My Philosophy of Education

Abstract

This paper discussed the author’s worldview, philosophy of schools and learning, educational practice, teacher-learner relationships, and diversity in education. The paper begins with an introduction of how my educational philosophy will follow student-centered learning and how it contributes to a student’s academic success. The article concludes to convey how my teaching philosophy will work in a public school or online setting and how I plan to be the best educator God has me to be.

Keywords: education, student centered, academic success, learning process

My Philosophy of Education: Student Centered

The current educational system in the United States has undergone numerous of challenges and changes over the years. Shifting from a teacher-centered approach to a student-centered one has been theoretically discussed, and researchers have suggested that students need to have a responsibility in their learning. The author’s philosophy of education entails affording the student with the opportunity to have a say in how they learn. Throughout this paper, I will discuss my worldview and philosophy in relation to that of historian educators such as in John Dewey. Education is presumably the most imperative component of existence. Without it, society would have been kept in the “Middle Ages.” For the most part, parents oversee the more prominent segment of their child’s education since the laws of God charge them to train their children up in the way he or she should go. With that said, although teachers and parents have an obligation to educating their children, the author believes that education should be student-centered because it not only allows the student to have control in their learning process but also give them a sense of responsibility and prepares them for the real world.

As a future educator, I aspire to create a student-centered learning environment tailored to meet the needs of all my students. Student centeredness is described as going beyond teaching to being fully engaged with the student and understanding that they are individuals who bring learning, unique backgrounds, and experiences (Mundhenk, 2004, p. 447). Education serves many purposes. When the student is at the center of learning, as the teacher, it is my job to create a safe learning environment where all students can reach their fullest potential. Therefore, by shifting from a teacher-centered approach to placing emphasis on education and learning encourages power to be taken from the teacher and given to the student; I propose that a more useful presentation of student-centered learning should be a shared process (Baugher, 2013).

Worldview & Philosophy of Life

Everyone has their own worldview of life. However, the author’s worldview is a biblical one in the sense that she believes that the Word of God is truth. “In the beginning God created the heavens and the earth” (Genesis 1:1, New International Version). He also then said, “Let us make mankind in our image…” (Genesis 1:26-27, NIV). I believe that every man, woman, and child is unique and can and should be educated. My view of the world is that it is full of relentless opportunities but, one must be willing to put forth effort to succeed. God has and will always hold the reins. I believe that if I, as a future educator can steer students to God and His Word than surely, they can be successful and become productive members of society because the Bible teaches us that with Him all things are possible! On the contrary, I also know that what I believe may not be the beliefs of the students I will teach. Therefore, I will always be mindful of the diversity and uniqueness of the students that I will have in the classroom so that I may not offend anyone with my personal beliefs.

My worldview has not always been what it is today and may not be the same tomorrow. However, I believe that due to some of the hardships I encounter in my life dating back to my childhood to present middle adulthood, I know that it has been God that has kept me. He was the only that had never forsaken me unlike others or “man.” But, with His grace and mercy, I was given a new perspective on life especially in realizing the importance getting an education. Coming from a single-parent, low income household, and having attended public schools growing up was a challenge for me to say the least. Challenging because, most of the teachers back then did not take a personal stake in my education or form a relationship with me. All they were concerned about was lecturing instead of taking the time to get to know me, the student. Therefore, I eventually got bored with school and dropped out in the tenth grade. However, I have since gone from acquiring a general equivalency diploma (GED) to successfully obtaining two Master’s degrees. I could have easily given up on my education but, I preserved and kept trusting in my Lord and Savior and look at me today, a proud, two-time graduate of Liberty University. That said, I believe that had my education been student-centered versus teacher-centered and a shared responsibility, I may have remained in school. Nonetheless, as a future educator, I will share my educational journey of God blessed me and how I defied odds. If He did it for me, I know he can do it for my future students. That said, as a realist, I respect the varies theorists and their philosophies of schools and learning. However, my personal philosophy of life is simple; it is what we make it!

Philosophy of Schools and Learning

As I ponder my educational philosophy and worldview, it is crucial to carry over this viewpoint specifically to learning and schools. Regarding the historical philosophies conveyed and studied throughout this course, there are some that contribute to my philosophy of education and some that do not. John Dewey is one of the most influential people that share my beliefs of student-centered learning. Dewey’s child-centered approach to education suggests that focus should be on meeting the needs of every child and educators should “strive to create relevant learning experiences that have enduring value” (Pieratt, 2010, p. 52). This basically ties to my beliefs and my expressed educational purpose. Unfortunately, in the present period of responsibility, institutionalization has turned into the standard. From state ordered benchmarks to region scripted educational modules, the individual child has been lost because evacuated government officials and directors. Educators have lost the flexibility to individualize their classrooms to address the issues of their understudies, rather they contribute