My Philosophy of Teaching



My Philosophy of TeachingEunBi JeongCalifornia State University, San BernardinoMy Philosophy of Teaching‘Communication skill, discourse, collaboration, and critical thinking.’ Through these social activities, recent education has been developing and placing the importance of the problem-solving process performing the authentic task. Experience and context are important parts of education. Thus, education is moving from the instructor-centered classroom into a student-centered classroom. The teachers are not an authoritative person, but a guide or supporter. And, the school has to motivate learners’ interest and respect each learning pace.This aspect is based on constructivism, so it also related to postmodernism. And, I suppose it is close to progressivism and pragmatism. I believed the change of direction in education is inevitable, because individuals are being valued and society is also rapidly changing with the development of technology. Also, it is an innovation against my traditional Korean education experience which forced students to study from 6 a.m. to 11 p.m. However, now I am positive about my traditional learning experience. Although I have been evaluated through the cramming system of education, it has made me having a common sense to live and becoming a member of society. Also, it has expanded my spectrum of knowledge which I cannot expect if I study with my own interest. Conclusionally, it has made my life even richer. Consequently, my teaching philosophy worries about the limitations of related philosophies and theories with the current direction of education. When education heavily focused on interest and self-paced, students are likely to belittle the essential cultural heritage. Not only practical consequences or usefulness constitutes society, but also, universal truths, beauty, and values are clearly presented beyond the times and generations to construct this world. In fact, I believe the genuine interest of knowledge is caused by through the learning process. The words, ‘catharsis’ which can be felt when solving a difficult mathematical problem at last. The interest cannot be obtained by solely focusing the personal interest. Especially, for immature students, it can be difficult to establish specific orientations with their own, and may easily lead to an immoral direction. Thus, they must grow up under the leadership to move on to the right track. And then, when the right map is based, they can develop their value more meaningful.Therefore, my teaching philosophy is kind of related to essentialism. I absolutely agree with student-oriented education and welcome technological advancement. But, as the essentialism emerged in the first place, I hope the merits of traditional education are absorbed to maintain the essence of education. Education should maintain the basis of a systematic curriculum, and protect the academic functions of schools. In particular, educators should maintain authority. The authority means an 'intellectual' authority, not a fearful one. They must master the skills and subjects what they will teach based on the knowledge of ‘liberal arts and sciences’. Through it, not only teachers become a professional educator who can teach essential skills and subjects with competence, but they can also skillfully organize the curriculum which matches with the students' age and ability levels. (Ornstein, Levine, Gutek, & Vocke, 2017, p.184)Furthermore, I believe the classical learning can contribute to practical problem-solving. For instance, the great books have remained up to this present because their value has been recognized while they have passed through the ages. And, they have a critical view of society according to their type. In other words, if the students read and internalize the classics in themselves, they can apply them to authentic tasks, as well as have the will to make the society in the right direction. In the process, postmodernists claim ‘teachers must critically represent a wider but more inclusive range of human experience.’ (Ornstein et al., 2017, p. 181), but I regard the teachers can easily express their bias in the process, and it is a high risk to immature students. Therefore, the teachers ‘should be objective and not politicized to promote a particular ideological agenda.’ (Ornstein et al., 2017, p. 185). The same is true of other philosophies. All of the educational philosophy has merits, but I consider they can be applied successfully when the classic is based on it. Also, the limitations such as postmodernism and existentialism make my philosophy more profound. Simply put, postmodernism is insufficient about ethics, and it strongly criticizes traditional learning methods, but the aspects of the educational system are relatively inadequate. In the case of existentialism, they focused on the significance of an individual's existence, but took a little account of the inseparable social aspects on the individual. In summary, my teaching philosophy is; teaching is to accomplish a really good 'education'. Quoting Peter’s philosophy of education who is a British educational philosopher (although he criticized both traditional learning and excessive progressivism), Educators should teach ‘value’ knowledge to the students, and education should give them 'knowledge and understanding' and 'intellectual insight.' And, all of the processes must be moral.In short, I believe that respect, morality, and making people as a decent human being is an important part of education in my teaching philosophy. An educator should be able to teach the essential knowledge system based on the classic. And then, up to the point the learners can reach a certain level of maturity, the role of the teacher will turn as a helper. So that they can make the students realize absolute values on him/her own and develop themselves according to him/her interest. As philosophies have transformed and evolved from the basics; everything has the basic and standards, and educators should keep this in mind.ReferencesOrnstein, A, C., Levine, D, U., Gutek, G, L., & Vocke, D, E. (2017). Foundations of education (13th ed.). Boston, MA: Cengage Learning. Ozoli??, J, T. (2013). R. S. Peters and J. H. Newman on the aims of education. Educational Philosophy & Theory, 45(2), 153-171. ................
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