Taylor Holtzheimer

CCE 554
December, 2013
Statement of Instructional Philosophy
My instructional philosophy is identified through five key
principles to which I plan to follow:
1. Instruction should be fun and encourage creative, playful
thinking.
2. Instruction should encourage cultural, artistic, and scientific
literacy.
3. Instruction should encourage more ethical and rational
behavior.
4. Instruction should be clear and actionable.
5. Learners should practice putting instruction into action.
I will describe my own beliefs informing each principle as well
as identify the philosophical underpinnings of each.
- Instruction should be fun and encourage creative, playful
thinking.
My belief is that a playful mind is most often an engaged mind
and in turn, a mind ready for learning. The mind at play is ready
to tackle problems creatively but quickly. Learners in a 'play
mode' can engage complex problems using past knowledge and

expertise while maintaining a relaxed mindset. I would seek to

provide instructional activities (video games, table-top games,
etc.) that are fun and novel and encourage learners to think
playfully and creatively in the context of the instructed topics.
Within a course I am developing, I plan to embed the lecture
within a game construct such as Mojang's Minecraft; students
will be, effectively, 'playing' the lecture as a game, completing
example activities within it.
My hope is to develop a specific type of learning environment
and facilitate within that environment. "The teacher does not
simply provide information; it is the teacher's role to create the
conditions within which learning can take place" (Elias &
Merriam, p.127). This Humanist concept is something I agree
with based on my own experiences as a learner, be it in an
advanced junior high math class where my teacher was also an
expert magician, or in my own home as a child toiling over
countless sets of statistics while playing Dungeons & Dragons.
A playful, fun environment opened my own mind to learning.
Fellow student Michelle Burkhart presented an interpretation of
Digital Storytelling as a Humanist artifact in regard to adult
education. She noted that the learners that were more "digital
natives" might be better served through such a medium
(Burkhart, 2013). Where it might not be across-the-board
comparable to playfulness in learning, it does compare in terms
of using alternative learning tools to tap into different, more
comfortable student mindsets. I believe that such alternative

learning methods are key to future instruction in more and more

digital world. We must establish an environment where learning
is at its easiest and most relaxing, while pushing for creative,
critical thinking.
- Instruction should encourage cultural, artistic and
scientific literacy.
Expertise is important to me. I hold that an expert opinion has
higher value than non-expert opinion. With that, I believe certain
content that represents the best of its type, is the most valuable
for conveying topical principles to learners. Learners should be
able to point to certain works as a source of direct inspiration
and information. Instructional content should not be 'dumbed
down' for the learners, but instead assume the appropriate
academic voice. In action, I would use and supply content that is
critical to the topic at hand as far as conveying important
principles and concepts, but also may express a higher calling of
knowledge to the learner. Great scientific or philosophical
works, art, and so on, will all be able to express certain ideas
better than I can while also encouraging the learner to reach for
greater levels of knowledge on many subjects beyond just the
subject I'm teaching.
All such learning should take place with the learner recognizing
the authors of great works not as some unknowable figures, but
as experts within certain fields. They should absorb the content
from such authors as they would an instructional text, noting the

context within which it was written. As Allen Bloom claimed "a

liberal education means reading certain generally recognized
texts, just reading them, letting them dictate what the questions
are and the method of approaching them - not forcing them into
categories we make up, not treating them as historical products,
but trying to read them as their authors wished them to be
read" (Elias & Merriam, p.43). As one example, in the course
I'm developing, I plan to refer to Herodotus' Histories in which
he tells of games of dice being used by the people of Lydia to
ease the tension of a long famine.
I would note that the incorporation of scientific literacy, as it
includes both great scientific works as well as the application
and understanding of scientific method, is more a form within a
Progressivist theory, however the major sway of my greater
principle of instruction is based in Liberal Education Theory. I
believe great works, including scientific works, can
communicate topical expertise better than I and bridge gaps
between the learners themselves.
"The great productions of the human mind are the common
heritage of all mankind. They supply the framework through
which we understand one another and without which all factual
data and area studies and exchanges of persons among
countries are trivial and futile. They are the voices in the Great
Conversation that constitutes the civilization of the dialogue."
-Robert M. Hutchins, The Learning Society,
1968 (Merriam, p.11)

Where I find myself in such a principle is more in the

Progressivist style as guide or mentor through the material. I
have noted here that I do not consider myself an expert on many
subjects that I would still like to teach, but I believe I can
coherently guide the learner through the expertise of past works
and authors. I do believe that though I may be a guide through
content, the importance of the content is still paramount enough
to warrant me relating this principle, overall, to the Liberal
Education philosophy.
- Instruction should encourage more ethical and rational
behavior.
Something I feel very strongly about is the need for a new
ethical standard in education. I feel that much time has been
spent in the last few decades with calling for action, change, and
generally radicalizing learners. Social Justice has somewhat
devolved into just another fad in higher education, without
thought of consequences. Personally, I feel that the consequence
is expressed in ways similar to the riot that occurred on
Western's campus in fall of 2013. Learners are constantly called
to act, to think differently, to question, to enact change, to seek
social justice, but are rarely called to be ethical, calm, able to
adhere to standards, lawful, and so forth. This lack of ethical
education and over-indulgence in 'social justice' has left many
ready to take action when action is not necessary. This is a
dangerous path. Western's GURs have no Ethics requirement

and no local community college or local public high school (or

any that I know of in the state) have an Ethics requirement and
barely any such offerings, yet there are many prominent course
offerings in Social Justice. To be clear, I have taken multiple
Social Justice courses and do understand their importance, but
without being tempered by an understanding of rational and
ethical behavior and communication, it is more dangerous than
helpful.
During instruction, I will encourage learners to act and
communicate rationally and ethically. Specifically, I will favor
discussions in which participants are able to maintain calm and
rational dialogues. Also, I will encourage projects that are meant
to better existing systems and build upon current ideas, without
just the mindless tearing down of the old. Being able to
incorporate one's work into an existing network or system is
critical in the workforce, but also necessary for a sound society.
In the course I'm developing, I plan to incorporate video gaming
activities as they relate to ethical challenges such as cheating,
conflict resolution, and so on.
Whereas, "[a]ll educators in the liberal tradition have stressed
that an intellectual education must form the basis of a moral
education," they do attempt to restrain from guiding the moral
education themselves (Elias & Merriam, p.29). I agree that a
moral education is extremely important, but personally see
guidance from instruction as crucial to that education.
Organically, such an education can occur as the learner gains a

higher degree of self-actualization, a Humanist premise. "In

becoming a better person, individuals contribute to the
betterment of humanity" (Elias & Merriam, p.122). I would
hope that my instruction would guide learners to a more ethical
and rational center, wherein they may see themselves as truly
part of a community that needs a certain level-headedness and
calm strength when dealing with issues. Beyond that, positive
and negative reinforcement as tools of Behaviorism, can be
valuable in this capacity. Learners should understand that some
boundaries are not safe to cross and repercussions can be very
real for certain ethical offenses, even offenses that the majority
of educational culture may currently deem trivial, such as
disregard of politeness and patience.
- Instruction should be clear and actionable.
Instruction should be able to convey a clear blueprint for
problem-solving. When a learner eventually encounters an issue
that requires reference to their instruction, they should be able to
clearly address the issue using said instruction. Where I
understand that learners have their own experience and learning
is often reflective through all sorts of different lenses,
realistically I feel that when dealing with a professional
problem, learners must be able to refer to expert instruction, cite
specific sources, and operate on a professional standard level
when working on certain tasks. I would myself be less inclined
to hire or work with someone who could not explain clearly and
objectively why they are approaching a task a certain way.

Learners may critically reflect on instruction all they wish, but

they should also understand that the instruction they receive is
just that, instruction; the foundations they learn should provide
clear and actionable results for them that they can then build
upon.
I acknowledge that learning is a complex endeavor that does not
adhere to strict Behaviorist psychological constructs in all cases.
However, I do know that clear structure, objectives, and
evaluation provide best approaches when dealing with certain
tasks. As it applies to my instruction, it offers the clearest
reading and altering of learner ability. "Evaluation based on
behavioral objectives eliminates subjective, capricious estimates
of student performance" (Elias & Merriam, p.94). Clear
understanding of what should be learned, how certain objectives
'should' be completed, and whether or not the learner is showing
competence is important in most realistic education as it
supplies a quick reference for task completion and develops
productive habits. In the course I am developing, I will offer
clearly constructed learnings objectives and available rubrics.
Students will have many examples of quality submissions so
they might understand what is expected of them. On a more
Progressivist front, I feel that applying such an education to realworld types of problems that learners might actually expect to
see will be critical to forming the before-mentioned productive
habits that they will need in order to be successful. The activities
I plan to assign will be based on realistic scenarios such as using
the game Megaman as a tool for discussing the challenges of the

disabled in a college setting.

-Learners should practice putting instruction into action.
I firmly believe that practice fosters mastery. Preferably, when a
learner leaves my instruction, they shall have completed many
tasks relatable to the topic of their instruction. I would be
providing a controlled environment, instructive feedback, and
evaluation for their work, so that they can have the clearest
understanding of what makes their work the most potentially
successful. Completing real tasks, repetition, and feedback will
increase learner confidence. As they deal with professional
issues, they will be able to work quickly and confidently, having
such work not seem unfamiliar to them.
Practice of tasks is the most efficient way to perceive and
address particular learner issues. It provides a clear product for
evaluation as well as forces the application of learned habits. In
my own interpretation of a Behaviorist artifact I examined and
commented on a popular movie, The Karate Kid, in which a
Karate master instructs a teenager (2013). In the scene presented
in my interpretation the student has become frustrated with
seemingly meaningless tasks designated by the instructor, but
after a confrontation is shown that the tasks have provided him
with quick reflexive action when making certain defensive
moves. It's important to note that the learner in this case had no
knowledge that he was exercising his reflexes and muscles in
such a way, however the results were a clear improvement. I

think this is realistic. Certain habits, while not immediately

understandable, may be crucial in tackling complex problems.
When those habits are skipped or certain shortcuts are used, they
may aid in the short-term, but eventually as new issues arise,
those shortcuts become irrelevant, forcing the actor to engage in
the original step-by-step process. At worst, the actor/learner who
is using shortcuts or has developed poor habits, may have
completely forgotten the original steps for completing such tasks
(Merriam, p.77). Through active practice, learners build
productivity in themselves. That said, my personal hope is to
supply adequate explanation of each expected step in any such
process. In the course I am developing, I will assign regular
weekly activities that will address the course's major learning
outcomes. Students will be tasked with describing possible
educational activities using an assigned game each week. This
practice would be reflected in the creation of their own major
activity as the course's final project.
My philosophy, while rooted in traditional Liberal Education
and Behaviorism, has branched more fully, respecting aspects of
Progressivism and Humanism. With respect to the educational
philosophies that I don't adhere to, Radicalism and PostModernism, I don't believe they are inherently goal-oriented
philosophies and focus more on ambiguous and intermittent
experiential learning that is contained within a self-referential
process. They seek to draw attention to the natural process of
growth rather than seek to hasten it. Too much focus on the
'now,' in my opinion, can lead to an 'eyes-to-the-ground'

approach in life and doesn't foster measurable growth in

learners. I actually consider myself anti-radical in many senses.
This is not to malign the theory, but simply to portray that is
philosophically opposite of my current instructional goals.
In conclusion, I would suggest that education is a stairway to
wisdom. I define wisdom as the simplest understanding of
complex issues, wherein that understanding is most probably
accurate, complete, experientially based, and has knowledge
supporting it. A wise person has almost innately good judgment
based on their principles, experience, and base of knowledge.
Where some might see the path to wisdom as an unavoidably
long and twisting upward road, I see education as a kind of
shortcut to that wisdom, a staircase with each step a foundation
for the next, cutting through some of the mountain of personal
experience that might be necessary without it.
References
Elias, J.L. & Merriam, S.B. (2005). Philosophical Foundations
of Adult Education. (3rd ed). Malabar, FL: Krieger Publishing
Company
Merriam, S.B., (1995). Selected Writings on Philosophy and
Education. (2nd Ed.) Malabar, FL: Kreiger Publishing
Company.
Holtzheimer, Taylor (2013). 554 Artifact - Behaviorism.

Informally published, Continuing and College Education,

Western Washington University, Bellingham, WA.YouTube.
[Web Video]. Retrieved from https://www.youtube.com/watch?
v=7Zq1B6UQbik
Burkhart, M. (2013). humanistic education artifact: Digital
storytelling. Informally published, Contining and College
Education, Western Washington University, Bellingham, WA.