Philosophy of Teaching and Learning
An educator’s philosophy is critical in understanding their perspectives on learning, pedagogy, and curriculum. Three tenets guide my educational philosophy: 1) teacher and student are co-constructors of knowledge; 2) learning is contextually situated and environmentally responsive; 3) knowledge is gained through an iterative and cyclical process.
Teacher and student should exist as co-constructors of knowledge within an active learning environment. Students need a collaborative space where their voice is not only allowed but encouraged and magnified. The student must be provided space to think critically, even if it questions the standards of the traditional education. My approach to learning aligns with Freire’s ideology of liberation education. Freire (1970/2005) writes, “Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradictions so that both are simultaneously teachers and students” (p. 72). Teacher and students must dialogue in an open an honest manner. Teachers need to evaluate their curricular choices and instructional strategies to provide space for student voice. Co-construction of knowledge fosters deep learning and restructures teacher-student roles within the classroom.
I believe learning is contextually situated and environmentally responsive. Place and culture impact how learning manifests in each situation. Learning changes whether it occurs in a classroom, at home, or within the community. Connections appear between this philosophical tenet and Albert Bandura’s concept of triadic reciprocal causation. Bandura (2018) states, “human functioning is a product of intrapersonal influences, the behavior individuals engage in, and the environmental forces that impinge on them” (p. 130). According to Bandura, human action is not isolated; we consistently change our behavior due to internal and external factors. Therefore, educators must be cognizant of the societal and environmental factors which influence their classrooms, including students’ background and cultures. Classroom instruction, pedagogy, and curriculum must be reflective of the learning environment in which the students exist.
Learning is a cyclical and iterative process, building from the unknown to the known. There are no boundaries to what one may learn. Following a social constructivist approach to learning, I believe humans acquire knowledge through connecting prior knowledge with their surroundings to make meaning and gain knowledge. Freire (1970/2005) eloquently describes the interactions between students, knowledge, creation, and their environment. Freire writes, “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (p. 72). Reflection and critical thinking must be present in classroom assignments, projects, and assessments. Students should be given space to develop their work through self-reflection as well as teacher and peer feedback. Students must be given space to deeply immerse themselves in the process of learning to create the highest quality final product.
The teaching and learning process is continuous; there is no limit to what we can learn from and with each other. Teachers must know their discipline, students, and their purpose of teaching. Music educator and philosopher Randall Everett Allsup advocates for an open philosophy to teaching and learning in which the power of education happens when students and teachers work in a synergistic manner. Allsup states, “It is not enough to teach what we know. Teachers must be aware of how we teach; whose human, institutional, and sonic relationships are being constructed and why; and the way the learning environments we create endow our associations with the possibility of good or ill” (p. 42). Learning is a complex process involving teacher, student, content, and the space in which they exist. Through an application of the tenets described in this philosophy, I believe learning can be deep and meaningful for all individuals involved in this iterative process.
Teacher and student should exist as co-constructors of knowledge within an active learning environment. Students need a collaborative space where their voice is not only allowed but encouraged and magnified. The student must be provided space to think critically, even if it questions the standards of the traditional education. My approach to learning aligns with Freire’s ideology of liberation education. Freire (1970/2005) writes, “Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradictions so that both are simultaneously teachers and students” (p. 72). Teacher and students must dialogue in an open an honest manner. Teachers need to evaluate their curricular choices and instructional strategies to provide space for student voice. Co-construction of knowledge fosters deep learning and restructures teacher-student roles within the classroom.
I believe learning is contextually situated and environmentally responsive. Place and culture impact how learning manifests in each situation. Learning changes whether it occurs in a classroom, at home, or within the community. Connections appear between this philosophical tenet and Albert Bandura’s concept of triadic reciprocal causation. Bandura (2018) states, “human functioning is a product of intrapersonal influences, the behavior individuals engage in, and the environmental forces that impinge on them” (p. 130). According to Bandura, human action is not isolated; we consistently change our behavior due to internal and external factors. Therefore, educators must be cognizant of the societal and environmental factors which influence their classrooms, including students’ background and cultures. Classroom instruction, pedagogy, and curriculum must be reflective of the learning environment in which the students exist.
Learning is a cyclical and iterative process, building from the unknown to the known. There are no boundaries to what one may learn. Following a social constructivist approach to learning, I believe humans acquire knowledge through connecting prior knowledge with their surroundings to make meaning and gain knowledge. Freire (1970/2005) eloquently describes the interactions between students, knowledge, creation, and their environment. Freire writes, “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (p. 72). Reflection and critical thinking must be present in classroom assignments, projects, and assessments. Students should be given space to develop their work through self-reflection as well as teacher and peer feedback. Students must be given space to deeply immerse themselves in the process of learning to create the highest quality final product.
The teaching and learning process is continuous; there is no limit to what we can learn from and with each other. Teachers must know their discipline, students, and their purpose of teaching. Music educator and philosopher Randall Everett Allsup advocates for an open philosophy to teaching and learning in which the power of education happens when students and teachers work in a synergistic manner. Allsup states, “It is not enough to teach what we know. Teachers must be aware of how we teach; whose human, institutional, and sonic relationships are being constructed and why; and the way the learning environments we create endow our associations with the possibility of good or ill” (p. 42). Learning is a complex process involving teacher, student, content, and the space in which they exist. Through an application of the tenets described in this philosophy, I believe learning can be deep and meaningful for all individuals involved in this iterative process.
REFERENCES
Allsup, R. A. (2016). Remixing the classroom: Toward an open philosophy of music education. Indiana University Press.
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections, 13(2),130–136.
Freire, P. (1970/2005). Pedagogy of the oppressed. Continuum.
Skinner, B. F. (1968). The technology of teaching. Appleton-Century-Crofts.
Wadsworth, B. J. (1971). Piaget’s theory of cognitive development. Longman.
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections, 13(2),130–136.
Freire, P. (1970/2005). Pedagogy of the oppressed. Continuum.
Skinner, B. F. (1968). The technology of teaching. Appleton-Century-Crofts.
Wadsworth, B. J. (1971). Piaget’s theory of cognitive development. Longman.