How Can You Implement Your Personal Philosophy of Education?
The Situation
Throughout a teacher's professional career, decisions need to be made regarding curriculum and instruction. These decisions reflect a personal philosophy of education. Consider, for example, Amanda Scott, a seventh-grade English and social studies teacher in her first year of teaching. The building principal has appointed Amanda to a three-person committee to review and make recommendations for revising the literature course. Amanda brings with her many progressive and critical theory ideas from her teacher-education program. For example, she believes that her own study of literature in middle and secondary school overemphasized historical rather than contemporary books and that too many selections were written by white Euro-American males. Inclined to a progressive philosophy and some critical theory ideas, she would like to revise the course to include more selections from contemporary Asian and African American writers, especially women.
At the committee's first meeting, the three members-Clara Emerson, a teacher with fifteen years of service in the school, David Senko, a teacher in his fifth year of teaching and committee chairperson, and Amanda-share their opinions. Mrs. Emerson says that the present literature curriculum represents selections from the finest writers in the American past-James Fenimore Cooper, Ralph Waldo Emerson, Louisa May Alcott, and Henry David Thoreau. Speaking as an experienced teacher, she says that these important works carry with them enduring perennial themes that should be the core of any literature program. Amanda then gives her opinion but is somewhat overwhelmed by Mrs. Emerson, who speaks with a sense of authority. Mr. Senko, who spends much of his time on administrative responsibilities, takes a neutral position and concludes the first meeting by saying, "Both points of view are interesting and useful. The committee will meet next week to draft the general principles that will guide our work. Before our next meeting, it would be a good idea for Mrs. Emerson and Ms. Scott to meet informally over coffee to discuss their apparently opposing viewpoints."
Thought Questions
- In what philosophies or theories of education is each divergent view located? For example, is Mrs. Emerson speaking as a perennialist? What philosophy or theory is represented by Amanda's point of view?
- Do you believe that Amanda, who is a first-year teacher, should continue to argue for curriculum change against Mrs. Emerson, an experienced teacher? If not, why not? If yes, how should she proceed?
- Mr. Senko appears to be neutral. Is his kind of neutrality philosophically and professionally defensible, or should he take more of a stand?
- Do you see any ways in which the committee can work out a philosophical compromise? What might be the effects of such a compromise on the students and teachers, especially Amanda and Mrs. Emerson?
