My Philosophy on teaching and learning –
My philosophy on education is naturally equated to the normative theory of progressivism where the focus of education is child-centered while the topic I would like to teach is derived according to the needs and interests of the student knowing that it is natural for the children to easily lose interest. However, I believe that if learning is linked according to one’s desire, it can boost motivation and active participation among the children. In teaching, I would like to guide students with interesting, meaningful and transformative knowledge and ideas, something that can stimulate their desire and curiosity without forcing them but rather captivate their imagination to the creative side of learning. Using their senses, feelings and emotions until learning comes naturally; children learn better when the topic is mostly relevant to their lives according to John Dewey (Martin, D.J. & Loomis, K.S., 2014). Sometimes students may find this style too lenient, therefore, I can also practice Essentialism, as a consequence of their behavior. I can also enforce a conservative and strict discipline to exercise my authority and teach them basic principles and a solid foundation of the topic so that the students take learning seriously. In a way, I will be focused on teaching what is not just exciting, but also what is essential to their learning (Sahu, B., 2002). I believe that the combination of Progressivism and Essentialism balances an effective teaching and learning style that can benefit my professional career as well as the students’ learning habits.
Philosophy for Students – My pedagogical philosophy involves the input of knowledge on the students while imposing values education on them by showing them the balance of power and authority while also allowing them to enjoy their rights and their freedom to learn. However, it is very imperative that they understand that they have the responsibility to follow my authority. At their young age, it is easy to understand their vulnerability to neglect school while on the other hand see their natural thirst and quest for knowledge. I would like to share my knowledge and experience with them, to cultivate and fill them with acquired knowledge. I believe they should learn from the past especially from past human history. Students must learn to seek the past and relate it to the future - to search for the truth and use their logic and critical thinking through scientific evidences. Those should cultivate students and provide them with various learning opportunities especially the essential functions and the varying changes of human activities throughout history. Finally, it should stimulate them to come up with non-authoritative significant ideas and choose the best pattern of learning according to their acquired principles and thinking. Therefore, my philosophy for the student is a combination of the philosophies of Existentialism, Realism and Perennialism – all of which freely promotes intellectual, cultural and moral development (Harmon, D. & Jones, T.S., 2005).
Philosophy of knowledge – My philosophy of knowledge is still the combination of the philosophies of Essentialism and Social Reconstructionism, that is, to understand strictly the shared knowledge and to learn that what is worth knowing are both important. But to balance this philosophy, I would like to impart knowledge by allowing them to learn beyond this shared knowledge, to explore new ideas that they have not yet encountered and not limit their learning within the framework and four walls of their classrooms. They should acquire knowledge beyond what is normally prescribed for them in English, Science, Reading, Writing and Mathematics, although those are very important. They should go beyond the box to seek knowledge, especially the reality of our society, social culture and religion that usually cannot be learned in the classroom. Therefore, my philosophy of knowledge is also a combination of Social Reconstructionism and Progresssivism because of their clear ties and opportunities that can be derived from their ideas (Totten, S. & Pedersen, J., 2007). What is Worth Knowing? - My philosophy of what is worth knowing is basically related to the philosophy of Existentialism. Although what we can see now happening is society teaching us that what is worth knowing are the basics that are taught in school - about operational dimensions including Science, English, Math, Computer and Multimedia, they also teach us that what is worth include the cultural dimension that supports our distinction from other human beings. Furthermore, what is worth knowing includes the critical dimension that frees the students and teachers and allows them to seek knowledge in the outside world – a process which is the never ending quest for new ideas and theories (Hargreaves, A.,1998). Finally, my philosophy of learning about what is worth knowing is not limited to any theoretical framework, although it is based on my experiences and it teaches me the actual lessons that I have learned, to explore all the possibilities and opportunities based on my experiences which are the basis of my actual knowledge and are effectively those that I can effortlessly teach (Tymiemiecka, A.T., 2009).
Hargreaves, A. (1998) International Handbook of Educational Change, US: Springer Science & Business Media, pp 389
Harmon, D., & Jones, T.S. (2005) Elementary Education, Contemporary Education Issues, California: ABC-CLIO Inc, pp 46
Martin, D.J., Loomis, K.S. (2014) Building Teachers 2nd ED., A Constructivism Approach to Introducing Education, US: Cenage Learning, pp 49
Sahu, B. (2002) The New Education Philosophy, India: Sarup & Sons, pp 162-163
Totten, S., & Pedersen, J. (2007) In the Classroom and Beyond: The Pedagogical Efforts in the Fields, US: Information Age Publishing Inc. pp 199-205
Tymiemiecka, A.T. (2009) Phenomenology and Existentialism in the Twentieth Century, USA: Springer, pp 135-138