Running
Head:
Philosophy
of
Education
Philosophy
of
Education
By
Cutis
Johnson
Azusa
Pacific
University
Philosophy
of
Education
The
diversity
of
educational
theories
en
vogue
today
is
large
enough
to
have
created
some
very
fundamental
differences
within
the
educational
community
for
some
time
now.
As
a
teacher
we
must
take
information
from
these
various
theories
and
create
a
coherent
approach
to
our
profession
that,
to
as
great
a
degree
as
possible,
allows
our
students
to
make
the
most
of
their
time
with
us.
To
that
end,
this
paper
will
attempt
to
explain
my
personal
philosophy
of
education
and
its
implication
for
my
students.
Part
I
School
and
Society
From
my
perspective
as
a
teacher,
the
broad
goals
of
education
in
America
revolve
around
preparing
students
to
be
capable
members
of
society
in
adulthood.
I
know
that
a
lot
of
people
advocate
for
a
system
that
develops
life
long
learners
but
I
feel
that
if
we
are
going
to
be
truly
honest
with
ourselves,
we
will
need
to
accept
the
fact
that
there
are
a
great
may
people
and
families
that
do
not
put
education
very
high
on
their
list
of
life
goals.
For
those
people,
an
education
that
allows
them
access
to
social
norms
and
institutions
is
imperative.
Therefore,
though
it
does
speak
to
the
lowest
common
denominator
to
a
degree,
I
feel
that
this
has
to
be
the
broad
goal
of
our
educational
system
at
its
base
level.
Of
course,
we
also
need
to
challenge
and
push
the
vast
majority
of
students
that
attempt
to
get
the
most
out
of
their
education.
Im
not
discounting
them
by
any
means.
Im
simply
suggesting
Philosophy
of
Education
that
we
need
to
look
at
education
from
the
perspective
of
all,
and
not
just
the
average
or
exceptional.
I
believe
school
plays
many
roles
within
out
society.
At
their
most
basic
level
schools
provide
children
an
opportunity
to
learn
simple
educational
concepts.
Through
these,
students
can
gain
the
ability
to
access
society's
form
and
function.
For
those
willing
to
engage
at
a
more
developed
level,
schools
allows
for
an
expansion
of
knowledge
into
broader
areas
of
study,
such
as
history,
science,
physical
development,
music,
art,
and
so
on.
Beyond
this
schools
also
act
as
a
place
to
develop
social
skills
and
an
understanding
of
the
roll
of
citizenry
within
our
society.
Be
it
learning
how
to
properly
interact
with
their
fellow
classmates
or
learning
the
pledge
of
allegiance,
kids
are
indoctrinated
into
a
great
many
of
our
social
and
political
norms
at
school.
To
achieve
these
and
other
nations
educational
goals
multiple
groups
have
taken
up
various
rolls.
Since
the
vast
majority
of
students
in
this
country
are
educated
in
a
public
setting,
government
obviously
plays
a
major
part.
From
staffing
to
curriculum,
there
is
little
of
education
that
is
not
effected
by
the
government.
The
other
major
player
in
the
equation
is,
of
course,
the
family.
How
much
a
child
gets
out
of
the
system
is
directly
proportional
to
family
expectations
in
most
cases.
The
roll
of
business
and
churches
in
education
is
much
more
fluid
based
on
their
desired
involvement
and
the
willingness
of
people
to
accept
that
involvement.
I
believe
that
their
impact
ebbs
and
flows
throughout
time.
In
the
current
Philosophy
of
Education
environment,
both
seem
to
have
a
more
active
roll
in
the
form
of
private
and
charter
schools.
Whether
that
will
remain
the
case
in
the
near
future
or
not
depends
on
a
great
many
factors,
most
of
which
are
far
beyond
my
predictive
powers.
Part
II
My
View
of
the
Student
Let
me
begin
by
saying
that
I
think
it's
impossible
to
speak
about
a
the
Student
in
general
terms
because
all
kids
bring
something
different
to
the
table.
With
that
in
mind,
I'd
have
to
say
that
I
see
each
student
as
an
individual
among
many,
with
their
own
skills,
motivation
levels,
needs,
and
desires.
I
believe
that
a
one
size
fits
all
approach
to
education
will
never
be
fully
successful
because
it
does
not
take
the
individuality
of
students
into
consideration
and,
as
a
result,
can
never
be
all
things
to
all
kids.
That
being
said,
schools
need
to
find
as
many
ways
as
possible
to
help
students
reach
their
potential.
I
believe
that
school
is
the
gateway
to
a
more
fulfilling
life.
There
is
nothing
wrong
with
hard
work
and
physical
labor
as
a
means
to
an
income,
but
there
is
a
bodily
toll
that
comes
with
such
things.
This
I
can
attest
to
myself.
Education
provides
opportunities
in
employment
and
other
aspects
of
life
that
may
broaden
ones
world
or
simply
make
it
less
painful
in
the
long
run.
I
would
hope
that
all
of
my
students
have
an
opportunity
to
make
that
choice
in
life,
and
not
simply
have
to
accept
the
one
or
two
paths
put
before
them
after
high
school.
Philosophy
of
Education
In
the
end,
however,
it
is
their
education
and
only
they
can
choose
to
access
it.
Their
roll
is
the
only
roll
that
matters.
As
a
teacher,
I
distribute
or
guide
students
to
knowledge,
but
only
they
can
accept
it,
engage
with
it,
and/or
grow
from
it.
If
they
don't
want
to
learn
the
material
I
can't
make
them
do
so
in
any
long
term
meaningful
way.
On
the
other
extreme,
those
with
a
voracious
appetite
for
information
and
learning
will
absorb
as
much
as
I
can
ever
offer.
Part
III
The
Roll
of
the
Teacher
We
are
guides
along
the
education
trail
for
want
of
a
decent
(or
bad)
metaphor.
We
can
impart
knowledge
or
guide
students
to
it,
but
we
are
not
the
instillers
of
knowledge.
Students
must
be
open
to
learning
if
material
is
to
be
absorbed.
Our
job,
therefore,
is
twofold.
One,
we
need
to
find
a
way
to
connect
with
those
students
who
have
closed
their
mind
to
expanding
their
educations
in
order
to
get
them
to
open
up
to
the
idea
of
learning.
And
two,
we
need
to
find
the
best
and
most
engaging
ways
to
allow
students
to
access
the
knowledge.
In
order
to
achieve
this
goal
we
must
take
responsibility
for
all
aspects
of
our
job.
First
and
foremost,
we
are
responsible
for
having
a
classroom
environment
that
is
conducive
to
learning.
Without
good
classroom
management
little
if
no
learning
is
going
to
take
place.
Once
that
requirement
is
reached,
we
then
are
responsible
for
helping
students
obtain
the
knowledge
we
have
been
assigned
to
teach.
There
are
many
different
approaches
to
this
requirement,
but
in
the
end,
this
is
what
we
get
Philosophy
of
Education
paid
to
do.
Finally,
I
believe
that
we
also
have
a
responsibility
to
model
social
norms
such
as
civility,
courteousness,
and
hard
work.
To
achieve
this
we
must
step
beyond
the
roll
of
a
simple
provider
of
information
and
into
one
of
a
roll
model.
As
such,
clear
expectations
must
be
set
and
modeled.
For
example,
I
expect
my
students
to
be
respectful
of
not
only
myself,
but
of
their
classmates
and
themselves
as
well
at
all
times.
I
also
must
model
these
on
a
daily
basis
and
hope
that
many,
if
not
all,
will
learn
to
adapt
them
as
part
of
their
lifestyle
outside
of
my
classroom.
Part
IV
How
I
Teach
If
I
were
required
to
pick
just
one
of
the
prominent
philosophies
of
education
discussed
for
this
course
it
have
to
would
be
Progressivism.
In
Progressivism
the
learner
is
a
problem
solver
who
makes
meaning
through
his
or
her
individual
experience
(Cohen,
1999).
Without
relevance,
the
vast
majority
of
students
will
not
see
a
reason
to
care
and
therefore
would
not
be
motivated
to
develop
anything
more
than
a
cursory
understanding
of
material.
That's
certainly
how
math
was
for
me.
It
was
just
numbers
on
a
page
and
nothing
more.
Nobody
ever
told
me
how
it
impacted
my
daily
life
or
gave
me
problems
with
real
life
situations
at
their
core.
The
relevance
wasnt
there
so
neither
was
my
interest.
Philosophy
of
Education
As
for
what
Im
actually
required
teach,
I
feel
as
though
the
basics
of
our
curriculum
are
good.
The
tree
Rs,
for
lack
of
a
better
term,
are
still
as
important
as
ever
and
I
assume
will
remain
so
for
the
foreseeable
future.
I
think
this
is
especially
true
at
the
lower
grades,
where
building
a
strong
educational
foundation
is
the
primary
goal.
At
the
upper
grade
levels,
the
core
subjects
are
necessary
as
well.
However,
at
this
level
I
believe
that
more
diversity
should
be
injected
into
the
curriculum.
More
focus
on
real
world
situations
and
solutions
within
these
subjects
would
help
kids
grasp
an
understanding
of
how
they
will
be
used
once
they
enter
adulthood.
In
addition,
classes
that
develop
kids
technological
awareness
will
be
more
and
more
essential
as
we
continue
our
transition
from
an
industrial
nation
to
being
a
part
of
a
technology
based
global
society.
The
question
is
therefore
raised
how
should
said
curriculum
be
selected?
This
is
such
a
complex
question
in
such
a
simple
form.
I
would
not
presume
to
have
a
definitive
answer
to
this
question.
Greater
minds
than
mine
have
grappled
with
this
topic
for
quite
some
time
and
still
the
debate
goes
on.
From
my
rather
limited
perspective
and
experience
I
would
make
the
following
suggestions:
1.
The
curriculum
should
be
standardized
throughout
the
nation.
If
we
have
common
expectations
for
our
kids
from
one
state
to
another,
then
we
should
have
common
curriculum
as
well.
The
ability
to
have
state
specific
material
should
be
included
as
part
of
the
curriculum,
but
it
seems
silly
to
me
to
have
Philosophy
of
Education
children
learning
drastically
different
material
form
state
to
state
in
this
day
and
age.
2.
Committees
of
educational
experts
and
teachers
(i.e.
people
with
an
Education
background)
from
each
state
should
put
together
proposed
curriculum
that
could
be
submitted
to
a
national
committee
made
up
of
representatives
from
each
state
committee.
Using
the
state
recommendations
the
national
committee
could
then
construct
a
national
curriculum.
There
may
be
a
thousand
reasons
why
these
suggestions
are
a
bad
idea.
For
me,
these
answers
simply
speak
to
the
deficiencies
I
see
in
the
current
manner
in
which
we
create
curriculum.
Once
curriculum
is
in
place,
I
am
then
able
to
prepare
my
classrooms
for
students.
My
classroom
organization
and
management
revolve
around
the
idea
of
simplicity.
There
is
rarely
a
need
to
make
things
more
complicated
than
is
necessary.
In
addition,
learning
is
easiest
when
a
topic
is
put
forth
in
a
manner
that
is
not
overwhelming
or
exceedingly
complex,
at
least
in
the
initial
stages.
As
a
result,
my
teaching
style,
classroom
management,
and
room
organization
all
try
to
incorporate
these
ideas.
My
room
is
kept
very
basic.
Desks
are
angled
in
rows
facing
toward
the
front
center
of
the
room.
There
is
rarely
anything
on
the
walls
Philosophy
of
Education
that
is
not
for
immediate
use.
This
helps
eliminate
distractions
and
allows
for
better
use
of
the
space.
My
management
approach
is
much
the
same.
Lay
down
the
law
early,
deal
with
all
issue
in
class
if
possible,
and
treat
all
people
with
respect.
If
the
message
is
clear,
concise,
and
simple
at
the
start
of
the
year,
rarely
will
I
need
to
interrupt
my
class
to
deal
with
discipline
issues
in
the
long
run.
That
message
must
always
be
put
forth
in
a
respectful
manner
however.
Teenagers
do
not
want
to
be
talked
down
to.
They
are
trying
to
become
adults
and
wish
to
be
treated
as
such,
even
if
they
are
not
yet
capable
of
doing
it
themselves.
I
tell
my
students
at
the
start
of
the
year
why
there
is
a
need
for
a
discipline
system
(to
get
my
job
done)
and
the
impact
behavior
issues
have
on
not
only
themselves,
but
on
their
fellow
students
and
myself.
Im
completely
honest
with
them
about
these
topics.
I
tell
them
that
I
will
treat
them
as
I
wish
them
to
treat
me.
In
short,
give
respect
and
you
will
get
respect.
Invariably
someone
will
test
this
early
on
and
the
consequence
is
swift,
clear,
and
public.
I
rarely
have
issues
after
that.
With
that
out
of
the
way
I
am
able
to
teach
my
subject.
But
how
will
the
students,
their
parents,
and
I
know
if
I
am
successful
in
my
task?
Student
progress
must
be
measured
in
a
variety
of
ways.
There
is
the
obvious
answer,
tests
and
quizzes,
but
there
is
so
much
more
to
measuring
student
understanding
than
these
basic
tools.
There
are
a
great
many
students
that
can
gain
understanding
but,
for
whatever
reason,
test
poorly.
As
a
result,
incorporating
projects,
oral
and
written
questioning,
Philosophy
of
Education
and
class
discussion
into
measurement
is
important
to
gain
a
true
understanding
of
student
knowledge.
As
for
reporting
student
progress,
I
use
a
variety
of
tools
at
my
disposal
to
9
update
students
and
parents
on
their
class
performance.
The
most
obvious
is
the
progress
report
and
report
card.
They
are
still
the
standard.
Beyond
that
however,
my
students
grades
are
posted
online
as
soon
as
I
enter
them
into
the
grade
book
and
can
be
accessed
from
any
computer
with
an
Internet
connection
at
any
time.
In
addition
to
that,
I
have
a
phone
call
program
called
Teleparent
that
allows
me
to
send
individual
or
mass
phone
calls
home
on
any
topic,
including
class
performance.
Of
course,
if
necessary
I
can
always
call
home
to
speak
to
students
or
parents
in
person.
Part
V
Conclusion
My
philosophy
of
education,
as
I
have
described
it
here,
is
representative
of
my
views
at
the
moment,
and
is
in
no
way
definitive.
If
I
were
asked
to
write
this
paper
five
years
ago
its
quite
possible
that
my
answer
would
be
dramatically
different.
The
same
can
be
said
for
my
view
5
years
from
now.
Teaching
is
a
profession
that
requires
flexibility
in
a
variety
of
forms,
and
I
believe
that
if
we
are
to
be
successful
in
the
long
run
it
is
necessary
to
be
adaptable
and
open
to
other
Philosophy
of
Education
10
approaches
to
teaching.
In
short,
flexibility,
above
all,
is
the
basic
principal
behind
my
philosophy
of
education.
Philosophy
of
Education
References
Cohen,
L.,
(1999).
Section
III
-
Philosophical
Perspectives
in
Education.
Retrieved
from
Oregon
State
University-
School
of
Education
website:
http://oregonstate.edu/instruct/ed416/PP3.html
11
