Monday, November 21, 2005
statement of philosophy
well here it is. the reason why i am studying to become a teacher. as part of our class assignment we needed to write a statement of philosophy about our beliefs, ideas, and reasons for going into the education field. so i thought i would share mine with you. it is no secret, so why not share? i am also looking for some feedback and comments as i think it would benefit me in further defining who and what i am about as i embark upon this new career. although i still have another year of study to go, i am chomping at the bit to get out of the starting gate and into the race.
I want to become a teacher. As a teacher, I feel that it is a position in life where I can make a difference. I choose this profession in order to reciprocate to the world many of the benefits I have received throughout my own life. I want to create positive change. In my lifetime I have seen and experienced many revolutionary changes occur throughout the world. Over the course of history there have always been dramatic changes that have affected human civilizations. Within the last 50 years humanity has stamped an inerasable mark upon the world. This has occurred through technological “advancement.” In my lifetime I have seen the wonders of; personal transport improve and become more abundant and available, medicines have cured diseases and enabled an exponential growth in population the world over, the computer age evolved into reality with computers in many homes and classrooms (starting in 1985 in my own 5th grade class with the Apple IIe), telecommunication has moved from landlines to mobile networks where people can be contactable anywhere and anytime, the growth of knowledge has increased in farming providing an abundance of food, genetics, flight, weapons, cheap trave,l and general convenience (Adbusters #62 2005: 20). There are multitudes of examples of the greatness of humanity throughout the world. Yet, when I look at the world around me I see chaos, discontent, hatred, sexism, racism, marginalization of whole races of peoples by another, greed, total disregard for the environment, wars, famines, holocausts, imprisonment, drug abuse, corporations pushing consumption through media and mass marketing campaigns, the loss of basic human rights in democratic countries (such as the USA and Australia), distrust, and lies- all undermining the past, present, and potential grandeur of human civilization. One only has to turn on the nightly news or open a newspaper for evidence to any and all of these occurrences taking place in the world around us.
Perhaps these things have always existed? I believe that humans are capable of much greater things. I see humanity throughout the world stuck in this quagmire of shame and distrust at this moment in time. I believe we can achieve prosperity and peace for all life if we choose to march down that path. This is something that can only be accomplished through action and co-operation, not by idleness. That is why I choose to go into the field of education. I want to make a positive and active contribution to not only my community, but to the world. It is through education where I feel I can make the greatest contribution. By becoming a teacher I can promote the sharing and exchange of ideas and values in a way that promotes tolerance and ultimately acceptance between all people. According to the Zinn model on the philosophy of adult education, I rank highest in two areas of educational practice; humanist and radical (reconstructionist) educational approaches (Zinn 2004: 76-77). Both humanist and radical definitions I feel are adequate explanations to my philosophical beliefs. A humanist approach is relevant because I see myself in a reciprocal learning environment in the classroom. Despite the teacher status, I too would be involved in the learning process through sharing and occasional group work. I have a passion for learning, one I would definitely promote within the classroom. The radical philosophical approach is relevant in that I aim to seek and promote positive change in my community and society. I know that as a society we can do better. I am not satisfied with status quo, but am striving for greatness. This is a fever that I hope to instill in others- to not accept mediocrity, but to be the best in all endeavors.
As a teacher I seek to encourage and inspire the quest for knowledge not only in myself but more importantly in my students. I want to promote a love for learning and to provide students with the tools necessary to discover new ideas, as well as to help foster greater knowledge in the areas of their own interest and subjects relative to their own lives. It is important to me to convey the message to every student that they are important and that they too can make a positive contribution towards their family, humanity, the community, and the world. I believe it is important to promote and teach young people to become self empowered, especially in modern times where many people are detached and disenfranchised from the world happening around them. Not only do I plan to teach subject curriculum but more importantly my goal is similar to what Donald Arnstine puts forth in the Educator’s Impossible Dream, that “if what we teach disposes students to grow in the power to learn to treat other people in humane ways, if it disposes them to be sensitive to problems and to deal with them thoughtfully rather than impulsively, then we can trust them and their teachers to make reasonable decisions about the knowledge that they might need” (Arnstine 1993: 263). This goal can be accomplished through creative and intriguing practices within the curriculum, as well as providing additional outside resources from everyday life. Ideally, as a teacher, I want the class run as smoothly as possible. However, I am aware from experience while a substitute teacher, in Santa Cruz, California for 2 ½ years, that there will always be unexpected phenomenon from students. Thus, I know it is extremely important as a teacher to be adaptable to the situation. Therefore, it is imperative to be able to move through the spectrum of Zinn’s philosophical approaches to teaching and not solely rely on the areas I am most comfortable with.
My belief of secondary schools is they are primarily a setting to encourage and enable adolescent students to metamorphasize from dependent children into citizens of the community. By this I see secondary schooling as essential in promoting independence as well as the power of social contribution of students. This can begin as simply as classroom projects leading to whole school projects, leading into community benefit and beyond. Students can realize their societal contribution through their own experience. It is also my belief that within high school, students learn these necessary social skills simply through attendance and interaction with their fellow students. In addition they will learn factual and experiential knowledge provided and facilitated through curriculum, teachers, staff, and administrators. By capitalizing on skills learned in primary school, secondary schools will help mold and solidify students in their own individual abilities in order to cope with living in society once the student has graduated and moved beyond the educational system, and therefore a full functioning member of society. As stated by Bertrand Russel, “the goal of education is to help create wise citizens of a free community” (Lecture, August 1, 2005).
I believe that all children have the desire to grow and become independent adults making their own choices. It is at the stage of adolescence, particularly during high school years, this becomes most apparent. Keeping this in mind, it is important to assist students to become the person they want to be. I believe that children are naturally curious and want to learn. I think it is important to nourish and encourage this quest for knowledge, rather than attempt to stifle or control it. As referred to by Thompson, all children “bring with them to school a virtual schoolbag full of things they have learned” (Thompson 2003: 1). This prior knowledge and interest makes up each student’s cultural capital, which has influence in their personalities, learning methods, dreams, desires, and goals. It is therefore important to consider this in regards to curriculum, and truly support children’s learning in areas of interest important to them. I strongly believe that students should have input into their own areas of study. I think it would help create a much stronger desire to learn in each person if they could choose topics and subjects of personal interest as well as contribute to the focus of each. I know from personal experience during my student years, that I had a much greater interest in all subjects when I could dictate some of the content as opposed to constantly being told what to study by teachers, educational boards of study, etc. With this in mind it would be a safe statement to say: high school students are the same throughout the world. It is imperative to allow individuals control over their own destiny.
From experience I have found that parental influence over children can either make or break the success of any student. Parents with negative or dim views on education will ultimately contribute to a student’s educational demise. Where as parents who have positive input into the academic success of their children, will typically result in a higher performance of the student. This is a trend I witnesses first hand while working as the high school water polo and swim coach for Santa Cruz High School, in California from 1996-1998. I believe that if students are to become most successful in all their various endeavors it is essential to have strong parental support at home. This support can come in many forms; role models, appreciation for learning, skills practice, fostering of curiosity, or correlations from education to everyday life. Regardless, basic support and encouragement of the learning process is important. In addition, support for learning can be viewed in environmental terms such as adequate space, privacy, and time allocated for study. The one area where my views of the educational process have shifted is in regards to community involvement in the educational curriculum. Prior to this course I tended to view community input as manipulative of students, attempting to conform young people to fit into the community model rather than allowing them the freedom to grow. My change of thought is in particular reference to Aboriginal communities in Australia taking a significant role in determining what is taught in the classroom. Through this community involvement, there is a strong and positive model for empowerment, adaptability, and change displayed for students. Yet, at the same time community involvement allows for culturally diverse classrooms “to provide learning structures that do not offend cultural sensibilities but work with them” (Malin 1997: 4). This provides concrete evidence that despite diversity in the world, there can be accomplishments made through cooperation. Learning about Aboriginal and white Australian collaboration on educational issues has further inspired me on the road to become a teacher. I know there is a lot more to be investigated and learned from this model approach.
Overall my goal in becoming a teacher is one of contribution. I feel that through the education of young people, I can best accomplish this goal, regardless of the challenges that lie before me. My aim is to be energetic in the learning process, so as to inspire students to become self aware, empowered citizens of the world. I want to be a catalyst for positive change, or at the very least to assist and enable people who want to make a difference in their own lives. This idea is similar to the statement made by Noam Chomsky, “Education is not to be viewed as something like filling a vessel with water, but more like assisting a flower in growing its own way” (Lecture, August 1, 2005). I seek to create awareness in all areas of society, especially in areas where ignorance persists. I feel the world is at a point in time where human civilization is capable of major transformation in forming a better life for all. I believe we can overcome many stumbling blocks society faces- environmental issues, racism, sexism, and classism. This can only begin through the educational process of sharing, patience, communication, and learning, which will develop into tolerance, acceptance, and co-operation. This goal is a major challenge, but the possibility exists. For this possibility to become a reality it must begin somewhere and with someone. Therefore, I choose to become a teacher in order to aid and promote positive change in my community, society, and the world. This process will begin in the classroom, one student at a time.
I want to become a teacher. As a teacher, I feel that it is a position in life where I can make a difference. I choose this profession in order to reciprocate to the world many of the benefits I have received throughout my own life. I want to create positive change. In my lifetime I have seen and experienced many revolutionary changes occur throughout the world. Over the course of history there have always been dramatic changes that have affected human civilizations. Within the last 50 years humanity has stamped an inerasable mark upon the world. This has occurred through technological “advancement.” In my lifetime I have seen the wonders of; personal transport improve and become more abundant and available, medicines have cured diseases and enabled an exponential growth in population the world over, the computer age evolved into reality with computers in many homes and classrooms (starting in 1985 in my own 5th grade class with the Apple IIe), telecommunication has moved from landlines to mobile networks where people can be contactable anywhere and anytime, the growth of knowledge has increased in farming providing an abundance of food, genetics, flight, weapons, cheap trave,l and general convenience (Adbusters #62 2005: 20). There are multitudes of examples of the greatness of humanity throughout the world. Yet, when I look at the world around me I see chaos, discontent, hatred, sexism, racism, marginalization of whole races of peoples by another, greed, total disregard for the environment, wars, famines, holocausts, imprisonment, drug abuse, corporations pushing consumption through media and mass marketing campaigns, the loss of basic human rights in democratic countries (such as the USA and Australia), distrust, and lies- all undermining the past, present, and potential grandeur of human civilization. One only has to turn on the nightly news or open a newspaper for evidence to any and all of these occurrences taking place in the world around us.
Perhaps these things have always existed? I believe that humans are capable of much greater things. I see humanity throughout the world stuck in this quagmire of shame and distrust at this moment in time. I believe we can achieve prosperity and peace for all life if we choose to march down that path. This is something that can only be accomplished through action and co-operation, not by idleness. That is why I choose to go into the field of education. I want to make a positive and active contribution to not only my community, but to the world. It is through education where I feel I can make the greatest contribution. By becoming a teacher I can promote the sharing and exchange of ideas and values in a way that promotes tolerance and ultimately acceptance between all people. According to the Zinn model on the philosophy of adult education, I rank highest in two areas of educational practice; humanist and radical (reconstructionist) educational approaches (Zinn 2004: 76-77). Both humanist and radical definitions I feel are adequate explanations to my philosophical beliefs. A humanist approach is relevant because I see myself in a reciprocal learning environment in the classroom. Despite the teacher status, I too would be involved in the learning process through sharing and occasional group work. I have a passion for learning, one I would definitely promote within the classroom. The radical philosophical approach is relevant in that I aim to seek and promote positive change in my community and society. I know that as a society we can do better. I am not satisfied with status quo, but am striving for greatness. This is a fever that I hope to instill in others- to not accept mediocrity, but to be the best in all endeavors.
As a teacher I seek to encourage and inspire the quest for knowledge not only in myself but more importantly in my students. I want to promote a love for learning and to provide students with the tools necessary to discover new ideas, as well as to help foster greater knowledge in the areas of their own interest and subjects relative to their own lives. It is important to me to convey the message to every student that they are important and that they too can make a positive contribution towards their family, humanity, the community, and the world. I believe it is important to promote and teach young people to become self empowered, especially in modern times where many people are detached and disenfranchised from the world happening around them. Not only do I plan to teach subject curriculum but more importantly my goal is similar to what Donald Arnstine puts forth in the Educator’s Impossible Dream, that “if what we teach disposes students to grow in the power to learn to treat other people in humane ways, if it disposes them to be sensitive to problems and to deal with them thoughtfully rather than impulsively, then we can trust them and their teachers to make reasonable decisions about the knowledge that they might need” (Arnstine 1993: 263). This goal can be accomplished through creative and intriguing practices within the curriculum, as well as providing additional outside resources from everyday life. Ideally, as a teacher, I want the class run as smoothly as possible. However, I am aware from experience while a substitute teacher, in Santa Cruz, California for 2 ½ years, that there will always be unexpected phenomenon from students. Thus, I know it is extremely important as a teacher to be adaptable to the situation. Therefore, it is imperative to be able to move through the spectrum of Zinn’s philosophical approaches to teaching and not solely rely on the areas I am most comfortable with.
My belief of secondary schools is they are primarily a setting to encourage and enable adolescent students to metamorphasize from dependent children into citizens of the community. By this I see secondary schooling as essential in promoting independence as well as the power of social contribution of students. This can begin as simply as classroom projects leading to whole school projects, leading into community benefit and beyond. Students can realize their societal contribution through their own experience. It is also my belief that within high school, students learn these necessary social skills simply through attendance and interaction with their fellow students. In addition they will learn factual and experiential knowledge provided and facilitated through curriculum, teachers, staff, and administrators. By capitalizing on skills learned in primary school, secondary schools will help mold and solidify students in their own individual abilities in order to cope with living in society once the student has graduated and moved beyond the educational system, and therefore a full functioning member of society. As stated by Bertrand Russel, “the goal of education is to help create wise citizens of a free community” (Lecture, August 1, 2005).
I believe that all children have the desire to grow and become independent adults making their own choices. It is at the stage of adolescence, particularly during high school years, this becomes most apparent. Keeping this in mind, it is important to assist students to become the person they want to be. I believe that children are naturally curious and want to learn. I think it is important to nourish and encourage this quest for knowledge, rather than attempt to stifle or control it. As referred to by Thompson, all children “bring with them to school a virtual schoolbag full of things they have learned” (Thompson 2003: 1). This prior knowledge and interest makes up each student’s cultural capital, which has influence in their personalities, learning methods, dreams, desires, and goals. It is therefore important to consider this in regards to curriculum, and truly support children’s learning in areas of interest important to them. I strongly believe that students should have input into their own areas of study. I think it would help create a much stronger desire to learn in each person if they could choose topics and subjects of personal interest as well as contribute to the focus of each. I know from personal experience during my student years, that I had a much greater interest in all subjects when I could dictate some of the content as opposed to constantly being told what to study by teachers, educational boards of study, etc. With this in mind it would be a safe statement to say: high school students are the same throughout the world. It is imperative to allow individuals control over their own destiny.
From experience I have found that parental influence over children can either make or break the success of any student. Parents with negative or dim views on education will ultimately contribute to a student’s educational demise. Where as parents who have positive input into the academic success of their children, will typically result in a higher performance of the student. This is a trend I witnesses first hand while working as the high school water polo and swim coach for Santa Cruz High School, in California from 1996-1998. I believe that if students are to become most successful in all their various endeavors it is essential to have strong parental support at home. This support can come in many forms; role models, appreciation for learning, skills practice, fostering of curiosity, or correlations from education to everyday life. Regardless, basic support and encouragement of the learning process is important. In addition, support for learning can be viewed in environmental terms such as adequate space, privacy, and time allocated for study. The one area where my views of the educational process have shifted is in regards to community involvement in the educational curriculum. Prior to this course I tended to view community input as manipulative of students, attempting to conform young people to fit into the community model rather than allowing them the freedom to grow. My change of thought is in particular reference to Aboriginal communities in Australia taking a significant role in determining what is taught in the classroom. Through this community involvement, there is a strong and positive model for empowerment, adaptability, and change displayed for students. Yet, at the same time community involvement allows for culturally diverse classrooms “to provide learning structures that do not offend cultural sensibilities but work with them” (Malin 1997: 4). This provides concrete evidence that despite diversity in the world, there can be accomplishments made through cooperation. Learning about Aboriginal and white Australian collaboration on educational issues has further inspired me on the road to become a teacher. I know there is a lot more to be investigated and learned from this model approach.
Overall my goal in becoming a teacher is one of contribution. I feel that through the education of young people, I can best accomplish this goal, regardless of the challenges that lie before me. My aim is to be energetic in the learning process, so as to inspire students to become self aware, empowered citizens of the world. I want to be a catalyst for positive change, or at the very least to assist and enable people who want to make a difference in their own lives. This idea is similar to the statement made by Noam Chomsky, “Education is not to be viewed as something like filling a vessel with water, but more like assisting a flower in growing its own way” (Lecture, August 1, 2005). I seek to create awareness in all areas of society, especially in areas where ignorance persists. I feel the world is at a point in time where human civilization is capable of major transformation in forming a better life for all. I believe we can overcome many stumbling blocks society faces- environmental issues, racism, sexism, and classism. This can only begin through the educational process of sharing, patience, communication, and learning, which will develop into tolerance, acceptance, and co-operation. This goal is a major challenge, but the possibility exists. For this possibility to become a reality it must begin somewhere and with someone. Therefore, I choose to become a teacher in order to aid and promote positive change in my community, society, and the world. This process will begin in the classroom, one student at a time.
