Running head: Educational Philosophy

Exploring My Educational Philosophy Gaylen F. Brannon Colorado State University Adult Education EDAE 620 October 7, 2012

My Mission I spent many years in a school district that touted as their mission, the creating of life long learners. At the time, I bought into this. As an educator I wanted to help create life long learners. That was a noble and worthwhile endeavor. However, as a result of taking this class, I no longer believe that life long learning can be created by an entity other than life. As Paulo Freire (1970) stated, the unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity, (p. 65). My mission in the field of adult education is to facilitate learning experiences that support learners in achieving a richer, more fulfilling personal and professional life. Fulfilling this volition is important to me. It is an honor to be given time in someones schedule to engage with them in a potentially life changing way.

Running head: Educational Philosophy Background I am a progressive humanist. I see people as having unlimited potential. I perceive learning experiences as opportunities for person growth. Experiential problem solving is

an important approach in the learning. I consistently work to emphasize the experiences of the learner in determining problems and solutions to be considered. G p.44-45. To do this, I incorporate the habits, concepts and tools of systems thinking. These critical thinking tools include: analyzing change-over-time, considering how structures create behaviors, and identifying how mental models (attitudes) impact current reality. I use system thinking tools as I plan learning experiences and I make these resources available to learners. These are some of the tools I use to empower people to analyze issues and move towards achieving potential. My Approach I am learner focused in my approach to classroom experiences but take a teacher focused approach in the planning phases. As the facilitator, I plan the learning experiences around specific content with clear outcomes in place. During the experience, I take into account the needs of participants and have them voice their desired outcomes. This informs me of how to adjust the experience to meet their needs, or state up front that a particular need will not be met and suggest options. I create a structure but within that structure is flexibility. I utilize the insight and perspectives learners bring to the classroom by integrating opportunities for discussion and peer collaboration. These techniques allow me to accommodate all types of learners: navigators, monitors engagers critical thinkers and networkers.

Running head: Educational Philosophy Purpose of Adult Education Adult education should serve the needs of the learner. As the facilitator, I am coconstructor of the experience. I must take the learners needs and employ techniques that

engage them in an experience that empowers them to achieve their goals. This is best done by exploring information through, critical thinking, and critical reflection that will leads to transformative action, (Fiere, 1970 p. 81). These understanding are a foundation for how I design and facilitate learning. Having this purpose clear in my mind causes me to work with intention. How Adults Learn Adult need a specific approach to their learning. Creating and maintaining relevance is essential. Wlodkowski (1998) states, Adults are highly pragmatic learners They have a strong need to apply what they learned and to be competent in that application, (p. 92). I whole heartily believe this. When I design learning experiences. I make certain participants know that what they are learning is important. I help them connect that learning to their context and use strategies to do this throughout the class period. Summary Clarifying my philosophy helps me work with greater focus. I am honored to be an adult educator. This career is aligned with my values and abilities. Learning experiences that engage people in critical thought and reflection that leads to action, action which creates change. Ultimately, that is what education is about: empowering learning to change in such a way that they achieve an enhanced professional or personal life.

Running head: Educational Philosophy

References Freire, P. (1970). Pedagogy of the oppressed. New York: The Continuum Publishing Company.

Wlodkowski, R. J. (1998). Strategies to enhance adult motivation to learn. In M. W. Galbraith (Ed.), Adult Learning Methods (2 ed., pp. 102-103). Malabar: Krieger Publishing Company.

Zinn, L. (1998). Identifying your philosphical orientation. In M. W. Galbraith (Ed.), Adult Learning Methods (2 ed., pp. 44-45). Malabar: Krieger Publishing Company.