My personal philosophy of education
An educator's personal philosophy of education is a critical element in his or her approach to guiding children along the path of enlightenment. Identifying it sets the stage for his or her effectiveness as a teacher. There are six key educational philosophies recognized in the field of education. These include Essentialism, Behaviorism, Progressivism, Existentialism, Perennialism and Reconstructionism, each carrying both positive and negative tenets.
In my quest to identify my own personal philosophy of education I had to dig deep into my own personal understanding and goals as a professional, in order to align myself with one of the six. In light of my idea of a phenomenal teacher, being one who not only encourages learning in the classroom but inspires students to apply that knowledge to create a better society, I stand in good company as a reconstructionist along with philosophers Theodore Brameld, George S. Counts and Harold Ruggs. All great men who believed that schools were vehicles for social changes and that they should be organized according to democratic ideas.
There are three main elements that have driven me to my belief in reconstructionalism: my own personal experience in the public school system, the dynamic relationship between our social society and education, and society’s lack of leadership rendered outside of the school for most of its children.
As Brazilian philosopher, Paulo Friere’s (1921- 1997) experience in poverty led him down road of reconstructionalism and prompted him into utilizing education and literacy as the vehicle for social change. In my personal experience, growing up in an urban community, attending an urban public school system, I’ve always view school as one of the most positive vehicles of enhancement in my life. I have grown to view education as a means of empowerment for myself and my community. Like Paulo Friere, I also stand in agreement with the fact that children must learn to resist the oppression of their surroundings and not become victims of it. Rather they should utilize the means which have been given to them through education; understanding that it is not just a deposit of information but a process leading them on their way of inventing and reinventing society.
Second, the dynamic relationship between the school system and the social aspects of a child is one that should not be ignored. The reality that one affects the other has been proven in children who may have issues at home showing evident affects in their school work and ability to learn. This also works the other way around in children who may have bad days or hard times learning in school, succumbing to bad things at home. To deal with only one of the two elements would be insignificant, thus the need for social workers, child study teams and peer leaders within our current schools systems. As with the negative impacts that the two allocate with one another I believe that they can also act as positive reinforcements for each other. Hence, the ideal of reconstructionalism.
In my final point, questioning if using education to implement a “new social order” as Theodore Brameld would put it, is the responsibility of the teacher. I believe we all should face the veracity or ugly truth which is a norm in our society. This critical factor is the removal of parents from the home. Many American households are headed by a single parent or both parents are needed to supply salaries just to maintain the necessities. For whatever reason there are many hours each day when there is simply no one at home.
A major perspective to be considered when designing a personal philosophy is the reality that there are not many positive influences outside of the school system for our children to depict from. Most of a child’s representation of growth in both education and social behavior will derive from that of their educators. While this may appeared to be a bit much since it will require the teacher to go beyond the accepted role of the classroom attendant, it is the theme of what reconstructionism is based upon.
In conclusion, these and other situations are at the heart of what some would consider a crisis! Students are no longer arriving at school ready to learn the basics but there are bigger goals of economic viability, good citizenship, and other social virtues which are even harder to achieve since most of them have not had the opportunity to learn the basic of our society outside of the school system. Through my own personal experience; my understanding of the relationship between our social society and education; and our society’s lack of leadership rendered outside of the school, I have come to determine that it is not only the responsibility of the educator but the privilege, to implement the philosophy of reconstructionalism. Students will be taught to analyze world events, explore controversial issues and develop vision for a better world right from their classrooms.
While most people say they are in the profession of teaching in order to make a change in a child’s life, as a reconstructionist, I desire to make a difference in the world through the life of that child.
In my quest to identify my own personal philosophy of education I had to dig deep into my own personal understanding and goals as a professional, in order to align myself with one of the six. In light of my idea of a phenomenal teacher, being one who not only encourages learning in the classroom but inspires students to apply that knowledge to create a better society, I stand in good company as a reconstructionist along with philosophers Theodore Brameld, George S. Counts and Harold Ruggs. All great men who believed that schools were vehicles for social changes and that they should be organized according to democratic ideas.
There are three main elements that have driven me to my belief in reconstructionalism: my own personal experience in the public school system, the dynamic relationship between our social society and education, and society’s lack of leadership rendered outside of the school for most of its children.
As Brazilian philosopher, Paulo Friere’s (1921- 1997) experience in poverty led him down road of reconstructionalism and prompted him into utilizing education and literacy as the vehicle for social change. In my personal experience, growing up in an urban community, attending an urban public school system, I’ve always view school as one of the most positive vehicles of enhancement in my life. I have grown to view education as a means of empowerment for myself and my community. Like Paulo Friere, I also stand in agreement with the fact that children must learn to resist the oppression of their surroundings and not become victims of it. Rather they should utilize the means which have been given to them through education; understanding that it is not just a deposit of information but a process leading them on their way of inventing and reinventing society.
Second, the dynamic relationship between the school system and the social aspects of a child is one that should not be ignored. The reality that one affects the other has been proven in children who may have issues at home showing evident affects in their school work and ability to learn. This also works the other way around in children who may have bad days or hard times learning in school, succumbing to bad things at home. To deal with only one of the two elements would be insignificant, thus the need for social workers, child study teams and peer leaders within our current schools systems. As with the negative impacts that the two allocate with one another I believe that they can also act as positive reinforcements for each other. Hence, the ideal of reconstructionalism.
In my final point, questioning if using education to implement a “new social order” as Theodore Brameld would put it, is the responsibility of the teacher. I believe we all should face the veracity or ugly truth which is a norm in our society. This critical factor is the removal of parents from the home. Many American households are headed by a single parent or both parents are needed to supply salaries just to maintain the necessities. For whatever reason there are many hours each day when there is simply no one at home.
A major perspective to be considered when designing a personal philosophy is the reality that there are not many positive influences outside of the school system for our children to depict from. Most of a child’s representation of growth in both education and social behavior will derive from that of their educators. While this may appeared to be a bit much since it will require the teacher to go beyond the accepted role of the classroom attendant, it is the theme of what reconstructionism is based upon.
In conclusion, these and other situations are at the heart of what some would consider a crisis! Students are no longer arriving at school ready to learn the basics but there are bigger goals of economic viability, good citizenship, and other social virtues which are even harder to achieve since most of them have not had the opportunity to learn the basic of our society outside of the school system. Through my own personal experience; my understanding of the relationship between our social society and education; and our society’s lack of leadership rendered outside of the school, I have come to determine that it is not only the responsibility of the educator but the privilege, to implement the philosophy of reconstructionalism. Students will be taught to analyze world events, explore controversial issues and develop vision for a better world right from their classrooms.
While most people say they are in the profession of teaching in order to make a change in a child’s life, as a reconstructionist, I desire to make a difference in the world through the life of that child.