To begin with I thought I would share my 4-year-old’s wisdom as he sat next to me and asked what I was doing as I was typing the answer to this discussion. I told him I was doing my homework, which brought about his observation. His answer was, “homework is just writing a bunch of letters.” I am so grateful to have completed this class; below I offer you my review and reflection with a “bunch of letters”.
Elements to Inform Philosophy of Teaching/Learning
While the literature on teaching and learning is vast and varied, several concepts stand out to me as essential in developing my personal philosophy.
Autonomy and Community
I believe the balance between independence and mindfulness of others is important in education. While I strive to encourage autonomy in learning decisions utilizing skills leading to a student who can make critical judgments, conceive their own goals and ways to achieve them, and exercises self-discipline (Merriam & Baumgartner, 2020), I also give great emphasis to a person’s place in community. Scripture states that individuals who believe that Yahusha is Messiah are all part of one body who communicates with each other and work together towards one purpose, the glorification of the Father and Son though the Spirit (1 Corinthians 12:12-27, The Scriptures, 2018). Therefore, through this Biblical lens, I believe there must be a balance between the personal drives and the needs to of the community, paying attention to the calling each person has and how they can contribute to the wellbeing of all.
Experience
The focus on experience stood out to me as highly relevant to the field of education in general, adult learning even more specifically. Especially the constructivist approach of reflecting on experience as a way to develop meaning as a result of said experience (Merriam & Baumgartner, 2020). I believe this concept is important because in developing a learning environment where students feel safe, then critical reflection and challenging can occur with the help of teacher as coach (Merriam & Baumgartner, 2020). That experience is a key to teaching and learning was exemplified by the teachings of Yahusha. In many ways His coming to this earth was an experiential learning example for us all as we read the witness statements of His healings and teachable moments. More than anything He led by example. The moment when He chose to kneel at His student’s feet and wash them certainly was a moment His disciples must have deeply reflected on (John 13: 1-17, The Scriptures, 2018).
Self-directed Learning
While limited to organizational rules and regulations, students within organizations can still have elements of self-directed learning. I believe my goal as a teacher is partly to model guiding so that one day my students can guide themselves. According to Grow, when instructors act as consultants, provide independent projects, allow students to direct discussions, and engage in discovery learning, they promote learners of high self-direction (Merriam & Baumgartner, 2020). Therefore, I believe self-direction is a key goal for all students, for when they desire to pursue learning motivated by their own reasons, true and full engagement is achieved.
The Need to Know Why
This ‘need to know why’ that adults have can lead interactions with students towards a positive collaborative relationship. It fosters respect for the learner as an adult who deserves a reason behind assignments. As a principal assumption of andragogy, this ‘need’ drives adult learning and addressing it creates a climate of acceptance and support (Merriam & Baumgartner, 2020). I believe explaining why can go a long way in growing commitment and increasing motivation. Additionally, this collaborative relationship empowers students (Brookfield, 2013) and reminds them of their responsibility in taking ownership of their learning (Robertson, 2008).
Problem-based Learning (PBL)
Life is in the habit of producing problems that need solving. The steps required to figure out how to solve a problem develop skills in students that are invaluable in any learning situation. With the guidance of a teacher, PBL can integrate prior knowledge, encourage group work, stimulate classroom discussion, invite creation and evaluation of solutions, and develop self-assessment (Svinicki & McKeachie, 2014). Due to the inherent genuineness of the importance of being a person capable of solving problems, I believe PBL is absolutely necessary in teaching and learning.
Focus on Context
In light of the importance of community addressed above, I believe the consideration of context is necessary when considering andragogy and the learners we collaborate with. The relationship between self and society should not be ignored, for doing so may lead to misinterpretations and lack of genuine relationships based on respect and trust. The way systems and culture influence learning need to be considered to further understand how a person is developing and the way they learn (Merriam & Baumgartner, 2020). Focusing on context gives us a bird’s eye view that allows us to consider many possibilities for actions taken by students, enhancing our capacity for empathy and understanding.
Constructivism as an Active-learning Process
Considering John Dewey’s philosophy of education, which among many things places the teacher as a guide and insists on individual learning experiences for students, gives words to feelings I have had over the years I have taught (DO, 2022). My teaching philosophy would need to include the importance of active learning as the student pays attention to information that feels relevant to them, is able to mentally organize the information, and then integrate the new with the old information (Svinicki & McKeachie, 2014). This kind of active learning can be highlighted in a constructivist education environment where learning is centered on the student, the teacher guides in a democratic format, and meaning guides choices made (DO, 2022).
While I feel no theory is perfect, I agree with Robertson (2008) that Yahusha did exemplify constructivist education and serves as the greatest example of a teacher available to humankind.
I feel it is proper to share Dewey’s words on the role of the teacher in his pedagogic creed,
I believe, finally, that the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life. I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth. I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God. (Dworkin, 1959, p.32)
Changes in Learning Endeavors
Going forward with my learning endeavors, one major concept I will be focusing on is self-directed learning. I am highly interested in learning more about how ideas of constructivism can fit into my education philosophy. As I prepare to teach my classes in the Fall, I am fully aware that the experience will be a learning one. I will need to put into practice much of what we have discussed in this class. I would like to unite all of the previously mentioned elements into a well-developed teaching philosophy to guide my work.
Questions/Issues Raised
Considering issues inherent in a philosophy or mode of education is itself a higher order thinking exercise. It requires that I go beyond what I received and critique it. Completing this makes me learn even more about what is necessary to engage in critique, namely a strong grasp on the content knowledge. I still have many issues I need to attend to as I lean towards constructivism. Mainly, I need to better understand the integration of this theory with a Biblical worldview.
Classmates, may the ideas that come from your bunch of letters going forward be blessed by the Almighty One who is in charge of our days.
References
Brookfield, S.D. (2013). Powerful techniques for teaching adults. Jossey-Bass.
DO, T. (2022). Progressive education: Views from John Dewey’s education philosophy. Imastutʻyun., 4(3), 22–31. https://doi.org/10.24234/wisdom.v4i3.907
Dworkin, M.S. (1959). Dewey on education: Selections with an introduction and notes by Martin S. Dworkin. Teachers College.
Merriam, S.B., & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
Robertson, W.H. (2008). The greatest constructivist educator ever: The pedagogy of Jesus Christ in the gospel of Matthew in the context of the 5Es. Christian Perspectives in Education, 1(2), Article 5.
Svinicki, M.D., & McKeachie, W.J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Wadsworth, Cengage Learning.
Discerning Trauma 