Brady Van Malsen

Philosophy of Education
10/20/14
Education is a universal human calling. We have been given the capacity and opportunity to be
godly in our hearts (in the ancient sense, connected with the mind) and, in turn, in our actions. The
process of achieving this highest form of human existence is known as education. It is a spreading and
sharing of awareness, illuminating our common destiny. It allows us to understand, create, and
empathize. It forces us to be brave in our encounter of conflict and the full range of human
emotion/struggle/existence. It implies responsibility in making heaven and earth one.
In perhaps a more tangible sense, education is how we progress as a speciesthe key to solving
the worlds problems. The conclusions of my academic writings (the majority of which deals with
unanswerably complex human issues) often commonly point to education as the solution, or at least the
starting point to achieving solution. If we are aware of a given danger or joy, if we bear witness, then we
will be prepared to direct humanity on a righteous path in future occurrences.
In an even more tangible sense yet, education is building the best humans we can build for the
world todayhumans who are self-motivated, lifelong learners, creative problem-solvers, secure in
identity and righteous in integrity. As an educator, this must be my goal.
As an expert in the arts, I plan to achieve this by facilitating my students exploration of
literature and language across all disciplines and domains of life. I will emphasize project-based learning.
I will give them the tools they need to satiate their curiosity and tell their stories. I will connect them
with live audiences. I will provoke, inspire, and challenge them on an individual and community basis.
Such ideal learning requires a careful construction of community. A community consists of a
common passion, learning space, and set of noble laws.
The passion is the subject. The subject knows itself more than we can possibly know it, and it is
at the center of our exploration, each of us contributing unique perspectives to the truth. It is tangible to
all, not filtered through or bound by experts. Applied, this means I will emphasize the importance of
personal connections. I will build my students sense of identity and help them understand their
universally shared human condition.
The learning space is like an ever-changing playground. Each student has room to grow and a
certain area or toy in the playground which calls to them. We can run and crash and discover new
towers to climb each day. In other words, I will encourage my students to be risk-takers, unafraid of
failure. I will differentiate instruction to find whats right for each students type of intelligence. I will
encourage choice reading, allowing literature to find them and make a lasting impact in ways only
literature can.
Playgrounds are enclosed. Without boundaries, students are in danger of getting lost and
disconnected from their peers. Rules must be set in order to promote the success of all students, not
just the few. Rules should also coincide with morality. To build a community cohesive to meaningful
learning and expression I will not stand for disrespect. Students will take care of the classroom. They will
follow proper writing workshop etiquette. They will acknowledge their responsibilities as lifelong
learners and agents of change. They will value each other as equals surrounding the central subject and
as individuals with specific aptitudes and contexts. To breech these boundaries is to disrespect what the
community stands for. That is shameful in itself. But if that shame is not recognized by the individual or
communicated by the community, then disciplinary actions that the students respond to may be
required.
Boundaries also ensure that learning is not simply a free-for-all. There needs to be a sense of
stability in how students are assessed and given feedback. Attempting course objectives is key, and
should be central to student grades. Rubrics should be adaptable, though that requires students to be
intentional and able to articulate their approaches to final products. Risks should be rewarded where
taken. Deadlines should be firm. Proper formatting should be followed, and spelling and grammar
mistakes should be non-existent to reflect thoughtful care on the students part. Assessment must never
become a game or a checklist. With project-based learning and live audiences, assessment will become
self-evident and peer-regulated.