  Hard is ok.  Boring is not!  A student who is thirsty for knowledge will be more likely drink of it.

His school combines aspects from that of a Progressivist and a Pragmatist, two very similar educational philosophies but I would also add a touch of Existentialism.  As a philosophy, Existentialism holds that truth is subjective to one’s own experience (Knight, 2006) and I do not agree with this stance.  But educationally, the Existentialist believes that experiences are the best curriculum a student can have (Knight, 2006).  I would go so far as to suggest that there most certainly is a truth standard, but that students will appreciate truth better when they come to realize it themselves rather than have it force-fed to them (Arnold, nd).  I also agree that experience is a wonderful classroom, but some things should not be experienced by children so the learning process needs to be carefully thought out and the “Zone of Proximal Development” honored (Slavin, 2006). 

The Pragmatic/Progressive approach is evident in the importance Ron Clark places on field trips.  When his students take field trips, it is to the far ends of the earth.  He has integrated each trip with lessons that center on the region of the world to which they will be traveling.  For instance he took a group of students to South Africa where they actually “ran into” Nelson Mandela.  The students had tears in their eyes because they had already studied him and knew what he was talking about when he spoke to them (Haines, 2006).  If money were no object, I would incorporate world, national, or even local travel as an integral element of the curriculum.

If I could change one aspect of the current landscape of education, it would be the absence of religion and religious material in America’s public schools.  I believe the Bible provides the perfect framework for developing a well-rounded education including the sciences, Grammar, Algebra and Geometry (through solving life’s mysteries and studying measurements), Literature, Character traits, Government, Statistics & Probability, Judaism and other world religions, Psychology, and Law (Arnold, nd).  By excluding the Bible, public schools have eliminated a valuable curriculum potential.  This statement is admittedly controversial and requires many considerations on which space does not permit me to elaborate.  I mention it here because it is part of my ideology regarding my philosophy of school.  It may also be that I hold a small place in my philosophy for that of Perennialism which values the classic works of great authors and thinkers (Knight, 2006). 

            A school that incorporates elements of Progressive and Pragmatic strategies with room for Perennialism, Existentialism, and Idealism would best summarize what I believe about educational theory and practice, philosophy of schools and learning, and educational practice.

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[1] http://www.ronclarkacademy.com/ 

References

                                   

Arnold, Christyanna, (nd), Student at Liberty University: writer of this paper.

Brainymedia, (2010), http://www.brainyquote.com/quotes/authors/s/st_francis_of_assisi.html,
             retrieved July 7, 2010.

Brockway, Jody (Producer) & Deyoung, Annie & Enscoe, Max (Writers) & Haines, Randa
            (Director), (2006), The Ron Clark Story [motion picture], Echo Bridge Home
            Entertainment.

Daniel, Eleanor A. & Wade, John W. (1999), Foundations for Christian education (Ch. 2),
             Joplin, MO: College Press.

Ginsburg, Kenneth R., (2006), A parent’s guide to building resilience in children and teens,
             Elk Grove Village, IL: American Academy of Pediatrics.

Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C., (2008), Exceptional learners:
            Introduction to special education, Boston, MA: Allyn & Bacon.

Knight, George R., (2006). Philosophy and education: an introduction in Christian perspective,
            Barrien Springs, MI: Andrews University Press.

Pearcy, Nancy, (2005), Total truth: Liberating Christianity from its cultural captivity, Wheaton,
            IL: Crossway.

Schultz, Thom and Joani, (1993), Why nobody learns much of anything at church and how to fix
            it, Ch. 1, Loveland, CO: Group Publishing.

Slavin, Robert E., (2006), Educational psychology: theory and practice (Chs. 1 & 13). Boston,
            MA: Pearson.

Willis, Judy, (2009), What brain research suggests for teaching reading strategies, The
           Educational Forum, Vol. 73, 333-346.

Zondervan, (2009), Bible gateway website (Genesis, Daniel, Acts, Galatians),  
            http://www.biblegateway.com/passage/?search=galatians%205&version=NIV, retrieved
            June 30, 2010.

Philosophy of Education: Part 3--Life, the World, Purpose, Meaning, Truth, and Values

What I believe about life, the world, purpose, meaning, truth, and values. 

In addressing the spiritual component of life and the world, I believe that the Holy Spirit can play a vital role in the lives of students (even those who do not know or acknowledge God) and that praying for them makes a difference.  If that is bothersome in the arena of public schooling, this should not disqualify me as a potential candidate teacher.  It shows a commitment to the whole student rather than a compartmentalized view of him or her as simply a producer of school work and potential peer in the work force.  It allows me to consider the complexities in their lives and the tools they may or may not possess with which to navigate and conquer their struggles.   I believe God can be shared without ever uttering a single word.  St. Francis of Assisi said, “Preach the gospel at all times.  If necessary, use words” (Brainymedia.com, 2010).

Since truth does exist and can be known, it makes the most sense that these things would be revealed in a systematic fashion and the Bible serves as a very likely source for that truth (Pearcy, 2005).  Having said this, I understand that some may not believe that a dead guy walked out of his own grave (Arnold, nd) or that there even exists a God who is capable of the things credited to the one in the Bible.  Though this may be the source from which I extract truth and values, I am not opposed to opening the door for students to embark on a journey of discovery for themselves. 

While there is not a philosophical school of thought that encompasses this point of view, it contains flavors of Neo-scholasticism for its undeniable claim that faith does have reason.  It is also representative of Plato’s assessment of truth in that what is true and perfect exists in another reality that very few will ever realize.  I do not wholeheartedly subscribe to Plato’s philosophy of Idealism I do however detect elements of biblical truth woven throughout.  There is a perfection that exists.  “Plato defined truth as ‘that which is perfect and eternal’” (Knight, 2006).  If we were to test Plato’s conclusion against the grid provided in Total Truth: Liberating Christianity from its Cultural Captivity, “the Fall [of man]” could be described as an inability to recognize or acknowledge perfection and “the Redemption [of man],” according to Idealism is learning to trust in the pureness of ideas which translates to perfection and truth (Pearcy, 2005).  A note of interest is that Plato taught about 400 years before Christ was born (Knight, 2006).  Though he was most certainly not awaiting a messiah or a means of redemption of a people to their God in the Biblical sense, he practically describes one in his Allegory of the Cave (Knight, 2006). 

To sum up what I believe about life, the world, purpose, meaning, truth, and values, it would have to be explained as a compilation of Plato, the Bible, Thomas Aquinas, John Dewey, Existentialist practice, and having lived enough years to experience life at its best and at its worst with the knowledge that what can be seen and experienced with the senses is not all there is to know, but it is a good start!

References

                                   

Arnold, Christyanna, (nd), Student at Liberty University: writer of this paper.

Brainymedia, (2010), http://www.brainyquote.com/quotes/authors/s/st_francis_of_assisi.html,
             retrieved July 7, 2010.

Brockway, Jody (Producer) & Deyoung, Annie & Enscoe, Max (Writers) & Haines, Randa
            (Director), (2006), The Ron Clark Story [motion picture], Echo Bridge Home
            Entertainment.

Daniel, Eleanor A. & Wade, John W. (1999), Foundations for Christian education (Ch. 2),
             Joplin, MO: College Press.

Ginsburg, Kenneth R., (2006), A parent’s guide to building resilience in children and teens,
             Elk Grove Village, IL: American Academy of Pediatrics.

Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C., (2008), Exceptional learners:
            Introduction to special education, Boston, MA: Allyn & Bacon.

Knight, George R., (2006). Philosophy and education: an introduction in Christian perspective,
            Barrien Springs, MI: Andrews University Press.

Pearcy, Nancy, (2005), Total truth: Liberating Christianity from its cultural captivity, Wheaton,
            IL: Crossway.

Schultz, Thom and Joani, (1993), Why nobody learns much of anything at church and how to fix
            it, Ch. 1, Loveland, CO: Group Publishing.

Slavin, Robert E., (2006), Educational psychology: theory and practice (Chs. 1 & 13). Boston,
            MA: Pearson.

Willis, Judy, (2009), What brain research suggests for teaching reading strategies, The
           Educational Forum, Vol. 73, 333-346.

Zondervan, (2009), Bible gateway website (Genesis, Daniel, Acts, Galatians),  
            http://www.biblegateway.com/passage/?search=galatians%205&version=NIV, retrieved
            June 30, 2010.

Philosphy of Education part 2: Shaping Tomorrow's Leaders Today

Shaping Tomorrow’s Leaders Today

Introduction 

What is the purpose of education?  This is a good question because it causes one to wonder whose idea it was to create a process by which children would be systematically educated.  It would appear that the desire to pass the torch of knowledge to subsequent generations burns intrinsically within the heart of the human race.  The first known form of education is what is recorded in Genesis 2:15ff as God Himself taught Adam and Eve about their home and how to get to know the design and Designer better (Zondervan, 2009).  Later forms of education took place from parents to their children basically implementing the same values such as Deuteronomy 11:18-20 (Zondervan, 2009).  It is difficult to pinpoint when the first institution for education emerged among civilized societies, but there are many examples in history from the bible; from the Babylonian training received by Shadrach, Meshach, Abednego, and Daniel in Daniel 1:5ff (Zondervan, 2009), to Socrates (Daniel & Wade, 1999), to the school of Gamaliel mentioned in Acts 5:34 & 22:3 (Zondervan, 2009), to Jesus’ informal teachings throughout the New Testament (Zondervan, 2009), and into the history of the early church (Daniel & Wade, 2009).  From a humanistic standpoint, the crucial purpose of education may be to ensure that a nation’s children will become “lifelong learners[1]” and at least have the opportunity to take their place as “productive members of [a global] society[2]” one day.  In some communities, education may be reserved for but a few of the lucky and higher society children, but are the former the highest calling of the human race—to take one’s place as productive members of society as lifelong learners?  What values need to be passed from generation to generation?

If I had to narrow it down to just three important values for students to develop, I would have to say that they would include spirituality, community, and self-efficacy.  Spirituality is an important value for students because regardless of their faith or lack thereof they will either need to develop the depth of their own spirituality, or they will need to develop an understanding of why people around them are spiritual (and they are not).   They will also need to develop a sense of community because, regardless of their potential career, they will impact the community in which they live.  They may not even be aware of the consequences of that impact if they have not intentionally thought about it.  Finally, they will need to develop their own self-efficacy: their belief that they can and will make a difference to others and to realize the level of respect they have for themselves reflects the lengths they will be willing to go for their fellow man. 

Some would argue that there must be more to education than this.  What drives the perpetuation of this cycle?  A Christian could assert that the purpose of human existence is to both enjoy and be enjoyed by the creator.   Education does play a role in that endeavor since the human race was created in the image of God and since wisdom comes from God, a measure of wisdom about the world serves to enhance the human experience of truly basking in the intricate complexities of creation.  But regardless of one’s belief in God, systematic education serves to enrich, define, give purpose to and improve the quality of life among the population (Arnold, nd).  Therefore it must consist of passionate and creative teachers with a variety of educational philosophies who can create a thirst within the children to envision a better world because they are in it!  Following is my philosophy (Ginsburg, 2006).

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[1] Many public schools in the United States include this phrase in their mission statements.  Rockford Public Schools in Rockford, MI, Pierce Public Schools in Pierce, NE, and Journey School & Public Charter School in Aliso Viejo, CA to name a few.

[2] Many public schools’ mission statements include phrasing about students becoming productive members in society such as Nyack Public Schools in Nyack, NY, Southfield Public Schools in Southfield, MI, and Lambertville Public Schools in Lambertville, NJ to name a few. 

References

                                   

Arnold, Christyanna, (nd), Student at Liberty University: writer of this paper.

Brainymedia, (2010), http://www.brainyquote.com/quotes/authors/s/st_francis_of_assisi.html,
             retrieved July 7, 2010.

Brockway, Jody (Producer) & Deyoung, Annie & Enscoe, Max (Writers) & Haines, Randa
            (Director), (2006), The Ron Clark Story [motion picture], Echo Bridge Home
            Entertainment.

Daniel, Eleanor A. & Wade, John W. (1999), Foundations for Christian education (Ch. 2),
             Joplin, MO: College Press.

Ginsburg, Kenneth R., (2006), A parent’s guide to building resilience in children and teens,
             Elk Grove Village, IL: American Academy of Pediatrics.

Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C., (2008), Exceptional learners:
            Introduction to special education, Boston, MA: Allyn & Bacon.

Knight, George R., (2006). Philosophy and education: an introduction in Christian perspective,
            Barrien Springs, MI: Andrews University Press.

Pearcy, Nancy, (2005), Total truth: Liberating Christianity from its cultural captivity, Wheaton,
            IL: Crossway.

Schultz, Thom and Joani, (1993), Why nobody learns much of anything at church and how to fix
            it, Ch. 1, Loveland, CO: Group Publishing.

Slavin, Robert E., (2006), Educational psychology: theory and practice (Chs. 1 & 13). Boston,
            MA: Pearson.

Willis, Judy, (2009), What brain research suggests for teaching reading strategies, The
           Educational Forum, Vol. 73, 333-346.

My Philosphy of Education Part 1

Abstract

In an effort to isolate a personal philosophy of education, I began with a random list of statements beginning with “I believe . . .”   The result was a list of 22 statements that encompass what used to be loosely associated beliefs that I held about education and my role in it as a teacher.  This paper provides a treatment of the individual statements and how they work together to define what I think about life, the world, purpose, meaning, truth, values, educational theory and practice, philosophy of schools and learning, educational practice, teachers’ and learners’ roles and relationships, and diverse characteristics.  I found that my philosophy centers on how to teach students so that they take responsibility for their spirituality, their community, and themselves by incorporating in my teaching strategy Biblical principles, teacher role models, and personally held passions about education.

If You Don't Like the Way I Drive . . .

When I was younger—never mind by how much—I wasn’t known for my stellar driving skills.  In fact, it’s a wonder that anyone was willing to actually get in a car with me behind the wheel.  But I suppose, given the lack of any safer alternatives (read: other available teenage drivers), they really didn’t have much of a choice, did they?

I recall one morning having spent the night at my friend Heather’s house, we were on the freeway heading to school and I misjudged my vehicle’s ability to pass the semi on the left and make it back over to our exit on the right.  It’s a good thing the truck driver was paying attention.  And that Heather had a pretty good sense of humor.  Her mom must have been praying really hard at that moment!  There was another time I took out a deer on one of the winding backroads I preferred to the freeway (fewer drivers to hit, maybe?)  My car was forever affectionately known as The Deer Slayer from that moment on. 

One driving memory I try to forget unsuccessfully involves Heather again, in the passenger’s seat, mumbling her usual mantra, “Please don’t hit the curb.  Please don’t hit the curb.  Pleasedonthitthecurb!!” to no avail.  Smack.  I hit the curb and her head hit the window.  I’m amazed that not only is Heather still healthy and alive but that she still speaks to me!  (Thanks, Heather!)  

Then there was the time I successfully wrapped my future sister-in-law’s car around a telephone pole on an icy road.  It would only be a matter of time before someone would have a little talk with me about my driving.  And Heather’s mom came to the rescue.  She proudly presented me with a pin to wear on my future husband’s letter jacket.  It said, “If you don’t like the way I drive . . . stay off the sidewalk!”  Had Heather TOLD her?  Or was it more a mother’s intuition?  I’ll never know. But I realized my secret was out and I had better start figuring out this driving thing.

I was thinking recently about sidewalks and what kinds of metaphors can be drawn from their purpose and existence.  Deep—I know.  But really, they signify safety and organization.  They’re supposed to be an avenue where pedestrians can stroll unharmed at a leisurely pace.  But what good is a sidewalk with someone like me behind the wheel?  I think it may be time to return my “sidewalk” button.  Something happened shortly after the icy road/telephone pole incident—I somehow became a better driver.  Maybe I had just lacked the respect for the dangerous possibilities that arise any time a vehicle shifts into gear.  Maybe I lacked the maturity or instincts to respond appropriately to the conditions in which I was driving.  Regardless, I no longer wear the pin!  Even though I had a close call yesterday, I can proudly say that no deer has since been slain, no curbs have since been mauled, no friends have since almost met their fate as a result of me being behind the wheel.  So Patty, where can I send that pin back to you?  Or should I just save it for one of my kids?
(I wear a pink breast cancer ribbon for you instead.)