1-PHILOSOPHY AND EDUCATIONAL ORGANIZATIONS

The Heuristic View

CI Masters degree graduates have a comprehensive understanding of

the philosophical, historical, social, political and cultural understanding
of schools and society.
Students need to have foundational knowledge about the system of
which they are becoming a part. By providing students with
background on schools historically and currently, the program gives
students an appreciation for education and a frame of reference when
starting their own teaching careers. For me, an understanding of
educational theory and the social and political aspects of education
allow me to structure my curriculum so that I prepare students to be
curious, logical, contributing members of society.
Looking at the classroom through the lens of a philosopher can inform
practice by giving value to each step of the learning process. Cultural
proficiency can increase by understanding the role of education in a
productive society and championing the goal of creating people that
are invested in the world around them. Implementing successful
teaching strategies can improve overall pedagogy and increase
learning as evidenced by improvement on assessments. Reflecting on
lessons and student performance on a regular basis can shift focus in a
classroom to student driven learning and experience which fosters
better retention of information. Facilitating student experience can
generate opportunities for community involvement and continued
curiosity outside of the classroom.
By setting goals for my students based upon educational philosophy I
can focus my curriculum and my teaching to create a learning
atmosphere that is conducive to student success. My motto is curiosity,
creativity, collaboration. I want students to leave my classroom curious
and caring about the world around them; able to solve problems and
passionate about finding answers.

The Service View

I started the program having recently discovered my passion for

teaching. The understanding of educational philosophy has not
changed that but instead given me the vocabulary with which to share
my thoughts and goals to strive for as I teach my students. I continue

to rework lessons and units so that they are more focused to meet
goals that have been set for the students.
I have become more reflective of my teaching strategies as I have
encountered different types of students. Not all students respond to
the traditional lecture-notes-test format and many lower achieving
students dont see the point of learning biology. I find that being able
to inspire students to work hard and to accomplish goals is an effective
method that has its roots in educational philosophy.
I have found it impossible to choose just one educational philosophy to
follow. As a biology teacher, it is important that students learn the
basics of how life works and how earth got to its current state
(essentialism). It is also vital that they nurture their inner scientists and
have problem solving skills (progressivism). They should also leave my
class with an appreciation and concern for nature which may manifest
in an increased desire for social reform due to human impacts on the
environment (reconstructionism).

The Learning View

At the beginning of the program I had some knowledge of the historical

aspects of teaching and learning from history, economics, and
literature classes so I felt that I could intelligently talk about the value
of education. I did not however have the knowledge or experience
necessary to self-evaluate my own teaching and make meaningful
improvements. I did not realize the political implications of education
fully until completing the program and have since been both skeptical
and appreciative of standardized testing. I have gained an appreciation
for the behind-the-scenes work that students never see.
Looking back on my experiences as a student, I can now identify the
philosophies that individual teachers ascribed to. I feel that my most
valuable experiences were with teachers that facilitated student-driven
learning and so I strive to emulate these teachers in my own practice. I
am now capable of articulating my beliefs about the purpose of
education to other teachers and to my students. I also feel more
prepared to present a cohesive curriculum to my students because I
have based it upon goals and objectives.
pedagogy, Perennialism, Essentialism, Progressivism,
Reconstructionism, objectivism, pragmatism, interpretivism, preprocedural knowledge, procedural knowledge, constructivism,
empiricism, Maslows Hierarchy of Needs, NCLB, Common Core, NGSS,
etc