Educational Philosophy

Introduction

While I began my formal training in education as a young adult in post-secondary, my interest in teaching was sparked in childhood through my love of school, sport, and helping others. I began tutoring in junior high, and throughout high school, I played every sport offered, which engaged me in the school experience and taught me skills that I carry on today such as leadership and teamwork. I also participated in a mentoring program for students with special needs called Circle of Friends. Although my cultural background is diverse, including both European and Metis descent, I realize that I grew up with multiple privileges and had limited exposure to or interaction with minority groups in school or community. As I reflect on my early years, I realize how these experiences have impacted my personal biases and worldviews and that I need to be conscious of this in my career as an educator. Today I strive to acknowledge, respect, and integrate other worldviews through my professional and personal life, including Indigenous ways of knowing and learning as part of my responsibility to the Truth and Reconciliation’s Calls to Action.

Although I am not a new teacher, educational philosopher Maxine Greene’s message reminds me that teachers are “perpetual beginners” and in this sense must continually self-reflect, seeking ways to resist habitual patterns by taking intentional actions and questioning, as well as identifying oneself as agents of change (ColumbiaLearn, 2014). When thinking about what kind of educator I am and continue to try to be, I reflect on past and current experiences, and the following themes emerge: relationship building that is focused on care, respect, and inclusion; experiential learning involving inquiry, reflection, and multidisciplinary approaches; and curriculum and pedagogy that connects to community, culture, and ethics.

Theme 1- Relationship Building

When I recall my own educational experiences beginning in primary years to present, it has been the relationships with teachers, students, and administrators that have been most influential in my learning and transformation. Relationship building that is focused on care, respect and inclusion is central in my philosophy and approach to teaching. It is important for me to get to know all of my students in terms of their personalities, strengths and interests while also supporting students through challenges and celebrating accomplishments. Nel Noddings (1992), an educator who has spent years promoting and integrating care in education, indicates the teacher-student relationship is not equal, and teachers have a responsibility to view opinions and ideas from their students’ perspectives. She argues that educators need to give up the ideal student and replace this notion with multiple models where students can demonstrate their strengths, talents, and interests. There are many things to consider in facilitating a classroom climate that embodies these qualities including developing a safe, inclusive environment that is culturally sensitive and equitable. Over the years, I continue to learn that each student is unique in their backgrounds and abilities, which often requires developing individual relationship that may require different approaches that are equitable rather than equal or by teaching and supporting each student in the same manner. At times I explain this to my students as there is a belief that everyone should be treated the same. I also remind myself to step back and try to understand individual perspectives or that student success or struggle is multifaceted.

Theme 2 – Experiential Learning

Experiential learning, the idea of learning by doing, is a theory emphasized by many educators and philosophers, including 20th century John Dewey. Today, experiential learning, also referred to as work-integrated learning (WIL), is common pedagogy visible and integral in post-secondary education. Experiential learning is a significant theme present in my teaching philosophy, where inquiry, reflection and a multidisciplinary approach are embedded. I am a strong advocate for education that offers practical, hands-on learning opportunities such as apprenticeships, internships, co-ops, practicum, vocational training as well as service and project-based learning. As an educator, I have been involved in coordinating, facilitating, and hosting various types of WIL experiences over the years that have engaged students as well as being transformational. In addition to having facilitated numerous hands-on work experiences for students, I have also integrated various service and project-based initiatives that empower students to influence the direction and the outcome. The Intergenerational Connections Digital Story Project is an example of this. These teaching experiences have been extremely rewarding and continue to confirm to me that authentic, hands-on experiences are an essential part of learning.

Theme 3 – Curriculum and Pedagogy that Connects to Community, Culture and Ethics

Making curriculum connections to community, culture and ethics is a theme that I value in my personal philosophy of education. It is so important to be aware of our own personal biases and systemic discrimination, which continues to be prevalent in schools today. Educational systems are not necessarily reflective of or responsive to the needs of minority groups, and it is important to me that I continually evaluate my pedagogical practices as well as the curriculum content to ensure inclusivity and a respect for diversity. For instance, Indigeneous pedagogy is embedded within my courses and teaching. This involves a holistic approach that is hands-on and collaborative, as well as gained knowledge from elders, nature, and through oral storytelling. Character education, social responsibility, and ethics are critical as today’s generation faces challenges that are amplified in a technological and globalized world. Nineteenth century educator, Johann Pestalozzi, was influential in his nature and holistic approach realizing that education need to focus on the “intellect, the will, and the body – simultaneously and harmoniously” (Gutek, 2015, p. 140). It is my belief that as an educator, this can be done by developing genuine relationships, facilitating experiences and integrating pedagogical approaches and curriculum that are based on ethics, inclusion, and reflective of the communities we live in.

Conclusion

I love Canadian educator Jackie Seidel’s (2014, concept of “a curriculum for miracles,” which depicts a flexible and the natural progression of wonder, creativity, and learning. To summarize my aims as an educator, I conclude with this beautiful quote by Seidel: “A curriculum for Miracles is ecological, bursting forth from the understanding that the more diverse an environment is, the more creative and emergent the possibilities” (p.13).

References

Gutek, G. L. (2015). Philosophy and history of education. Boston, MA: Pearson. 

Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.

Seidel, J. (2014). A curriculum for miracles. Counterpoints, 452, 7-13. Retrieved from www.jstor.org/stable/42982351

YouTube. (2014). Maxine Greene – To New Teachers. YouTube. https://www.youtube.com/watch?v=b_raVMnP57w.