PHILOSOPHY OF EDUCATION

Antiqua Johnson

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Upon entering the education program at Wesleyan College my philosophy of education

was primarily based on the school system making up a community within itself. The bases for
such community are the people: the students, parents, and educators, the settings: classroom
and/or school building, and instructional material. Within the school systems community each
individual were to carry out specific tasks based on the expectations and demands of their roles.
Not only was I concerned about the school as a community, but I held high expectations for this
community to be an effective community. To my surprise, I hold most of the same beliefs
about education today.
The people that make up this community will never change; there is the principal,
teachers, students, parent, and other faculty. The principal is the individual that oversees it all,
the teacher is actually the person behind it all, and the students are the individuals that place the
expectations. Previously I believed that it was the role and responsibility of the principal,
teachers, and those that sit among the Board of Education that makes up the expectations within
this community, however now I have come to realize that it is the demands of the students that
make up such structures. The education community has one ultimate goal, and that it to make a
better tomorrow through the lives of the children. Although this goal may seem a bit simple, it
really is not. These individuals have the responsibilities of working with the whole child. The
whole child includes, but is not limited to the students behavior, emotional and physical well
being, educational performance, and anything else the child needs. Additionally, I do not recall
going into detail about the faculty in my previous philosophy. Other faculty includes the
secretary, counselor, assistant principal, custodial staff, paraprofessionals, Liberians, and the
individuals that install and repair the technology devices. Before paying close attention to these
individual and their roles within the school system I was aware of their job descriptions, however

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I never took the time to recognize how essential their positions were to this community. During
field experience observations I have come to realize that it is the secretary that makes all the
difference in how you perceive this environment based on first impressions, this is the first
person that you are likely to encounter upon entering the school building. Typically, providing a
warm welcome and any assistance needed it is delightful to greet and be greeted by such
individuals. In fact, in the office at the secretarys desk is where my day begins. The counselor is
the individual in charge of disciplinary contracts, teaching moral behavior, and standardized
testing. It is a counselors sole responsibility to make all the difference in every student within
this environment. Custodial staff members are to assure that the school maintains a nice
presentation and the maintenance is well kept. Paraprofessionals provide that extra help and
support needed, teachers consume multiple roles and often times can be stretched thin, but with
such assistance they are able to complete the tasks at hand. I have also come to realize that the
Liberian provide the students with instructions for the future they will lead through the world of
books. Finally, technology technicians keep the school community up to par with the latest
technology to better connect the students learning with todays society.
In my previous philosophy, my primary concern about the make-up of the educational
setting was assuring that it provided comfort to all that would experience it. This is still true,
individuals that are to encounter and interact within this location should feel a sense of comfort
as well as protection. However, what I have to come to realize is that this setting should also be
inviting in its appearance. Based on guidelines for previous field experience observations, we
were to observe the material that is displayed in the classroom for neatness, relevance, and
engagement. The way in which a school attempts to present itself is more than likely the way in
which people will perceive it. For example, if a teacher has her classroom organized and the

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material displayed is specific to the learning material and students work, an individual is more
likely to believe that this teacher means business. In such case, it is believed that the teacher has
great organizational skills that would further reflect in her teaching styles and she takes pride in
her students educational experience. It is apparent for teachers and others that are in charge of
displaying material on the walls in the school building to display material specific to content,
conduct, expectations, and additional fun and engaging material. What you see is what you get,
previously I expressed that inspiration for specific interactions within the setting was derived
from a students comfort and understanding of their expectations based on what the teacher
presents, whether it is comfort, protection, rules and regulations, and even learning goals and
objectives.
Moving beyond the surface, the parents primary purpose for sending their children to
school is to gain knowledge of content areas. Previously I believed that teachers should
incorporate a variety of learning theories in their instruction, and this too is still a belief I
withhold. According to Teacher Centered Philosophies journals, essentialism and perennialism
may be effective learning theories in terms of those that are interested in having a teacher
centered operation as the tile of the article expressed, it is my belief that the learning that occurs
in the classroom is primarily students centered (Figures, 2013). Therefore, I believe that teachers
should adopt the following learning theories: progressivism, constructivism, and modernism. As
outlined in Section III of Philosophical Perspectives in Education (Cohen, 1999):
1. Progressivism provides students with the opportunity to explore education, rather than
simply being educated. Exploring education means that the children are able to
manipulate material, work collaboratively, and interact with the material opposed to the
old, pencil, paper, and textbook. While these are resourceful tools, students should be

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encouraged to feel nature, witness inquiring activities and role play. During my studies at
Wesleyan, I have had the ability to learn through the eyes of children. For example, in
science instruction, we were never given answers or even notes, instead class would
begin with some mind blowing experience that left us as adults pondering about how or
why such things could have possibly occurred.
2. Constructivist believes that children make better sense of material and the world around
them through interactions and connections. In my studies we have been taught to
encourage the students to use prior knowledge, and during and after learning new
material, to apply such knowledge to things that they encounter often. This allows the
students to not only gain a better understanding of the instruction and the expectations
held for them, but to value what is being taught. Students just as adults want to be assured
that there is a meaningful purpose behind all that they are required to do. Students need to
be aware that multiplication and division comes in handy when they are simply baking
cookies for their classmates.
3. Modernism learning theory place emphasis on culture (Comparing Modernist and
Postmodern Educational Theory, 2013). Culture is rather important in any day and time,
it is the make-up of the students that surround you daily. Students should be aware and
even further educated about their own culture in order to gain self awareness, identity,
self esteem, self efficacy, morals, values, and beliefs. Not only should they be encouraged
to learn more about themselves, but they should be aware of the cultures of their pupils.
Students should have the ability to observe and understand their peers culture without
bias judgments. Culture can shape instructional practices as well.

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Although I believe that teachers should focus primarily on being student centered I understand
that this may a bit chaotic without the proper classroom management skills enforced. It could be
of some help to use learning theories such as essentialism or perennialism as a base of classroom
management, because the teachers are strictly in charge of what is taught and learned in a
strategic manner. There are more tips and ways to incorporate these theories and practices
outlined in many articles, for example in my previous philosophy I referenced 50 Awesome
Classroom Management Tips you Can Use Tomorrow (Joel, 2007), this author gave great
resourceful strategies to obtain structure in the classroom.
In conclusion, my beliefs were based on many of the same principals, however I have
come to realize that I placed many of my philosophical beliefs on the emotional and moral
support of the students rather than how these goals can be obtained through instructional
practice. Furthermore, I have gained more knowledge through experiences and expectations held
in my studies and observations for the duration of my educational journey. In fact, I recent taught
a thematic unit based on journeys my overall goal was to teach the students that they too will
have journeys and along those journeys they will gain wisdom and power to persevere. As I
reflect over this lesson and my journey I have come to realize that I too have the same
expectations. Through this exciting journey I have gained a wealth of knowledge and practices
that will help me to sustain these beliefs. I am in fact concerned and thrilled to teach the whole
child. In fact, I feel that it is my duty as an educator to value the intellectual abilities and
independence, develop healthy relationships, create an diverse and engaging environment, and
build a strong community within the school as outlined in Wesleyan College Conceptual
Framework.

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Reference
Wesleyan College Education Department. CONCEPTUAL FRAMEWORK CONTRACT:
Knowledge, Skills, and Dispositions

Joel. (2007). 50 awesome classroom management tips you can use tomorrow. Retrieved from
www.soyouthinkyoucanteach.com
Xenos Christain Fellowship. (2012). The Death of Truth: Comparing Modernist and Postmodern
Educational Theory. Retrieved from http://www.xenos.org/classes/papers/pomoedu.htm

Cohen, L. (1999). Section III- Philosophical Perspectives in Education. Retrieved from

http://oregonstate.edu/instruct/ed416/PP3.html

Figures, A. (2013). Teacher Centered Philosophies. Retrieved from

http://www.education.com/reference/article/Ref_Teacher_Centered/