Educational Philosophy Statement

I recognize the task of being a Paradigm Pioneer means understanding that

critical thinking does not come naturally. We must first look within ourselves
and decide if we are willing to assume the oftentimes uncomfortable task of
critical thinking. Once we, as educators, confront our own long held beliefs,
we can create experiences for our students that allow them to do the same.
In a paper by I found recently on transformative learning from the Treasure
Mountain Canada Symposium, the role of the teacher in critical thinking is to
craft a learning community where the cumulative effect of engaging
studentsis to heighten awareness of oneself within a global context, ones
beliefs, and the impact of ones actions on self, others and the world around
us (Gini-Newman, n.d.). This type of learning works best when students are
genuinely interested and excited to learn, with the teacher equally
enthusiastic and ready to be supportive. Permitting students to work
together, ask questions, and offer comments in a democratic classroom
environment all assist in the development of critical thinking. Echoed in this
paper as well as in Teaching to Change the World, is a stress for a
multicultural curriculum that challenges students to confront oppression in
our world in a way that helps them understand the meaning of and threats
to democratic life (Oakes, Lipton, Anderson, & Stillman, 2013). This style of
education is in direct conflict with the Essentialism and Perennialism
educational philosophies currently in place. However, in order to reach the
students of today we must abandon the long outdated and biased philosophy

of the industrial era in favor of a Progressive approach which seeks to

encourage students in constructing knowledge resulting from a desire to
learn, a motivation to question their assumptions, and a press for social
justice.
It is imperative on my journey to becoming a teacher that I accept the
challenge to become a Paradigm Pioneer, and to understand that the highest
level of learning cannot take place in the current Essentialist system, where
the goal of education is to maintain monoculturalism by teaching the
material and content of the dominant culture. In stark contrast, the
Progressive/Pragmatist learning theory embraces a multicultural educational
experience based on constructivism and cognitivism. When students
communicate with one another based on knowledge they have already
acquired

through

their

experiences,

learning

happens;

this

involves

collaboration in the classroom to work through various problems. This

promotes multiculturalism because each student brings their experiences as
resources to assist them in problem solving. This may also be a way to touch
on some of the ideas of the Social Reconstructivism by having the students
confront real world problems and social justice issues. I have experienced
this type of learning in the past, and now in this current course. It is truly
miraculous; it reaches the whole person, and has the ability to challenge you
such that you are never the same person again. The creation of knowledge
and understanding ensures that the new concepts remain with you because
the information is now a part of you, as it has created changes in the brain.

Unlike constructivism and cognitivism used in Progressivism/Pragmatism and

Social Reconstructivism, Essentialism and Perrenialism do not support this
more profound level of thinking. The goal of Essentialism historically was to
produce a work force that did what they were told, thus any high level
thinking was seen, and still is seen, as a direct hazard. I can honestly testify
that in almost every class that relied heavily on memorization for exam recall
resulted in my forgetting the information almost instantly after it was no
longer needed. The most extreme example of quick memorization in
elementary and middle school was our weekly vocabulary test. I would
memorize the definitions minutes before test time, spit them out quickly
onto my paper, and then release them from my brain. The most beneficial
way I developed my vocabulary during my early years was through constant
reading and creating my own stories. A student centered learning
environment where students are given the option to choose what they are
interested in, then guided to do the corresponding research to create a
colorful, descriptive account, should be fully supported.
Test layout is another method the Essentialist curriculum uses to
uphold monoculturalism. The exam format allows for total control over the
type of questions asked and how they are structured, leaving little to no
room for explanation or multiple interpretations. The answer is either right or
wrong, and the performance of the students on these exams somehow
dictates how intelligent a person is or can be, (according to an Essentialist).
The recent Common Core standards may help restore some control to the

students by having them show how they arrived at their answer, but it is too
soon to tell. The message I have received from the Essentialism/Perennialism
philosophy is the inhibition of critical thinking. Students are required to
respect the authority of the teacher and accept the information presented,
regardless if they agree with it or not. Respect needs to go both ways;
students given choices and respect for their differing opinions will be more
disposed to return the same respect to the teacher.
Although I consider myself a product of the Essentialism philosophy of
education, it is not the sort of educator I wish to be when I become a teacher.
My demoralizing experience during my early education, as traumatizing as it
was, has assisted me in forming my own educational philosophy. If I learned
anything from a predominantly essentialist education, it is what not to do
when I am entrusted with the incredible, albeit daunting mission to foster
learning and understanding in young, impressionable minds. I appreciate
that to be a Paradigm Pioneer, I must recognize that education is political,
and although we are still deeply planted in the essentialist reality, I can
ensure I am doing everything within my ability to bring in Progressive
elements. The social justice component is especially crucial; that every
student feels valued for who they are, and the culture they bring to the
classroom. I will make it my responsibility to connect to my students no
matter how different they are from me, because it is these diversities that
create a strong foundation for an incredible learning experience for all.