Educational Philosophy: What do YOU believe?

1. Educational Philosophy: What do YOU believe? Inspiration Clip Imagine: Playing for Change Julie Machnaik, ECS100, Fall 2014

2. Journey for Today • To reflect on how we learn & respect how others may learn differently • To explore our educational philosophy • To see how beliefs are connected to own experience, own way of knowing • To begin to build “I BELIEVE…” statements (for portfolio) • To understand educational philosophy orientations • To link educational philosophy to upcoming field experience (where beliefs may be challenged, validated, strengthened, weakened) • To reflect on messages from educational philosophers • To understand educational philosophy as a journey of looking back…looking here…looking between and looking within…

3. I Believe... On a blank piece of paper, write the words I Believe... 2. As you listen to today’s lecture, reflect on your own experiences and beliefs about teaching and learning. 3. Jot down words, phrases that resonate with you. Your beliefs are emerging... Continue adding to your “I Believe” page throughout semester – page for your Professional Portfolio

4. What do I believe about teaching and learning? What do I believe about students? How do I view knowledge? What do I think should be taught? What knowledge is worth knowing? What IS my educational philosophy? Julie Anne Park, UofR, First year field experience, 1999

5. “We cannot understand schools today without a look at what they were yesterday.” Becoming a Teacher, 2012, p. 60

6. Annie Kinghorn, Grandmother Attended Normal School in 1916 Regina, Saskatchewan One-room Schoolhouse: 1909-1958 Rocanville, Saskatchewan

7. Essential characteristics of the teacher: • instructional efficiency • technical knowledge and skills (with well thought out lesson plans) • physical efficiency (all teachers should be beautiful with no physical abnormalities or weaknesses) • efficiency in control (because disorder means idleness and good discipline is the foundation of moral training) • social quality (to know how to act and who to socialize with in the community) • professional spirit and enthusiasm • high personal character • mechanical proficiency where the "ability to stand at the blackboard and impress instruction by illustrative drawing is always a source of power in the teacher” Normal School, School Management (1912) textbook

8. 1924 Classroom - 3 uncles sitting in back

9. Birtle Residential School Video Clip Residential Schools YouTube Laurene Harrison (mother), Residential School Cook, Birtle, Manitoba, 1939-1941

10. Julie Anne Park Grade One 1964

11. Community of Learners: My Best Teachers

12. University of Regina, Faculty of Education 3rd Year Pre-interns, Fall 2009

13. Northern Experiences in Nunavut

15. So what would this LOOK like? Photo Gallery

16. The Fun Theory • Piano Steps

17. Different Learners…Different Needs… Who are you as ‘learner’?

18. Beachball Clipboard Puppy Microscope Different Learners…Different Needs… Who are you as ‘learner’?

19. What do I believe about teaching and learning? What do I believe about students? How do I view knowledge? What do I think should be taught? What knowledge is worth knowing? What IS my educational philosophy?

20. What is an Educational Philosophy? Educational philosophy is: • a way not only of looking at ideas, but also of learning how to use ideas in better ways. (Ozman & Craver, 1999) • a set of beliefs about how human beings learn and grow and what one should learn in order to follow a successful path

21. What do YOU believe? Learning experiences? About teaching and learning? About what knowledge is worth knowing? Learning environment? Purpose of schools and schooling? About Students? Teacher role? This Is The Classroom (STF) View “A Day in the Life” videos

22. 5 Philosophical Orientations to Teaching • Perennialism • Essentialism • Progressivism • Existentialism • Social Reconstructionism

23. Perennialism • Views truth as constant (or perennial) • Aim of education is to ensure students acquire specific knowledge • Stresses arts and sciences • Learn about laws of motion rather than build a model • Focuses on significant works created rather than real world events or student interest

24. Essentialism • Conservative philosophy • Believes in a core of common knowledge to be transmitted in a disciplined manner • Focuses on the basics • Schooling should be practical, focus on order • Schools should NOT try to challenge social policies • Little possibility of change

25. Progressivism • Education focuses on the child, not the subject • John Dewey (1920’s and 30’s) father of progressive education, “Learning is doing” • Content derived from students’ interests • Integrating thinking, feeling, and doing • Learning is active, not passive • Solve problems by reflecting on own experiences • Teachers begin where students are at • Teacher serves as a guide, a facilitator

26. Existentialism • Focuses on the experiences of the individual • Offers students a way of thinking about own life • Emphasizes creative choice • Maxine Greene (1995), “We have to know about our lives, clarify our situations, if we are to understand the world from our shared standpoints” • Requires students to ask own questions, to conduct own inquiries, to draw own conclusions.

27. Social Reconstructionism • Schools should take the lead to reconstruct society primary • Ties to progressive philosophy • Believe in bringing the community into the classroom • Learning experiences involve opportunities to interact with people beyond the four walls (field trips, community-based projects) • Critical pedagogy (Paulo Freire) – students must question and challenge ‘common’ beliefs & practices (Banking metaphor=School)

28. How can Educational Philosophers guide our journey? Inukshuk in Pangnirtung, Nunavut (or Pang, also ᐸᖕᓂᖅᑑᖅ)

29. Huebner’s Messages: • We must surpass technical foundations of education • We require historical awareness of: • where we once were • sensitivity to present problems, resistances and binds • and openness to future possibilities Dwayne E. Huebner’s (1923 - ) Philosopher of education and curriculum theorist

30. Poses Questions: • What are/should be the purposes of education? • Who does/should control education? • What do/should children learn? • What relationship do/should schools play with respect to society and justice? Paulo Freire (1921-1997) Critical Pedagogy Shortly before his death, Paulo Freire is reported to have said: “I could never think of education without love and that is why I think I am an educator, first of all because I feel love.”

31. John Dewey • Truth as process of discovery • Education and learning are social & interactive • Hands-on, experiential learning • School is a social institution where social reform can and should take place • Project Based Learning (PBL) students as active researchers...“Learning is doing” • “We need to prepare our students for their future, not our present or our past” • “Give students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results!” • John Dewey: His Life and Work (1859 – 1952) Father of Progressive Education

32. Maxine Greene “We can't separate imagination from the ethical, the political, the social...it is our opening to what is not yet, what might be, new possibilities...“ • Experiential learning • Imagination • Arts • Making meaning • A way of making sense of the world • Ask questions, take action Inside the Academy: Maxine Greene (Maxine Greene, 1917- ) Educational philosopher, author, social activist and teacher Releasing the Imagination (1995) by Maxine Greene Essays on Education, the Arts, and Social Change

33. NelNoddings • Known for her work in philosophy of education, educational theory, and ethics of care. • Makes distinction between natural caring and ethical caring • Educating the ‘whole’ child • Centred around happiness • Build community of learners • Books: • The Challenge to Care in Schools (1992) • Happiness & Education (2003) • Educating Citizens for Global Awareness (2005) • Critical Lessons: What Our Schools Should Teach. (2006) (1929- ) American feminist, educationalist & philosopher NelNoddings YouTube

34. Reflections...Revisit…Rethink…Respond • Why do you want to become a teacher? • What is the importance of self-knowledge? • How does self-knowledge inform what we believe about teaching and learning? • How do our school experiences shape what we believe? • What do our own life stories have to tell us about who we are today and who we may become as ‘teacher’ • What is YOUR story?