Educational Philosophy Trying to pinpoint ones educational philosophy to one pre-composed structure is a nearly impossible task; it would be ineffective

of a teacher to rely solely on one philosophy rather than account for the aspects of their own personality and the students learning style. Rather than being an ineffective teacher by restricting myself to one philosophy, I would like to propose my own philosophy. My ideal philosophy has changed since I have entered the

classroom, though I am now more aware of the challenges presented with implementing these methods. As for the purpose of schooling, I would agree with at least one point of almost any philosophy. With the perennialist standpoint, I agree that school should be preparation for life and that learning is a lifelong process, whether the lessons learned are from formal schooling or informal (Webb, Metha, and Jordan 70). The accepted reason for schooling is preparing students for life (kindergarten is preparing for first grade, first grade is preparing for second, high school is preparing for college, and college is preparing for life); naturally, being brought up in a society where this is the hidden curriculum, I would agree with it. The progressivists believe that schooling should be a model for life and should represent a democracy; the classrooms should encourage cooperation rather than competition and focus more on real-world solutions such as problem solving and critical thinking strategies (Webb, Metha, and Jordan 74). Multicultural education is just as important as the education of the heritage of the majority. Students should also be included in the decision making process to a certain extent such as setting up classroom rules to help create a democratic setting. I do agree with the behaviorist standpoint that schools are modifying behavior to those socially accepted as the norm (Webb, Metha, and Jordan 78). Classrooms with chaotic environments are not cohesive with a positive learning environment.
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With the essentialist standpoint, I agree with the ideals of preserving the past, while still embracing the future with the use of technology (Webb, Metha, and Jordan 81). Technology is an increasingly important aspect of daily lives and without embracing it, we could be modeling to students that it is something that could be a negative influence. The nature of the learner is slightly more difficult because each student is different by several different aspects. Perennialists believe that students are rational, have value and worth, as well as an intellect (Webb, Metha, and Jordan 71). Whether students have been taught right from wrong, they have the rational intelligence to know the differences between major rights and wrongs; as human beings capable of coherent thoughts and opinions, I believe wholeheartedly that students have worth, value, and intellect. I agree with the progressivist standpoint that students learn by doing and can solve problems by working with others and manipulating their environment (Webb, Metha, and Jordan 74). I am a very progressive learner, because I learn best by doing and working with others. I enjoy sharing my viewpoints with others and

comparing our opinions. Behavioralists believe that behavior is learned and can be modified, which I agree with (Webb, Metha, and Jordan 78). There have been plenty of studies, such as that with Pavlovs dogs which demonstrate that behaviors can be changed through rewards and punishments (Sternberg and Williams 238). With essentialism, I agree that students should have similar basic knowledge (Webb, Metha, and Jordan 81). All students may not need to know advanced calculus, though all students should be able to read and write fluently to function well in society. Curriculum, at least on the elementary level, should be relatively similar. The aspect that I agree most with in perennialism is that curriculum should include character development, and moral development to an extent (Webb, Metha, and Jordan 71). Character development could
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include teaching students how to deal with their emotions, especially anger, and non-academic problem solving skills; moral development begins to draw closer to religion, which is a touchier subject. If general morals can be taught without the implications of religious aspects, it should be taught alongside character development. Progressivists believe that learning should be by experience, focus on equality, be relevant to students interests, and be very child-centered (Webb, Metha, and Jordan 74). Lessons could focus more on experimentation when applicable, and possibly modify it to a topic popular with your students. With the behaviorist standpoint, I agree that the curriculum should be individualized and focus on problem solving (Webb, Metha, and Jordan 78). While I understand the impracticality of individualizing lessons for a classroom full of students, this could possibly be a rationale for dividing students into likeminded groups and the use of different centers in the class. I agree with the essentialists on the standpoints that there should also be a certain level of basics that should be known (Webb, Metha, and Jordan 84). This seems more applicable in the elementary level, where most of the basics of thinking are developed. Instructional methods are a bit more personal and are more likely to be a combination as the classroom becomes ours. Progressivism is the method I agree with most as it deals with group work, projects, cooperative learning, as well as the thinking and problem solving methods (Webb, Metha, and Jordan 75). Social learning is possibly more influential than any other form of learning; if students are taught to work together it could strengthen the amount of information learned through this process. With behaviorism, I agree that the goal of reinforcing should be to reach self-instruction (Webb, Metha, and Jordan 78). There will not always be someone to reinforce good behavior or punish negative behavior, so teaching a student to learn to do this for himself is highly important. I agree with the overlapping ideals of perennialism and essentialism
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on the importance of discussion and critical thinking skills (Webb, Metha, and Jordan 71), but also the inflection of proper communication in essentialism (Webb, Metha, and Jordan 81). Discussion is highly important to make sure the student truly understands the information, but being able to do it in an eloquent manner is equally important, as it will help the student be understood by a diverse audience. Classroom management is what concerns most starting teachers, but understanding what philosophy we relate best to could help ease the concern. I agree with the progressivist stance on democracy, self-regulation, and participation (Webb, Metha, and Jordan 75). I noticed in my observations that the students were excited about being given jobs and that they were more than happy to complete them. Seeing how much this affected them made me think that it could give students a sense of accountability. Behaviorism has several ideals that I agree with such as formulating rules, responding to behaviors, and establishing accountability through rewards and punishments (Webb, Metha, and Jordan 79). Most classrooms use a method of pulling cards, which is left up to the student to perform; this has a combination of discipline as well as accountability since it is up to the student to move the cards. With essentialism, I agree with the fact that rules should be clearly laid out and there should be a stress on respect for others (Webb, Metha, and Jordan 82). Most rules stress respect for students and the teacher; the rules should be discussed with the students at the beginning of the school year, and possibly revisited throughout the year. Assessment is growing into a touchy subject for some who think that teachers teach specifically to the tests. I agree with the perennialists on objective or essay tests (Webb, Metha, and Jordan 72). Some more elementary-level topics could be used with objective testing;

however, opinion based answers could be more acceptable. This seems as if it would be more
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applicable with secondary levels. With progressivists, I agree that students should be given feedback and their progress should be monitored to an extent (Webb, Metha, and Jordan 75). Monitoring progress could help determine if a student needs help in a certain area, or possibly if they have a learning disability. Giving feedback, whether positive or negative, could help lead a student in the right direction academically. If I claimed any predefined philosophy my own, it would be that of progressivism, though it is thought of in more of a romanticized way (Labaree). Essentialism is one of the main theories used in classrooms today (Albear), and though I do agree with many aspects of it, I am not a pure essentialist nor do I agree that Americanism should be the only culture taught in schools (Albear). The behavioral methods I agree with to an extent, but the teaching methods I find flaws with. Many of the perennialist views deal more with religion, which I believe should have only a small role, if any, in schools; naturally, I only agree with a few aspects of this philosophy as only a few do not deal with religion. Would I say that I am a progressivist? An essentialist? A behaviorist? A perennialist? No. I say that I am a teacher.

Works Cited Albear, G.D. (n.d.) Essentialism. Website: http://www.library.eiu.edu/ersvdocs/4458.pdf Labaree, David F. (2005) Progressivism, Schools and Schools of Education: An American Romance, Paedagogica Historica Vol. 41. Sternberg, Robert J. & Williams, Wendy M. (2010) Educational Psychology (2nd ed.). Upper Saddle River, NJ: Pearson Education. Print. Webb, L. Dean, Metha, Arlene, Jordan, K. Forbis (2010) Foundations of American Education (6th ed.). Upper Saddle River, NJ: Pearson Education. Print.