my philosophy

My Philosophy of Education
Lauren Wagner
ED 459/ Longhurst
November 25, 2013
My Philosophy Revision/ Reflection
ED 409 /Wilder
May 6, 2015

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My Philosophy of Education

Its hard to know exactly what my educational philosophy is at this point in my life. I can
say, however, that my perspectives on education have changed over the last two years of
studying education. To sit down and really try and pinpoint theories and philosophies that I
resonate with is not easy. The best way for me to try and visualize a philosophy would be to look
at it like a spider web. A web where there are many different strands, yet they are all connected to
form a single piece.
Definition of Teaching and Learning
My definition of teaching takes on similar characteristics of the same spider web
previously mentioned. I dont think there is only one way to teach, or one way to learn. When
identifying learning, I want to start by looking at a developmental theory. Howard Gardners
Multiple Intelligences Theory (1983;1991) is where I would base my definition of learning.
Gardners theory is based on the recognition of individuals intellectual capacity, and then
generalizes those intelligences into eight or more categories. I would chose this theory for
many reasons, but the main one is because I have recognized it the most in myself, as a key
factor to the way I learn the best. Acknowledging that students learn in different ways helps me
to build my own definition of teaching. I would also look at how and from whom learning
happens, and that what is learned does not solely come from a teacher. Also, recognizing that
teachers can come in the form of fellow peers, relatives, and community members. Gutek (2013)
defines education as the total social processes that bring a person into cultural life (p. 8). To
look at teaching as a way to help a person or student from point A to point B using any means
possible, and that acknowledging that teachers can come in any form, is an ideal that I want to
bring into my classroom.

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My Beliefs and Teacher Identity

As previously stated, I would really like to adopt teaching methods that acknowledge all
of my students intelligences. Along, with being flexible and inventive enough to touch on all of
the students learning styles, I would like to adopt a constructive and progressive approach to
teaching. Meaning, I would have my students learn by physically doing what is talked about in a
book. The students would also be free to choose what kinds of activities they want to do solely
based on personal interest. I want to create a space where the students are free give their input on
what they would like to learn about, and how they would like to go about learning it. As a
teacher, I want to be the guide that helps students learn and grow; that can inspire them to seek
out answers, and help them cultivate their own identities and creativity.
Philosophic Roots and Democratic Values.
I like the definition of a democratic education given by researchers Gumuseli and
Korkmaz (2013) that One of the most important responsibilities of the state in a democratic
country is to raise a new generations of citizens to internalize universal democratic principles and
apply them in all walks of life (p. 82). I know that this definition does not explain the alignment
between educations philosophic roots and democratic values, but it does explain the educational
goals of a democratic nation. Those goals however, have deep roots in philosophy. In a
democratic nation, we teach or impart values that will help our students become a cohesive
member of our society. Gutek (2013) also tells us that Americas education system is based on of
two philosophies, Idealism and Realism. I think the realist philosophy aligns the most with
democratic values in that it promotes standardization. Where, according to Gumuseli and
Korkmaz (2013) the overall goal of democratic education is to put everyone on the same level,
with the same knowledge and skills. (p.82). Although the goal of education in America is to put

my philosophy

all of the youth on the same level, I dont find that is necessary. I like the idea of giving the
children the option to choose whether or not they want to excel in a normal capacity. Or that
children can chose a different way, one that plays to their strengths and interests.
Education for All in America.
While we are in a democratic nation, where there are standards that dictate what
education looks like, we tend to restrict that education. I would agree that the U.S. tries to do a
good job of providing education for ages 5 through 18. However, it is the higher education
system that is the troubling paradox. Because higher education does not come standard or free
in our society, the opportunity is not for all. There is an effort to try and provide equal
opportunity education for all, but the U.S. has not been successful. I think the U.S. needs to
spend more time and effort looking into different models for higher education, and see which one
would work the best for the students. A concept that does not condone higher test scores, but it
does encourage students to succeed in what they themselves choose.
Conclusion
My philosophy of education has many different philosophies, ideologies and ideals, all of
which are separate strands that make up the entire web. As a teacher and a student myself, I rely
on Multiple Intelligences (Gardner, 1991) to better understand learning styles. In my classroom I
will be involved in, and rely on, my community to help educate my students. My students will
know that they are important members of society, and trying to standardize them is not the best
way to prepare for their future lives. In the classroom they will learn-by-doing, choose their
projects based on their passions, and be inspired to learn more. I want to encourage them to seek
out their interests and build their strengths. I want to be a guide, a friend, an ally, a support, and
most importantly a teacher that helps each one of my students to reach their goals.

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References

Christensen, D., Feeney, S., Moravick, E., & Nolte, S. (2010). Who am I in the lives of children
(8th ed., pp. 155-156). Upper Saddle River, NJ: Pearson Education, Inc.
Eylem Korkmaz, H., & lker Gmeli, A. (2013). Development of the Democratic Education
Environment Scale. International Online Journal Of Educational Sciences, 5(1), p. 82.
Gutek, G. L. (2013). Philosophical, ideological, and theoretical perspectives on education (2nd
ed., p. 8). Boston, MA: Pearson.
Gutek, G. L. (2013). Philosophical, ideological, and theoretical perspectives on education (2nd
ed., p. 13). Boston, MA: Pearson.