My Educational Philosophy

      In order to discuss my educational philosophy, I think it is critical to examine what I believe to be key
 educational goals in order to determine what my personal educational philosophy entails.  The overriding goal of
 education is toward growth of the individual throughout his/her lifetime because I believe that lifelong learning is
 essential in order for an individual to have a happy and fruitful life.   I think a goal of education is to foster the
 intellect of students by teaching cognitive and critical thinking skills which enable the individual to be a life-long
 learner.  I think this can be accomplished by using great works in the humanities in order to develop the students’
 intellect.  Furthermore, the great works in the humanities often explore and discuss problems.  Therefore, they can
 also facilitate student learning and development of problem solving skills.  In this sense, I believe this practically
 prepares students for the future, as well as helps them foster positive values and a sense of civic efficacy.  This
 relates directly to the goal of behavior modification in order to promote good citizenship.   Throughout this process
 of teaching students, I think it is also necessary to engage and foster students’ curiosity and creativity, both of
 which are critical skills in life and in problem solving.  Lastly, as I prepare students, their success is also
 dependent on their development of basic communication skills.  Without this key factor, the other educational
 goals I believe essential cannot be fully achieved

      My educational philosophy that guides the above list of educational goals is an eclectic assortment of several
 different prominent educational philosophies.  From Existential philosophy, I believe that is important to engage
 the students’ knowledge based on their own experience.  This enables students to relate and develop a stake in
 their own education because they can connect it with their lives in and outside the classroom.  A practical
 application of this aspect of Existentialism is small cooperative group work in which the learning activity can be
 customized and students can relate their own personal experiences.

      Along these same lines, I find aspects of Progressivism appealing.  Since one of my educational goals is to
 foster a sense of civic efficacy, I think social learning, which often occurs best in cooperative groups, is
 important.  I believe that students should assume and share the responsibility of their own personal education,
 including their behavior, along with the teacher.  This engages the students and the teacher in the pursuit of
 educational goals and helps to foster a sense of community in the classroom.  Having experienced the
 development and maintenance of a community, students will have the skills necessary to do so as they emerge
 as full adult members of society.  Furthermore, I think this can also be accomplished by incorporating situated
 learning in which authentic problems are used to develop key skills.  Since many modern problems have been
 reoccurring throughout history, it is important to utilize examples of the great works in the humanities in order
 to examine continuity and change.  This aspect of Perennialism, along with its stress on critical thinking, appeals
 to me.

      Reconstructionism asserts that social activism and problem-based learning for social problems can enable
 students to understand how they can affect and create societal change.  This type of empowerment is essential in
 order to promote a sense of civic efficacy.  Lastly, I incorporate one aspect of Essentialism into my eclectic
 educational philosophy.  I believe that a base of standards is key in combination with high expectations.  Students
 should be able to acquire and accomplish a base standard of knowledge and skills and be expected to perform to
 the best of their ability.