Personal Educational Philosophy
Running head: PERSONAL EDUCATIONAL PHILOSOPHY STATEMENT
Personal Educational Philosophy Statement
Nellie Deutsch
CUR 558
Elizabeth Ferguson
October 25, 2004
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Personal Educational Philosophy
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Personal Educational Philosophy Statement
There are many educational philosophies that determine which teaching instruction and
school curriculum will be used. These include: perennialism, idealism, realism, experimentalism,
existentialism (UOP, 2002), essentialism, progressivism, and behaviorism (Shaw, n.d). Effective
teaching may be classified as transmission, apprenticeship, developmental, nurturing, and social
reform (Pratt, & Collins, 2001). Many of these schools of thought reflect my own personal
educational philosophy (see figure 1), my instructional practices and choice of classroom
curriculum. This paper is a reflection of my personal educational philosophy and teaching ideas.
When I was in grade eight I took part in a public speaking essay contest in my school.
Each candidate had to go from class to class and speak. The students chose the best speech. I
came in third. My topic was the value of education. I was petrified as I spoke in front of the
whole school on parents' night but was determined to make my points heard. Two years later
(1966) I started reading books by Jean Paul Sartre and other existentialist writers. I never
intended to go into teaching but circumstances changed that. Immigrating to Israel after
graduating from high school and the October War of 1973 brought me into the classroom. I
became a volunteer teacher during the war. I substituted at a public school where I was needed.
Once again my ideas of what education should be came back as I stood in front of my students. I
have been teaching for over 30 years. My philosophy of education has remained existentialist
with a combination of experimentalism and a great deal of nurturing (see Appendix, figure 2).
Although I scored slightly higher for experimentalism (see Appendix, figure 1) on
"Philosophy Preference Assessment" found in Section One of Foundations of Curriculum and
Instruction (UOP, 2002, p. 48), I consider myself both an existentialist and an experimentalist. I
think they complement each other. Experimentalism views "the world as an ever-changing place
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[where] reality is what is actually experienced and change is openly accepted" (UOP, 2002, p.
48). The curriculum focuses on social change and values. Teachers guide learners to solve
problems as they discover and experience the world in which they live (48). I believe that
personal growth and individual development will lead to "new ways to expand and improve
society" (48). This is an existentialist idea of subjectivity with an experimentalist view of
society. "The existentialist sees the world in terms of personal subjectivity; goodness, truth, and
reality are individually defined … goodness [being] a matter of freedom" (48). The individual
precedes society.
I think we should concentrate both on personal growth and on society. I believe in
learning about society and our place in it so that we can change what needs improvement for the
sake of progress and the individual. The individual can help change society by first becoming
good and learning about moral behavior. Respect and tolerance is the first step in that direction.
A teacher's caring and nurturing attitude will aid students as they learn to respect and tolerate
each other.
I respect my students and try to model my beliefs. I value learning and still get excited
from teaching. Every single day is new. Nothing is repeated as I observe my students. They do
not remain the same. I have them in mind as I enter the classroom. I view them as I contemplate
on the lesson planned and the "outcome desires" (Wiggins & McTighe2004). I interact with my
students as I assist them "in their personal learning" (UOP, 2002, p. 48). My students and I
determine which way the lesson will go. I prepare a guideline but I am flexible in my approach.
I view the curriculum as a process (Smith, 2000) and not as an end product. I teach a
communicative subject: English as a second language which makes things much easier for me. I
help my students grasp the idea that I cannot teach English but that they can learn it. I present
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myself as a facilitator and not as a teacher. There is no real material to cover but there are
techniques and skills that need development such as reading and writing strategies. I help my
students understand the importance of feelings within the process of learning. How they feel
about their progress and learning is very important. Many learners feel frustrated about their
grades and need to express these feelings so that they can overcome such obstacles and improve
their grades. It is important to discuss these issues in class and share them others. In most cases
students are amazed that their peers feel the same.
Education is a value. I learn with and from my students. That's what makes teaching
exciting for me. It is an ongoing process of learning. I do not consider myself the sole provider of
information. I integrate technology in my classrooms. I teach my students how to use
information as a means and not an end. They learn to solve both social and personal problems
with facts.
I teach by conversation as I encourage my students to participate and share their ideas
with their peers. I think it is very important for learners to express themselves to others in order
to grow and develop. I use many supportive and inviting words to facilitate my students as they
struggle to open up and express their views. It is not easy for them to organize and share their
ideas and feelings with their classmates. I believe in discussions. I think they help develop better
understanding on how to cope with difficulties and discomfort. Learning about the self is what I
strive for in my classes. I believe each of us has many selves that we need to learn about so we
can utilize each to help us solve problems and cope with the day to day living. My experiences as
a "Pairs" (Pairs Foundation, 2004) marriage facilitator have helped me understand the
importance of personal development and have given me tools to use in my classes.
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My past readings and teaching experiences have strengthened my personal philosophy on
education. I have not swayed from my original grade eight ideas on the value of education. I am
just as determined as I was then to make my views on education heard. I am very enthusiastic
about my teaching as I guide my students and myself on the journey to self development and
growth.
Personal Educational Philosophy
Appendix
Figure 1. Composite graph for philosophy preference assessment
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Strength of Belief
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5
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3
2
1
0
Perennialist
Idealist
Realist
Experimentalist
Existentialist
Figure 2. Teaching perspectives profile
Teaching Perspectives Profile: Individual
Respondent: Nellie Deutsch
Transmission
Tr: 30
Apprenticeship
Ap: 35
Developmental
Dv: 37
Nurturing
Nu: 43
Social Reform
SR: 28
B:15, I:7, A:8
B:12, I:15, A:8
B:11, I:15, A:11
B:15, I:15, A:13
B:7, I:10, A:11
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Your scores at or above this line (40) are your DOMINANT perspective(s).
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Your scores at or below this line (29) are your RECESSIVE perspective(s).
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References
Pairs Foundation. (2004). Pairs: The skills for successful relationships. Retrieved October 25,
2004, from http://www.pairs.com/about/index.html
Pratt, D. D. & Collins, J. B. (2001). Teaching perspectives inventory. Retrieved October 25,
2004, from http://www.teachingperspectives.com/html/tpi_frames.htm
Shaw, L. J. (n.d). Humanistic and social aspects of teaching. Retrieved October 25, from
http://edweb.sdsu.edu/LShaw/f95syll/philos/phintro.html
Smith, M. K. (2000). Curriculum theory and practice. Retrieved October 25, 2004, from
http://www.infed.org/biblio/b-curric.htm
University of Phoenix (Ed.). (2002). Foundations of Curriculum and Instruction [University of
Phoenix Custom Edition e-text]. Boston: Pearson Custom Publishing
Wiggins, G. & McTighe, J. (2004). The Understanding by design professional development
workbook. Association for Supervision and Curriculum Development (ASCD). Retrieved
October 23, 2004, from http://www.ascd.org/publications/books/2004mctighe/intro.html