MARADYN BRIGGS’

PHILOSOPHY ON EDUCATION
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Belief

I find that my philosophy on educations aligns more with the ideas found in

Progressivism and Social Reconstructionism. Progressivism is a educational philosophy that

focuses on the growth of real world problem solving skills and the development of individual

personal identities (Eggen and Kauchak 2017). I feel a strong connection to these ideologies

although I understand that these ideas don’t fall under traditional education purposes although I

would argue that they are nearly as important as traditional curriculum.Teaching a child verses to

memorize will only get them so far in life and the use of specific mathematical formulas may be

useful in certain settings and especially in the STEM heavy world we are entering, however I

would argue it is more useful to understand your own emotions, recognize them and be able to

vocalize them. I believe that understanding things like emotional intelligence and life skills for

conflict is more useful than correct phonetic (or even counter intuitive) spelling. This is no way

shape or form means that I won’t be teaching the assigned curriculum of math, english, history,

science and more, I will however incorporate real world problem solving skills and individual

personality skills in my instruction which will be further discussed in the section labeled

“Incorporation”.

The second philosophical approach to education that I find resonates with me is Social

Reconstructionism which is defined as the assertion that public education, including students,

teachers and schools should work to improve the society in which it takes place (Eggen and

Kauchak 2017). I think it is every citizen of the planet’s job to strive to make it a better place to

live, every American citizen’s responsibility to make America a more inclusive, respectful, safe

place for individuals to live. I see it as education as my faucet of taking up this role, being the

absolute best teacher I can be, always striving to grow, and be better, do what's best for my
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students is my way of making the world better. If I can make sure that my students know their

curriculum, but also that they are valuable, individuals, worthy of respect and capable of

anything they set their minds to, I will consider the world a better place already. I also believe it

is important that they go into the world knowing that everyone else next to them are valuable,

diverse individuals, worthy of respect and capable, the world will be astronomically better. It is

my belief that every individual, is diverse and to quote a wonderful woman I seek to teach

children to “find the commonalities without negating the differences” (Hom 2018) in everyone

around them. I have a few ideas in how to teach this which I will discuss more in the section

following this one.

Incorporation

Starting again with Progressivism, the incorporation of real world problem solving, or life

skills into the curriculum seems difficult and yet seemingly seamless. Education would include

teaching things as simple as how to ask for help in difficult problems, and in team work, done in

cooperative work and group work. To being able to understand emotions, how all people have

them and how they don’t make anyone any less, how they can be overwhelming but how to take

control of them, and how to be able to understand what helps you feel better, and how to

communicate what you need to other people. This would be taught in a whole classroom style

lesson and then open for discussion, using and developing skills to discuss feelings and having

visual reminders around the classroom as well as a designated area for children when they find

themselves overwhelmed or upset called the “cool down corner”, which I plan on using for

giving kids breaks and the time they need to collect themselves, this is a tool that I have found to

be very effective, after all we don’t ask adults to be productive when they are blind rage mad, we
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don’t force them to sit docile in a seat when they are feeling strong negative emotions, and I find

it unfair to ask the same of children who haven’t yet been taught how to control their emotions

and self regulate.

The implementation of the philosophy of Social Reconstructionism would include a lot of

classroom management or pedagogical ideas that would facilitate the teaching that every

individual deserves respect, and kindness. As an educator I will teach my students the meaning

of the word capital “R” respect. Respect is a feeling or an action that shows that we care about

another person, and decide that they are to be treated with fairness and patience. Respect is an

abstract term that needs to be further described especially to the grade I plan on teaching (first

grade). Respect, or any other topic so large, will be broken up into: What does it look like? What

does it sound like? What does it feel like? So what does Respect from me to my students look

like in a conversation or lecture environment? It looks like me as the teacher focusing only on

the student talking, making eye contact, showing them I am listening to what they are saying.

What does it sound like? It sounds like me listening to what they have to say, not talking over

them, and asking questions or making comments to show that I have been listening. What does it

feel like? Well if all goes well it feels like I am paying attention and that I care about what they

have to say. What does respect from my students look/sound/feel like when given to me? Exactly

the same, only with the addition with raising hands to signal that they would like to speak, and

they will be asked to listen to their fellow classmates as well. Everyone has a voice and deserves

to be heard. This is one example I can give right now for I will be honest in saying I haven’t

written lesson plans in how to implement such education, or seen specific data that supports my

place, however seeings how I’m still in the middle of my education I will continue to cultivate

and grow upon these ideas.

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Sources:

Hom K.B, (2017). Spoken.

Kauchak, D. P., & Eggen, P. D. (2017). Introduction to teaching: becoming a professional (6th

ed.). Boston: Pearson.