Philosophy of Education
Student Student
ITL600
Becoming a Teacher
Date
Instructor
In order to become an insightful professional educator, it is important to examine one’s
values and beliefs about the goals and purposes of education. By understanding our own
motivations when it comes to teaching and learning, we can discover areas where we may have
biases or where we may need to improve or broaden our perspectives. The results of the
Philosophy of Education survey indicated an interesting combination of correspondence with
Progressivism (ranked first) and Essentialism (ranked second).
Whereas the information included at the end of the survey describes Progressivism as
centered on students, as opposed to content, Essentialism focuses on a core of essential
knowledge, skills, and dispositions. In fact, in looking more closely at these philosophies in the
National University Library, I found an article in one of the databases that cited a book
suggesting that the two opposing views were vigorously debated in education circles for decades.
Olson (2000) noted that “Progressives strove to create schools that would stimulate and
challenge youth. But critics charged that many of the reforms diverted schools from high
standards and academic studies” (p. 95). Since both approaches were strongly reflected in my
survey results, it makes me wonder whether it is possible to be an educator with high standards,
as well as someone who can engage and inspire my students?
The very first sentence in the overview of the Code of Ethics for Educators says, “The
professional educator strives to create a learning environment that nurtures to fulfillment the
potential of all students.” That statement corresponds very well to the Progressivist philosophy
because it implies that students are individuals that may need different approaches in order to be
motivated to participate, take risks, and fully utilize their intellects and talents. The next two
sections of the Code of Ethics for Educators talk about educators’ responsibilities to support
parents in reinforcing good morals and behaviors and to continuously strive to be excellent
professionals. This would include modeling respect and inclusion and staying current with
content knowledge and teaching skills. Those characteristics correspond to the philosophy of
Essentialism.
When I first saw the results of my survey, I was puzzled at the apparent contradiction, but
now I believe that it is possible to incorporate ideas from more than one philosophical
perspective into one’s own personal philosophy of education. As I continue through this
program, my views may change, but I hope that my philosophy will always guide me to be an
inspired and an inspiring teacher.
References:
Association of American Educators (n.d.). Code of Ethics for Educators. Retrieved from
https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics.
Olson, L. (2000). The great debate. In lessons of a century: A nation’s schools come of age. Bethesda,
MD: Editorial Projects in Education.