Running head: PHILOSOPHY OF EDUCATION 1

Education is the Process of Construction of Essential Knowledge for Existence

Dona Thanushi N Hettipathirara

Liberty University

EDUC 604 – Foundations of Education

Dr. James Fyock

PHILOSOPHY OF EDUCATION 2

Abstract

Learning is the process of acquisition and construction of knowledge and skills that are deemed

to be of essence in enhancing, enriching and empowering the existence of both the individual and

society. In the construction of essential knowledge for existence, a learner will come to know the

truth through active individual participation in learning by means of exploration,

experimentation, experience and exercise of discovered knowledge through practical application.

Schools are the institutions that facilitate the process of learning to masses of learners,

empowering, enriching, and enhancing the aptness of individuals as well as society for existence.

This paper intends to conceptualize the purpose and meaning of education, exploring some

important areas of education: personal philosophy of learning and schools; instructional practice;

teacher-learner relationships; diversity; and education of exceptional learners.

Keywords: achievement gap, constructivism, digital divide, discovery learning, diversity,

exceptional learners, individualized educational plan (IEP), information and communication

technology (ICT), special education, self-direction, STEM education

PHILOSOPHY OF EDUCATION 3

Education is the Process of Construction of Essential Knowledge for Existence

Human beings have, engaged in learning throughout the existence of the species, by

means of transference and construction of knowledge and skills that are deemed to be essence for

existence. On one hand, learning is a life-long process that a human being engages in as an

individual from birth acquiring knowledge and skills to construct means for one’s sustenance,

independence and standing and place in society, which are deemed to be of essence for

individual existence. On the other hand, learning is a process in which humans, as social

creatures, engage communally in society, acquiring and constructing means to conserve and

transfer beliefs, traditions, knowledge and skills that are deemed to be of essence for the

existence of the larger society. Learning is a process in which a learner engages in acquisition

and construction of knowledge and skills that are deemed to be of essence in enhancing,

enriching and empowering the existence of both the individual and the society, by means of

exploration, experimentation, experience and exercise.

Philosophy of Learning and Schools

Since the dawn of civilization, mankind has engaged in the theorization and

conceptualization on the purpose, meaning and process of learning, thus, breeding numerous

schools of educational thought and philosophy. As a scholar and an educator, it is worthwhile to

have a personal philosophy on learning and education. Based on my personal philosophy,

learning is a process in which a learner engages in acquisition and construction of knowledge

and skills that are deemed to be of essence in enriching, enhancing and empowering an

individual’s potential for existence by means of exploration, experimentation, experience and

exercise (practice). Schools are the institutions that facilitate the process of learning to masses of

learners, empowering, enriching, and enhancing the learner’s aptness for existence. Learning
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empowers the learners with the mental, physical, socio-emotional, spiritual aptitude and enriches

the mind, body and the spirit of the learner with nourishment through knowledge, skills, and

wisdom, enhancing and solidifying one’s potential for existence and survival in nature, society

and life and beyond. Constructivism, a learning theory that facilitates individual thought framing

through firsthand individual engagement in active learning experiences (Keengwe, Onchwari

&Agamba, 2014), is an educational theory that is applicable to the construction for essential

knowledge for existence, whether it be intellectual or spiritual in nature. Piaget’s analysis of

psychological functioning in terms of biological maturation, Vygotsky’s analysis of the human

psychological development in terms of culture and history and Erikson’s analysis of

development in psychosocial and emotional stages are some theories of educational psychology

that supports constructive approach to learning through exploration, experimentation, experience

and exercise. Learning, takes place in two rudimentary means, as transference of existing

knowledge, and as construction and discovery of new knowledge. The first moments of human

learning are when a newborn constructs and discovers knowledge, recognizing the warmth and

the feel of the mother’s touch, the sound of the mother’s voice and the sight of the mother’s face

in association with comfort, security and nourishment. The hunter gatherers of the Paleolithic era

engaged in landscape learning and transferred knowledge on the landscape from one generation

to another to ensure the survival of future generations in the terrain (Cannon, 2014). The early

Christians ensured the survival of the teachings of Christ, transferring the knowledge of the truth

of God, through oral and written communication from one generation to another (Hezser, 2010).

According to Dewey, formal education is meant to expose the children to their culture and equip

them with the necessary “tools” to engage in society (Gutek, 2009, p.484). Education of learners

with special needs involve discovery and construction of alternative ways and means for transfer
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and construction of knowledge and skills, employing individualized instructional tools and

approaches to meet the specific needs of the learner. The schools of today insist on equipping

students of the twenty first century with knowledge and skills in information and communication

technology(ICT) which would be of essence for survival in the years to come. Thus, the prime

purposes of learning and schools are the enhancement, enrichment and empowerment of the

individual and the society with personal, social and spiritual fitness for ultimate existence.

Instructional Practice

In the construction of essential knowledge for existence, a learner will come to know the

truth through active individual participation in exploratory, experimental and experiential

learning and exercise of discovered knowledge through practical application. Important factors

guiding this construction of essential knowledge are learner motivation and self-direction. In

order for effective and meaningful learning to occur, the learners need to be confronted with

triggers of motivation - problems and challenges - that are intended to be resolved constructively.

These problems and challenges also pave the way for knowledge construction through self-

discovery and critical thinking. Learning skills competencies developed in a constructivist

environment include: problem solving, creativity, critical thinking, knowledge discovery, peer

learning, collaboration, observation, questioning, inquiry, experimentation, application of

knowledge and skills in practice to real-life experiences. The role of the teacher in such a learner

oriented classroom environment will be to engage the learner through facilitation, mentoring and

guiding, through setting goals and expectations, creating authentic learning opportunities,

providing active feedback, conducting assessments, challenging and motivating the learners

(Keengwe, et al. 2014). Activities and assessments that can be employed in a constructivist

classroom include; discussion and critique of viewpoints, perspectives, reflections,

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conceptualization through mind-mapping and KWL charts (what we Know, what we Want to

know, what we have Leant), practical and real-life application of knowledge through filed trips

and project based learning such as presentations, posters, reports (Lutz & Huitt, 2004).

Instructional strategies that could be conductive to constructive learning include problem-based

learning, collaborative learning, discovery learning, experimentation, self-directed learning,

project-based learning, inquiry based learning, conceptualization, oral discussions, and reflective

learning etc.

Teacher-Learner Relationships

The relationship between a teacher and a student, in my view, is that of a guide and

voyager: the learner is the voyager who takes up the odyssey of learning, and the teacher is the

guide who navigates the students on the odyssey of learning and education. Both teacher and the

students have distinctive, yet equally critical roles to play in fostering a positive, constructive and

professional teacher-student relationship that is conductive to meaningful learning. The role of

the teacher, will involve engagement of the learner by means of facilitation, mentorship,

guidance, and navigation. Some responsibilities of the educator include: effective

communication, set-up of clearly defined goals and expectations, challenge and motivate the

learners, create authentic learning opportunities and safe learning environments, and safeguard

equity through fair assessments and proactive feedback, and optimize accessibility and minimize

barriers through the use of effective technology and tools (Keengwe, Onchwari & Agamba,

2014). The educator should empower the learner with necessary learning skills to gather,

discover and construct essential knowledge skills for existence through exploration, experience,

experimentation and exercise. The educator should provide essential triggers of motivation

through confronting the learners’ appropriate problems and challenges, to ensure occurrence of
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natural and organic learning. It is an obligation of the educator to address diversity and inclusion

with empathy and respect, providing necessary accommodations, adaptations and modifications

to facilitate universally constructive learning. The role of the learner on this odyssey will involve

gathering and construction of knowledge and skills, exploring, experimenting and experiencing

the world and its phenomena while exercising application of constructed knowledge and skills

into real-world practice. The learner should be an active participant in the learning process

engaging in observation, inquiry, problem solving, critical thinking, creativity, self-direction and

peer collaboration etc.

Diversity

Diversity, stems from a multitude factors to do with individual and socio-cultural identity

of the learners. Diversity stemming from individuality could be interpreted through the very

nature of differences among the learners in personality, gender, and skills and abilities. Diversity

stemming from social factors could be realized in terms of differences social status and

background such as socio-economic, cultural, ethnic, racial, religious, language, political, etc.

Diversity enhances, enriches and empowers the learning process. Thus, it is imperative that the

instructional process addresses the issues of diversity in the learning environment, ensuring

universal inclusion of diverse learners in the teaching-learning process by means of

accommodation, adaptation and modification. It is of essence to harness the power of this potent

instructional tool, diversity, for the benefit and betterment of all learners. Learners coming from

diverse backgrounds bring in diverse life experiences to the learning environment, which ought

to be harnessed to enrich and enhance the learning experiences of the other learners as well as

the educators. It is empowering to the diverse learner to be acknowledged and respected, hrough

tindividual recognition, contribution and active participation in the instructional process. Diverse
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learners should be provided with necessary, additional support to close any substantial

achievement gap - the significant disparity in academic attainment among some diverse learners

compared to with peers – through focusing on skills in language, communication and technology,

etc. that are of essence to the diverse learner. Necessary measures should also be taken to bridge

any existing the digital divide – the gap between those who have ample access to information

and communication technology (ICT) and those who do not – among the diverse learners. Thus,

recognition, respect, empathy and understanding on the part of the educator, are key in

addressing issues to do with learner diversity. It is of paramount importance that an educator

addresses and accommodate individual needs in a diverse student body through differentiated

instruction, fostering inclusive learning environments that promotes meaningful learning all

learners, fulfilling the Great Commission (Ackerman,2012).

Education of Exceptional Learners

Learning as a process for acquisition and construction of knowledge and skills that are

deemed to be of essence for existence, has even more relevance in the education of the

exceptional learners - those learners who require special education through individualized

education plans (IEP), with accommodations, modifications and adaptations to the curriculum

and instruction, “to realize their full human potential” (Hallahan, Kauffmann, & Pullen, 2012).

The term “exceptional learners” is an inclusive term which is used to refer to those individuals

who differ from the typical learners, functioning below or above the average learners. In the case

of learners with disabilities, constructivism should be applied in exploration, experimentation,

experience and exercise of instructional approaches that best meets the learner needs in the

acquisition and construction of essential skills for existence, in this case independence.

Advancements in technology and communication such assisted technology, augmentative and

PHILOSOPHY OF EDUCATION 9

alternative communication devices (AAC), assistive communication apps, enabling devices etc.

should be utilized in enhancing and empowering learners with disabilities in the process of

acquisition and construction of essential knowledge and skills. In the case of the gifted and

talented learners, constructivism could be applied in enrichment, enhancement and

empowerment of the learner through self-directed and discovery based learning with an emphasis

on science, technology, engineering and mathematics (STEM) education. Harnessing the full

potential of an individual with disabilities or special gifts or talents through constructive and

inclusive means, is paramount in molding independent and productive human beings equipped

with knowledge and skills that are of essence for existence.

Conclusions

Humans have engaged in learning since the dawn of human existence, by means of

construction and transference of essential knowledge and skills. Learning is the process of

acquisition and construction of knowledge and skills that are deemed to be of essence in

enhancing, enriching and empowering the existence of both the individual and society, by means

of exploration, experimentation, experience and exercise. The instructional process should be

geared towards learner empowerment and the relationship between the educator and the learner

should be that between a navigator and voyager. Diversity is potent instructional tool that should

be utilized to enhance, enrich and empower the learning process and environment. It is of

paramount importance to empower exceptional learners, through inclusive learning and

instruction facilitated with appropriate accommodation, adaptation and modification to meet

specific individual needs. It is of essence to foster an authentic and organic learning process and

environment, that are conductive to the acquisition and construction of knowledge and skills

deemed to be of essence to the existence of entire mankind.

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References

Ackerman, B. (2012). G.U.I.D.E.: Differentiated education for Christian educators. Lynchburg

VA: Liberty University Press.

Cannon, A. (2014). Structured worlds: the archaeology of hunter-gatherer thought and action.

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Gutek, G.L. (2009). A history of the western educational experience. (2nd ed.). Prospect Heights,

IL: Waveland Press Inc.

Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2012). Exceptional learners: An introduction to

special education. (12th ed.). Boston, MA: Pearson Education Inc.

Hezser, C. (2010). Oral and Written Communication and Transmission of Knowledge in Ancient

Judaism and Christianity. Oral Tradition, 25(1), 75-91.

Keengwe, J., Onchwari, G. & Agamba, J. (2014). Promoting effective e-learning practices

through the constructivist pedagogy. Education and Information Technologies, 19(4),

887-898. https://doi-org.ezproxy.liberty.edu/10.1007/s10639-013-9260-1

Lutz, S. T., & Huitt, W. G. (2004). Connecting cognitive development and constructivism:

Implications from theory for instruction and assessment. Constructivism in the Human

Sciences, 9(1), 67-90. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-

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