Lizzie Holmes
5/8/2015
My Philosophy Paper
Introduction
In the Paper I will address my educational
background as to understand where I am coming from. I will discuss my beliefs
on Public schools and how they teach. I will address how we can learn to love
learning. I will Question others and myself as a student how to effectively
learn.
My
Educational Background
In order to create your own philosophy of
education, look at you’re past experiences of education. As we look at our
educational background we can see our biases and how our desires came to
be.
I attended
public school from Elementary school until half way into middle school I
switched to a home school program. Being in that program was the best 2 years
of my life. I went from having few friends to many. While at home we spent the
time reading good books and learning in a way that made sense to me at the pace
I needed. The other half of the time I went to a campus and experienced what I
was learning hands on. For example, we were able to go on a pirate ship and
experience what it would have been like in that time of history to be on a
pirate ship, we went snow shoeing to look for biology related terms, and trips
to a local newspaper and journalism buildings to improve our writing
skills. We did not take any tests for grades and only test we took was state standardized
tests. At campus we also experienced a large amount of social activities
and interaction. We were exposed to dances, musicals, drama, art, shows, family
gatherings, and etc. The school was like one big happy family! The time
came however to graduate as it was only a K-8th grade school. I found myself
deciding that I wanted to face the high school experience and bounce back to
the regular public school. I found myself getting bored and home sick for my
dear home school.
In high
school we were thrown old out dated textbooks full of cuss words and graphic
doodles. Tests were graded high and the test anxiety was filled in the air as
my neighbors around me whispered test answers in desperation to each other. The
voices of the teachers drowning the students in their dull lectures. Causing us
to glance out the window to find something anything more interesting. Of course
many times met with the disappointment of accidentally glancing at the clock to
realize it's only been the first 10 minutes of class. Looking out the window I
was also reminded of the tall fences and gates surrounding the school,
reminding me of the prison I was stuck in for the next 7 hours. I found myself
buried and suffocating in all the busy work and test preparation. I found
myself caring more about just getting my work done, having the answer, and
getting a good grade on a test than actually understanding what I was supposed
to learn and apply it into my own life.
After High
School I became a student at BYU-Idaho when the strangest thing happened. It
turned out that my first semester I only took one class that required tests as
a grade. Instead the ways my teachers evaluated me was to ask what the grade I
deserved by the end or on my assignments, what I did to go above and beyond my
projects and apply what I learned into my life, and many projects to
demonstrate I understood what I learned. I found myself better retaining the
material and having a love for school that I once had. But how was this
possible? I had always viewed myself stupid and slower than my fellow peers in
class and was now wondering why all the sudden I felt so smart. I
realized that it wasn't my fault. Everyone learns things differently and at a
certain pace, school systems are built to teach a one-way curriculum and for
the rest of us to slowly catch up and struggle because it is difficult to meet
the individuals needs of every student. Through these experiences I have
dedicated myself to understand and dig deeper into methods, beliefs, and
philosophy of education, and to question especially public schools methodology.
How I Became a Better Student
Going through high school I had to work very
hard at my schooling. The scriptures state, “And as all have not faith, seek ye
diligently and teach one another words of Wisdom; yea, seek ye out of the best
books words of wisdom; seek learning, even by study and also by faith” (D&C
88:110). God put us on earth to learn and grow to inherit his kingdom. It is
important we seek learning diligently while here on earth. By learning to love
learning we can reach higher potential in our lives. But is it possible to love
learning? I propose that it is and that we can achieve it through desire and
application. Here are three steps we can take to love learning: Create a
desire, think critically, and application.
An example
of creating a desire Samuel Scudder (2012) in his paper “Learning to See” talks
about the challenge a professor gives him. While Samuel is only interested in
studying bugs he is left a dead fish to stare at for hours on end. At first
Scudder describes waiting around impatiently as he just looks at the details of
the fish and what kind of fish it is. The professor showed up and said he still
needed to look at the fish for what he was supposed to get out of it. Scudder
was frustrated and even much to his peers dismay continued walking around with
the stench of fish stuck to him no matter how much cologne was put on. He grew
frustrated and thought this was a waste of time. However, throughout the
experience while Scudder was so focused on the details he was missing the big
picture of what he was supposed to be looking for. In our own lives we tend to
do the same in our learning. We focus on the facts and information and not the
big picture. In the article “Examinship and the Liberal Arts” by William G.
Perry Jr. (2012) he tells about students that are “cows” and students that are
“bulls”. “Cow (pure): data, however relevant, without relevancies.” and “Bull
(pure): relevancies, however relevant, without data”. He describes cow students
only really get C’s on their papers because while they know facts doesn’t mean
they understand the general idea. And bull’s papers usually get higher-grade
cause they stand out from the other papers. Perry proposes that the bull has
greater potential because he is a critical thinker. By focusing on the
incorrect things in life that are not worthy of our attention we miss our on a
lot of learning and understanding the overall picture. In Article “A Guide to
Good Teaching” by Michael Randall (2012(talks about the concept of slow
learning and critical thinking, and focusing on things that are worthy of our
time. Randall states, “We
might do well to remember that knowledge consists of more than information;
rather, it is the ability to understand and to appreciate the difficult and
complex products of the human imagination. That type of knowledge is common to
all of our subjects and is the meat and potatoes of education.”(p. 2-3) It is
better when we have a desire to learn more so we can become truly educated.
You’re
sitting in class glancing at the clocks every 5 minutes praying that the time will
go faster. Few minutes till its time to get out and your are as quietly as
possible putting your belongings into your backpack, unfortunately it is
unsuccessful as your other classmates attempt to do the same thing and a chorus
of backpack zippers erupts. The clock reaches end of class and large majority
of class is out of there like a bullet, to put in your iPods and pull out your
phones and forget the world of thinking. But is that really ok to do? In the
article “Everybody is Ignorant, Only in Certain Subjects” by Eliot A. Butler
(2012), Butler discusses students that say the following, “Why study English or
any language? The academic language is all we’ll need…Law should be useful in
the next life—if you are in the place where there will be arguments and
disagreements and criminals…This next one cuts: “What are you chemists
preparing to do? Make thermodynamics studies of the lake of fire and
brimstone.”(p. 4) Even though things seem to not apply to you now, the purpose
of our being is not to specialize. It is to learn and grow to become gods and
goddesses in heavenly father’s kingdom. I propose taking the time to really
critically think by looking at big picture will help not only grades, but also
your desire to learn. By critically thinking you connect with a subject more
than you would otherwise think, creating more interest in a subject. By
desiring to be critical thinkers we can increase our love for learning.
Not only is
it important to have a desire but also then we must act on it. When I was in
middle school, I had a hard time, so my parents homeschooled me. Unlike the
stuffy classrooms and constant textbook learning, my home school was based off
of pragmatic learning. Everything we learned we applied and visually got to
experience in some way. When discussing historical events we would look at old
documents, go on pirate ships; go on a trip to the capitol, etc. When
discussing English we took trips to journalist stations, writing contests, etc.
When discussing math we went outdoors and measured and used physical examples
in our lives of the math problems. In the sciences we went outdoors and
explored the rocks in the mountains, panned for gold, went snow shoeing to find
different biology examples. So many more opportunities were given. By applying
what I learned in my schooling, to this day I carry a lot of those things with
me. There is so much to explore and apply that can improve our lives. Taking
the time to apply will increase your love for learning. If we apply the things we are learning
then we will have more meaning in our life.
The Three
Levels of Education
I believe in schools there are 3 levels of
education: Good, Better, and Best.
In the early days of education in the United
States. Schools were separated according to social class. The poor kids
wouldn’t learn as much as high status children. And many of the work done in
the classroom was useless material, such as in geometry having the ability to
make a perfect circle. Now that reforms have occurred throughout time I believe
most public schools are at the better level now. They provide amazing amounts
of information, diverse subjects, and teachers that work long hours to help
their students grow. However, I believe their is much more that can be done for
the training of teachers to help them develop a stronger philosophy that can
help students carry the things that they learn throughout the rest of their
lives. The political goal of education is to help develop students to be
outstanding paying citizens with career success so that people can better
contribute to the economy. If we really want students to be outstanding
citizens with strong morals, values, and have personal and family
responsibility; then we need to train them to be the BEST they can be. I believe Platos allegory of the
cave is very important. Many times the world will tell us certain things are
the reality of life. However, we need to leave the cave and come to the true
reality. We shouldn’t teach that the teacher is the only one with right
answers. As a teacher I can be opened to my students and their individuality. Schools role in society I believe it should be to inspire learning and thinking in society.
I believe the tools and morals we hand down to further generations can affect
the outcome of the future. It should encourage students to seek truth and understanding
of the life around them. And like the author Addams believed in the article “Twenty
Years at Hull House” we should serve others. School should open the minds
of students to be creative and act upon the world around them and make a
difference as well in their own lives. By doing this we better them in their
stages of life to come. And like I stated above, according to article “Ghetto
Schooling” by Anyon, society has the power to change the schools, we have a
duty to provide an education to the rising generation. We can change how our
schools are by coming together as a community to make a difference. The future generations deserve that kind education. The real
question, is how?
What do you think?
What do you think?
Do it Just to Get it Done
In my
education philosophy class we learned about many authors that not only had
their own opinions of education but also were historically essential to have
education be improved for all students. My favorite author would be Steven
Wolk, in his article “Why go to School?” He discusses how student will do
things just to fill in the blanks or just care about the answers. Classrooms
are preparing students for jobs where they sit all day at desk and contribute
to the economy. Teachers should strive to have their kids love learning and do
assignments more than just for a good grade. In this article by Steven Wolk the topic he addresses towards
school busy work is astounding. I relate and agree with many things in this
article. These days’ students are so caught up in just having the answers and
filling in the blanks that students fail to actually understand what they are
learning, care about it, or even apply it into their own lives.
I would like to digress and tell of constant experiences I faced in my high school classes. Many times the teachers would tell us of an activity and claim that it would help us apply the concept we learned from the lecture, many times they would be with large groups or class efforts. The students found themselves scanning over the instruction sheets and activity props and whispers echoed the room saying, "Do you know what were supposed to be doing?...not a clue” Let’s just follow that person they are smart." "I really don't want to do this. Why are we doing this? How does this relate?” I heard and would often myself say these words in my confusion. By the end of the activity and class time I found my peers and I more confused about the concepts than before we did the activity. Wasn't the sole purpose of the activity to learn and apply the concepts? Then why did we learn nothing? Why did the activity make us care even less? While many of educational school systems and teacher methodology are effective for many students and provide success, it doesn't mean the system is perfect. We are all flawed human beings, and education was flawed at the start. My intention is to question effectiveness because I believe we can do more to effect future generations of students, teachers, and better positively affect our world.
I would like to digress and tell of constant experiences I faced in my high school classes. Many times the teachers would tell us of an activity and claim that it would help us apply the concept we learned from the lecture, many times they would be with large groups or class efforts. The students found themselves scanning over the instruction sheets and activity props and whispers echoed the room saying, "Do you know what were supposed to be doing?...not a clue” Let’s just follow that person they are smart." "I really don't want to do this. Why are we doing this? How does this relate?” I heard and would often myself say these words in my confusion. By the end of the activity and class time I found my peers and I more confused about the concepts than before we did the activity. Wasn't the sole purpose of the activity to learn and apply the concepts? Then why did we learn nothing? Why did the activity make us care even less? While many of educational school systems and teacher methodology are effective for many students and provide success, it doesn't mean the system is perfect. We are all flawed human beings, and education was flawed at the start. My intention is to question effectiveness because I believe we can do more to effect future generations of students, teachers, and better positively affect our world.
Another example of this concept is on the first week of school in my
first semester. My English teacher gave us a challenge that a group would all
get an A for the semester if we could take a amazing photograph and create our
own quote to put on the photograph. We all of course rushed out with our camera
and sat together as a group desperately trying to make up a quote a quote. As
we came into class my teacher in summary said that none of the posters were
good enough. He was picky about the way the quote went with the picture,
whether the picture was good enough, etc. as harsh or picky he might have been,
he wanted to teach us a lesson. We as human beings are capable of so much. As
our groups looked back we realized we could’ve spent more time and love into
the project and into each other. We took the attitude that most students take
with projects or school work, do it just to get it done. We may have put some
effort into it but we could’ve pushed ourselves more out of our comfort zones
and recognized the potential in our group members and ourselves. I didn’t know
until that project how much I enjoyed photography. Use school projects or
create your own assignment where you explore different talents. Teachers can
also create opportunities for students to do an assignment more than just 100%
to their abilities. As a student or a teacher lets strive to try and not do
assignments just to get it done, Lets do it to learn and grow and become the
best person we can possibly be.
Authors and
Resources That Have Affected My Philosophy
I have read
about many authors and education reformers that have changed the way we teach
today. Mostly what has helped shaped me learning these doctrine principles and
tools is the textbook professor David Magleby put together for us called history
and Philosophy of Education, as well as resources from a research paper I did
about anti-testing, and a synthesis paper about why we should learn. Below is
some Doctrine principles and Tools I have learned from the following authors in
that book.
(Emille)
Rousseau and (how Gertrude teaches her children) Pestalozzi: Something that I thought was
important from Rousseau and Pestalozzi was that parents and teachers should not
do everything for their kids. Christ doesn’t walk with us every step of the way
not letting us make mistakes and covering them. He lets us have individual
choice and learn from mistakes and have responsibility to be faithful to him.
We as teachers should do the same, not baby and tell the students everything
they are supposed to do. I am a very visual learner. I like pictures to be
drawn and lectures to back up pictures. I believe lectures are good when using
lots of visuals, asking questions, and open discussion. I do not believe in
just reading out of a textbook because I feel that they can’t fully learn and
process what is happening because they are so bored and just looking for
answers. I believe it should be used as a tool not a principle in a
classroom. In addition, I also
learn by the spirit and the gospel. The gospel is the truth so it guides me to
understand what I am learning. I also learn because of the accommodations I am
given. I am grateful for the special education law that was put forth. I am
able to get the help I need in school by my teachers and students because of my
slow learning and physical limitations. By mixing students of different levels
in a classroom I learn better off of the students that naturally may learn the
subjects better than I do. And just like Pestalozzi I believe we learn by
natural means, we already have the answers its just helping to get that
information back out again with the connections we make in class.
(Twenty
years at hull house) Addams: As teachers we can strive to succeed in the Christ-like quality of
serving our students. By serving our students help them over come the tendency
that they are not good enough. We can do this through communicating with them
and giving positive feedback.
(Nature
and grace) Aquinas:
Even though I won’t be teaching science the idea that we can tie our religious
beliefs along with what we are teaching is beneficial and encourages free
expression. Science and religion should be taught coexisting together like
other subjects. Learning this way can encourage our faith. But how can we do
this into a classroom? I think we can by teaching good morals to the classroom.
Antin,
Plessy, Brown, Perry, and Friere: In relation to Freire we should treat everyone with kindness. No
matter what the race, religion, or circumstances. We have a duty as teachers to
help our students feel welcome in their classrooms. Friere: he is important
because he establishes that we shouldn’t call our students or treat them like
bad people. We should treat everyone with love and respect like Christ would. We
can do this by showing support for students, giving extra help where needed.
(My
pedagogic creed) Dewey and (on pragmatism) James: These articles meant a lot to me
because of their belief in pragmatic teaching. By giving our students
experiences they can better understand the things we are learning. Much like
how Christ gives us experiences to learn in life.
(Concerning
the individual Kierkegaard and (wide awakeness) Greene: I learned to live life wide-awake,
to live in a way that is best for them and not others around them. Let students be individuals and come up
with own answers.
(The
great didactic) Comenius: I learned that we should inspire the power of imagery in our
students and that people can learn naturally. We can do creative things to help
them remember the information they have lost.
(12th
annual report) Mann:
This man is revolutionary to me especially in helping to shape schools into
having curriculum that students can actually apply in their life. Whereas in
those days, teaching math meant drawing a perfect circle. Therefore, we as
teachers should teach things that matter to our students and can apply. We can
do this by making projects and activities where they can practice these
concepts.
Shaffer, H. B. (1958). Educational testing. Editorial
research reports 1958 (Vol. II). Washington, DC: CQ Press. Retrieved from http://library.cqpress.com/cqresearcher/cqresrre1958121700
Resources
on Research of Anti-testing in America
Sternberg, R. J., Rosenberg,
B., & Kadamus, J. A. (2003, April 15). Standardized testing. Issues in
Science and Technology, pp. 18-19.
Chinese civil service.
(2013). In Encyclopedia Britannica. Retrieved fromhttp://www.britannica.com/EBchecked/topic/112424/Chinese-civil-service
No Child Left Behind (NCLB).
(2013). In Encyclopædia Britannica. Retrieved fromhttp://www.britannica.com/EBchecked/topic/965899/No-Child-Left-Behind-NCLB
Legal education. (2013). In Encyclopedia
Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/721897/legal-education/258387/Scholarship
Standardized aptitude test.
(2013). In Encyclopedia Britannica. Retrieved fromhttp://www.britannica.com/EBchecked/topic/1567583/standardized-aptitude-test
Educational assessment.
(n.d.). Retrieved December 1, 2013, from Wikipedia website:
http://en.wikipedia.org/wiki/Educational_assessment
Thinking and learning skills (Vol. 1). (1985). Hillsdale, New Jersey/US:
Lawrence erabaum
associates.
9. Barclay, J. R. (n.d.). Controversial
issues in testing (S. C. Stone & B. Shertzer, Eds.). Houghton
mifflin company.
Mehrens, W. A., &
Lehmann, I. J. (1969). Standardized tests in education. Holt, rinehart
and
winston.
Resources
on 3 Ways to Love Learning
Wolk, S. (2007). Why go to school? Phi Delta Kappan,
88 (No. 09), 5.
Bednar, D. (2012). Learning to love learning.
In R. Seamons (Ed.), The Way of Wisdom
(2nd ed., pp. 1). Rexburg, ID: BYU-I. (Original work
published 2010)
Scudder, S. (2012). Learning to see. In R.
Seamons (Ed.), the Way of Wisdom
(2nd ed., pp. 460-463). Rexburg, ID: BYU-I. (Original work published 1874)
Perry, W. (2012). Examinship and the liberal arts. In R. Seamons
(Ed.), The Way of Wisdom (2nd
ed., pp. 412-420). Rexburg, ID: BYU-I. (Original work published 1967)
Butler, E. (2012). Everybody is ignorant, only on different
subjects. In R. Seamons (Ed.), The Way of
Wisdom (2nd edi., pp. 77-88). Rexburg, ID: BYU-I. (Orignal work
published 1976)
Randall, M. (2012). A guide to good teaching. In R. Seamons (Ed.),
The Way of Wisdom (2nd edi., pp. 1-3).
Rexburg, ID: BYU-I. (Original work published 2000)
(word count: 3997)
