Philosophy of Education
Education is the matrix of processes involved in growing in the mental, physical, emotional and spiritual dimensions of life for the ontological vocation of becoming human (Freire, 1970; Vanier, 1998). Knowing should involve the head, heart and hand - we know something by understanding it, having a connection and care for it, and by doing it.
When I teach, I consider the relevancy of material to the student, transferability of knowledge gained, and connections within the student and to world around them (Chapman, 1995). I am a facilitator, rather than a keeper of the knowledge. I believe strongly that the learner must have an active, participatory role in learning.
In my dissertation, I developed the Classroom CARE (Community, Action, Reflection, and Environment) model for the purposes of fostering quality educative encounters in the higher education classroom, to which I am committed to doing. Encounter is the relational aspect of experience, a meeting taking place between one and another, both between subject and object as well as between subject and subject. Educative encounter is a particular type of meeting resulting in learning, as indicated by growth. The Classroom CARE model grounds all classroom learning in care as conceptualized by Noddings (2003).
From this foundation of care, I develop the classroom community as well as connections between the classroom and the students’ own communities and between the classroom and the community within which the school is located. Who the student is matters to the classroom community and to learning. A classroom formed for educative encounter will go beyond the four walls of the classroom to connect with, and potentially influence, others in students’ communities.
Regarding action, it is essential that educators rely on conceptual, imaginal, emotional and physical modes of learning. I want my students to have primary experience with subject material, using the senses to experience. The importance of primary experience is that when learners start using all their senses, what they are learning will stick (Dewey in McDermott, 1973). Primary experience is the best illuminator, helping to take learners new places in a meaningful way (Dr. S. Wurdinger, personal communication, Sept. 21, 2003, Dewey in McDermott, 1973).
Dewey states, in My Pedagogic Creed, that the experience of education must be the experience of living now, not mere preparation for the future. In order to ensure this, learning must not be compartmentalized, the active must precede the passive, and to prevent a separation of intellect from emotion, subject matter must come from the learner’s interest (Dewey in Archambault, 1964). I create opportunities for my students to live what they are learning through service. For instance, in my adventure programming class, students identified programming needs in the community and created and ran programs to meet these needs, so that what they are learning has direct, as well as future, application.
When it comes to reflection, I aim to take the learner through “(1) reorganizing perceptions, (2) forming new relationships, and (3) influencing future thoughts and actions” (Sugarman, et. al., 2000, p.1). Simply put, this is leading the learner through the questions of what, so what and now what. Important parts of this process are: questioning (Knapp, 1992); narratives (Hopkins, 1994); and self (Palmer, 1998).
Focusing on environment, as a component of the Classroom CARE model, means taking responsibility to create a welcoming environment that is conducive to learning in the classroom and connecting students with external environments. A welcoming space is where students can be at ease and learn through educative encounters. The external environment can carry weight in learning by taking students to new places, which may serve to excite students, be a healthier place for learning, promote a sense of wonder and perhaps serve as a conduit for educative encounters with the world.
Beliefs shape teaching (Nespor, 1987) and teaching shapes belief (Clark & Peterson, 1986). Most teaching centers on who the teacher is, rather than what the teacher knows (Mitchell & Weber, 1999; Kottler & Zehm, 2000). Self-identity must be a part how a teacher approaches the classroom (Palmer, 1998). For instance, as a woman, I place high value and emphasis on the relational aspect of teaching and I nurture my students. As a paddler and adventurer, I value risk and, therefore, ask and expect my students to take risks in the classroom. Part of this expectation is creating a classroom that is an adventurous learning environment, the indicators of which, according to Horwood (1999), are the sequence of instruction (do, see, reflect), diversity in locale and method, distribution of decision-making, degree of public exposure and various modes of evaluation.
I ask the questions that, according to Gillete (1990), an educator must ask:
How do we educate for growth?
How do we nurture maturity?
How do we reveal blessing?
How do we offer love?
How do we stimulate awe and wonder and miracle and jubilation and ecstasy?
How do we reveal self-respect and honesty?
How do we share the mystery of the ordinary? (p.18)
There is such joy to be had in the experience of leading others in learning. I hold my responsibility as an educator in sacred trust, meaning that I am fully committed to my students and their learning.
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