Engagement Is Learning

ENGAGEMENT IS LEARNING

Corinne Blake

Liberty University

EDUC 604

Educational Philosophy Paper

Engagement is Learning

Abstract

This author’s philosophy on education would be that education is about sharing valuable knowledge that sparks curiosity and challenges students to think for themselves.This author strives to provide a classroom environment in which students feel comfortable to ask questions and share opinions. Learning is not about memorization and test taking; it is about engagement in the lesson and ultimately an understanding of concepts that can be applied to a real life experience.This author will never have lessons “set in-stone,” so that differentiation between all of the unique students in the classroom can occur. A goal of this author is to have lessons that appeal to all learning styles, whether the students are auditory, visual, or kinesthetic learners and in turn have 100% participation and engagement in the class.It is this author’s belief that the responsibility to demonstrate a life in the way of God and show students what behavior, respect, and effort they should exhibit is on the shoulders of the teacher.

Keywords: curiosity, environment, engagement, real life experience, differentiation, learning styles, responsibility

Introduction

Every [DGH1]educator has a different educational philosophy, the thing that drives him or her to be a great teacher for his or her students. Many historical figures such as Aristotle, Friedrich Froebel, Thomas Aquinas, Benjamin Franklin, and John Dewey to name a few have influenced how people think astudent should learn and how information should be presented. Some of these figures consider their views to be realistic while others idealistic or pragmatic. Throughout this paper, the author will be describing their educational philosophy and how it compares to some of the educational philosophies from former historical educators. The educational philosophy described will not be one that fits into any one category but will point out the connections between this author’s worldview beliefs and different aspects of the educational philosophies of others. This author believes that students need a safe learning environment where they feel safe to share thoughts, answer questions, observe, and have experiences. This author’s purpose of education is to get students involved and engaged in their own learning process, to be prepared for real world experiences, to help student’s find their moral compass, and to create a practical student-teacher relationship. [DGH2]

Worldview & Philosophy of Life

Life is a gift given to us by God. “So God created man in His own image; in the image of God He created him; male and female He created them” (Genesis 1:27, KJV). This author believes in creationism and being the kind of person that is considered good in the eyes of God. To be good does not mean free from mistakes. As a human, people make mistakes but it is how a person deals with them and presents him or herself that makes them who they are. [DGH3]This author believes in taking these life principles [DGH4]and applying them into their career field, which in this case is teaching. Christian educators in public schools can have a difficult time getting their views across without breaking the boundaries set forth by the separation of church and state. This author believes in setting a good example for students. Many educators shared their beliefs with their students through their actions. Socrates asked his students questions to teach them to ask questions themselves. The same idea applies to the Christian faith. “Therefore, whatever you want men to do to you, do also to them, for this is the Law and the Prophets” (Matthew 7:12, KJV). By displaying good behavior and respect for others, the students will see and exhibit the same behavior towards others. This will also help to create a safe learning environment in which students will feel secure to experiment and learn.

In addition to displaying Christian beliefs [DGH5]through actions, this author believes in letting students figure out information through experience. This author believes that experience should encompass both play through the imagination as well as be practical. This is a combination of both the idealistic beliefs of Friedrich Froebel and the realistic views of Maria Montessori. This allows students to use the classroom as a platform to explore and use their imaginations to figure out the practical applications that can be used in the real world. “If you can dream it, you can do it.” This famous quote from Walt Disney inspires this author to allow her students to take an idealist approach to reach a realistic end. In addition, like the realist Thomas Aquinas, this author believes the metaphysical views that God is the ultimate truth. Aquinas believed that God was the best teacher and that everyone should learn from Him and act accordingly. In his article,“Why Philosophy Abides for Aquinas”, Hankey points out that Aquinas believes believed that knowing God is a natural part of the knowledge we are born with[DGH6].

In addition to the combination of a iidealistic and realistic philosophies, this author also has a personal philosophy that can relate to pragmatism. Specifically the subject most enjoyed to teach by this author is science and pragmatism is closely related to the concepts of that content area. Science is a study of the world that God created. This author’s worldview is that God created the Earth and gave us the ability to interact with it, study it, and therefore learn from it. The pragmatic philosophy has beliefs that students learn from experience and through scientific inquiry.

Philosophy of Schools & Learning

One of the influential people that share in this author’s beliefs of pragmatism is John Dewey. “He came to believe that the child’s own instincts, activities, and interests should be the starting point of education” [DGH7](Anonymous, 200, pg. 48). This is very closely related to the belief system of this author and the expressed purpose of education. [DGH8]In addition, this influences the purpose of schools in general[DGH9]. Schools are meant to engage students so that learning can occur. Dewey’s ideas will impact the types of lessons that will be created and the expectations of the students in the classroom. [DGH10]

Another educational theory that has influenced this author is that of Socrates. He used questioning to bring stimulate the students and bring out the knowledge that they already possessed. This is still in practice today and many schools use the questioning methods known as Socratic seminars specifically to engage their students in the learning process. This method of using educational psychology [DGH11]leads to higher level thinking in students which this author believes is another purpose of schools that has become a more popular trend in schools and can be seen in various mission statements around schools all over the world.

The educational philosophy of Johann Heinrich Pestalozzi is also linked to this author’s beliefs of the purpose of education and learning. Pestalozzi was a realist but compared children to seeds of a tree. “If given a proper environment, the seed will develop into a tree” (Gutek, 1995, pg. 229). By this, Pestalozzi was referring to the ability for children to grow into adults that have certain spiritual, physical, and intellectual beliefs. This author believes in this concept and that if children are the seed than schools are the soil. Schools provide the necessary interactions that allow for teachers and students to form relationships that will engage them in the learning process.

This author however, does not agree with all of Pestalozzi’s educational philosophies. For instance, though this author believes that the natural world exists despite the knowledge of the human, the human is not governed by nature, they are governed by God. “Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are ordained of God” (Romans 13:1, KJV). This goes for the way that schools are ran run as well. There should be a spiritual principle behind every lesson to help mold a student’s moral compass.

Jean Jacques Rousseau is another person whose views do not line up with this author. Rousseau believed that people are good until society corrupts them. As the article written by Yang points out in his article, “Examining Rousseau's Philosophy of Education: A Christian Account”,Rousseau cannot simply do away with the idea of original sin to support his thoughts. “Wherefore, as by one man sin entered into the world, and death by sin; and so death passed upon all men, for that all have sinned” (Romans 5:12, KJV). [DGH12]This author believes that one of the purposes for school is to foster a learning environment that is suitable and safe as to build a student as an individual and an intellectual. This belief is aligned with the current trend to provide a bully free environment. [DGH13]

Educational Practice

This author has had personal experience with an unsafe learning environment from both a student’s view and a teacher’s perspective. This author made an educational switch in middle school from an unsafe public school to a private school setting. This has influenced the spiritual principles that are embedded within the lessons. [DGH14]In addition, by teaching in ana school system that consisted of students were influenced by gang violence, this author finds it important to keep students engaged in their learning process. [DGH15]Due to these experiences, this author has developed a certain educational philosophy that has been put into practice.

Primarily, this author will implement the theories identified by Dewey. His theories of scientific inquiry are very important in a science classroom. This allows students to use the scientific method and problem-solving skills to engage in their learning activities. The activities that this author will design will create a learning environment that the student or “organism[DGH16]” as Dewey would say could learn. Making sure that the lessons have this component would be the method that is used most frequently by this author.

Other methods that are implemented by this author are Socratic seminars and setting up the learning environment. The Socratic method will allow students to engage in their learning at a higher level and prepare for the real world. While making sure the students have a proper learning environment will ensure their growth as believed by Pestalozzi. This will also help to create an environment where students can foster a productive student-teacher relationship.

Teacher-Learner Relationships

Student-teacher relationships can be tricky. The Bible has many verses to show how God views the relationship between a teacher and their student. The one that stands out the most is, “I will instruct thee and teach thee in the way which thou shalt go: I will guide thee with mine eye” (Psalm 32:8, KJV). Several studies show that a healthy relationship between a student and teacher will foster a learning environment that will promote achievement. This author believes that a teacher’s job is to create a learning environment that is safe and conducive for students to experience and learn while the student’s job is to be present and prepared to think. This author feels that this relationship is vital for the success of the student, the class, and the school.

Diversity

Even though a teacher may try their hardest, this doesn’t always guarantee success. However, a teacher should always be prepared to deal with a multitude of students. Students can come from different ethnic backgrounds, socioeconomic statuses, or even learning styles and abilities and a teacher should know how to adapt and mold a lesson to satisfy each unique learning experience. `[DGH17]God tells us to treat others, as we want to be treated. This Golden Rule as it is known is an excellent basis for the interactions teachers have with students. When speaking about the commandments, “And the second is like, namely this, Thou shalt love thy neighbour as thyself. There is none other commandment greater than these” (Mark 12:31, KJV). A good teacher earns their student’s trust. “Students had found a place of trust where true consideration could take place, rather than listening without really hearing” (White, 2004, pg. 13). This trust will allow the students to become engaged and therefore learning can occur.

Conclusion

Engagement,real world application, setting a good example, and a safe learning environment where students and teachers can obtain a useful relationship are the key aspects of this author’s educational philosophy. Through all of these things, God must be involved for them to be successful as He is the true leader. However, like most things there wouldn’t be a present without a past. This author has been influenced by many historical people as mentioned throughout the paper, whether they have helped to shape this philosophy or simply assisted this author to be aware of what doesn’t fit. Overall, the educational theories learned by this author have been formed into a practicethat can be used today and in the future.

References

Anonymous. (2000). John deweyDewey: Father of pragmatism. Scholastic Early Childhood Today,

15(2), 48. Retrieved from

Davis, H. (2006). Exploring the contexts of relationship quality between middle schools students

and teachers. The Elementary School Journal, 106(3), 193-223. Retrieved from

Gutek, G. (1995). A history of the western educational experience. (2 ed.). Long Grove, IL:

Waveland Press Inc.

Hankey, W. (2001). Why philosophy abides for aquinasAquinas. The Heythrop Journal, 42(3), 329-348.

Retrieved from

Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student

engagement and achievement. The Journal of School Health, 74(7), 262. Retrieved from

Nakhnikian , G. (1973). The first socratic paradox. Journal of the History of Philosophy , 11(1), 1-17. Retrieved from

White, K. (2009). Using preservice teacher emotion to encourage critical engagement with

diversity. Studying Teacher Education, 5(1), 5-20. Retrieved from

Yang, F. (2004). Examining rousseau'sRousseau’s philosophy of education: A christianChristian account. Christian

Educational Journal, 1(3), 80. Retrieved from

1

[DGH1]Really? No two are the same?

[DGH2]Thesis Statement.

[DGH3]What is your basis for dealing with mistakes you make?

[DGH4]It is not clear what “life principles” you are referring to.

[DGH5]Which ones?

[DGH6]Elaborate on this idea. Examples?

[DGH7]As a Christian with a biblical worldview, how do you relate this with the “sin nature” that we are all born with?

[DGH8]How?

[DGH9]Examples?

[DGH10]How? Examples?

[DGH11]What is the connection between the Socratic method and educational psychology?

[DGH12]My point with the comment about Dewey.

[DGH13]It is not clear how this connects with comments about Rousseau and Yang.

[DGH14]How?

[DGH15]The connection is not clear here. Elaborate.

[DGH16]What does this tell you about Dewey’s worldview?

[DGH17]Elaborate. Examples?