Vous êtes sur la page 1sur 5


Philosophy of Education: Twenty-first Century Skills Empowers

Active and Successful Students

Kandice Howland

California State University Dominguez Hills

LBS 400

Dr. Macias

April 13, 2017


Philosophy of Education

My philosophy of education includes building up twenty first century skills in

students so that they are able to exit the education system with a base knowledge that

can help them to thrive in the real world. These skills should be presented through

essentialism in the areas of communication, economy and social sciences, with the base

content knowledge being the common topics of Math, Science, English, and Social

Studies. The education process should be guided by student interest and hands-on

learning and be conducted in an open classroom environment that inspires students to

take action.

The purpose of education in America is to foster knowledgeable human beings

who can effect change, to inspire students to challenge prejudices as they achieve

greatness, and to help prepare students to be active citizens that uphold human rights.

Teachers should acknowledge that possession of information alone does not necessarily

provide students with a pathway for action (Hackman, 2005). Simultaneously,

teachers should help to equip their students with the necessary knowledge and skills

needed for twenty first century living such as communication and social knowledge.

This will create productive students and a productive classroom.

The most effective classroom environment is one that is open and accepting of all

students. Open literally meaning that the doors are not closed, but also that students

are free to voice their opinion and ask questions, regardless of the teachers or students

beliefs. Asking questions not only allows the students to learn, but provides a learning

experience for the teacher as well. Learning with the students as opposed to just sharing

information contributes to student success (Hackman, 2005). The gap between teacher

and student is significantly reduced when the students can relate to their teacher. This

produces higher self-esteem within students. Another way to enhance students self-

esteem is to create a perfect classroom environment that is well organized and displays

students work. Teachers who create this comfortable classroom environment inspire

students to have a sustained and meaningful encounter with a subject--because they

can (Intrator, 2003).

Social justice learning should implement ideas about self-identity, force students

to think critically, analyze, and reflect while making connections to society. It

encourages learning that allows them to take action in places of oppression and when

the opportunity is missed, it defeats the purpose of empowerment and social change

(Hackman, 2005). By embracing and utilizing multilingualism and multiculturalism,

teachers can use social justice to draw on students individualism and help them to make

more meaningful connections to real life. As Wilson and Peterson write, critical to

teachers conceptualizing their students as resources is knowledge of the homes and

cultures of students (2006). That is what I look forward to doing in my classroom.

Educators should continue to move toward teaching meaningful material in an

effective way by having the aim of K-12 education be twenty-first century skills. Ideally,

content taught should help prepare students to tackle the social and economic

problems of the time (Oakes, 2002). This includes progressivism. Content that is

taught should specifically focus on the students while helping them relate learned

concepts to themselves and to society, communicate with others and learn how to

express their own ideas.

The teacher holds the responsibility to put students first, to get to know the needs

and point of view of the student, and to set clear expectations. While teachers should be

a demonstration of a good role model, they should also demonstrate accumulating


knowledge with skill. These things are crucial to the student and teachers learning

because students achievement is significantly related to whether their teachers are

fully prepared or certified in the field they teach, (Hammond and Bransford, 2005).

Teachers should frequently participate in activities that hone their teaching skills and be

able to adapt to any set of changing or challenging pieces of curriculum to make

education useful and meaningful to all students.



Hackman, H.W. (2005). Five essential components for social justice education. Equity

& Excellence in Education, 38, Pp. 103-109.

Hammond, L., Bransford, J., and LePage, P. (2005). Introduction. Preparing

teachers for a changing world: what teachers should learn and be able to

do (pp. 1-39). San Francisco, CA: Jossey-Bass.

Intrator, S.M. (2003). Tuned in and fired up. London: Yale University Press. Pp. 02-13.

Oakes, J. and Lipton, M. (2002). Schooling: wrestling with history and tradition. In J.

Oakes and M. Lipton (2nd Ed.). Teaching to change the world. Boston: McGraw


Wilson, S.M. and Peterson, P.L. (2006). Theories of learning and teaching what do they

mean for educators? Washington, D.C.: National Education Association.

Pp. 01-15.