Philosophy of Teaching

I believe that education is a tool for greater happiness and opportunities in life.  “Pleasure is not a means but the goal in itself, so that “To learn is pleasure” means “to learn is the goal itself” (Shim, 2008). Education should nurture this love of learning so that every student can succeed in their chosen field. Happiness according to Aristotle, Plato and Confucius (amongst others) is the final goal of mankind- people want to be happy (Noddings, 2007 & Shim, 2008). I agree with Confucius’s philosophy that we should teach students “to become a man of character rather than knowledge” (Shim, 2008). Whilst knowledge in the core subjects at school may allow students to succeed academically, it is important that the whole child is educated in order for them to function in the world to the best of their abilities.  If we can encourage “improvements of the soul” (Noddings, 2007) or the “ren” as Confucius calls it (Shim, 2008), then education can journey further than being a socialistic system where students are merely numbers and expected to receive top grades, to an organization where students enjoy their learning and are intrinsically motivate to strive higher. Shouldn’t happiness and teaching of the whole child be the aim for education?

I believe good teaching stems from a relationship between the teacher and learner that is interchangeable.  A teacher must know their students in order to scaffold their education which ultimately leads to student autonomy in their learning and the monotonous situation of teachers being narrators of knowledge and the concept of ‘banking’ is eliminated (Freire, 2008).  To have a relationship in which this change from teacher to learner and vice versa occurs, then a personal and spiritual transformation must be made by both sides (Shim, 2008). Teachers must know their student in order to address their individual needs, regardless of their context.  Every child must be given the opportunity to transform their learning so that they can become “beings for themselves” and not merely a replica of someone else’s values and beliefs (Freire, 2007).  Such pedagogy regards knowledge as a fluid mixture that forms through social construction and encourages students to connect with higher-order thinking and to also communicate and reflect on what they are learning (NSW Dep of Edu, 2003). Through scaffolding this autonomy these relationships will encourage enjoyment with learning itself and the ability to “contemplate the real world and the form of good” (Shim, 2008).

To become educated I believe you have to become a natural man (Noddings, 2007); to think independently and to value learning as it leads to happiness. Possessing the attitude that students are people too (Tauber, 1999) teachers need to ensure they create learning that addresses all the needs of all students. With a strong emphasis on the National Framework for Values Education (DET, 2005), learning should include life lessons that educate the whole child, preparing them for the world. Teachers should become accustom to questioning curriculum and fighting for what they deem to be best classroom practice. As Dewey argues, teachers need to remove themselves from being “pedagogical slaves who passively conform to the will of authoritarian elites” (Webster, 2009).  Change should occur frequently in order to stay current with issues and student contexts. What is valued in education needs to be reviewed on a case by case system. Does every child need to experience Shakespeare in order to succeed in life or to find happiness?

Commitment to teaching is pivotal in order to provide quality teaching. Commitment to the job is put simply by Confucius as he believes it lies solely in the notion of continual learning (Shim, 2008). Through a teacher/ learner shared education learning occurs continuously, however professional development through involvement in faculty, area or globally is crucial to ensuring that teachers themselves find happiness in learning. Teachers also must operate as professionals and exercise independence within their teaching in order to stay current and meet all the needs of students (Webster, 2009).  This continual learning is best put by Dewey (1897):  “education is growth... it is not a preparation for life: education is life itself”.  To combine this thought with Confucius’s notion of happiness shows that if education is life itself and happiness is the goal of life, then happiness and education should go hand in hand.

Above is a representation of what I believe at this current time, but I alike to Confucius realize that my views may change as teachers must continuously study and teach in order to stay improve their professional practice and philosophy. I also feel that through this it is inevitable that happiness in education can be found.  This happiness relates to inner gratification of learning as a teacher, but also in viewing students embrace happiness in their own lives. Teachers need to strive to go beyond the books and memorizing so that the whole child is educated. What we value needs to be reconsidered as each and every student comes with a different set of needs. But at the core of all my philosophy is the notion to be a teacher that can make a difference. 

WORKS CITIED

AITSL. (2012). Australian Professional Standards for Teachers. http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards

DET. (2005). National Framework for Values Education in Australian Schools. http://www.valueseducation.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf

Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, 77-80.

Freire, P. (2007). Pedagogy of the Oppressed (original 1968). New York, NY: The Continuum International Publishing Group.

Freire, P. (2008). The “Banking” Concept of Education (8^th ed).  Boston: Bedford- St. Martin’s.

Noddings, N. (2007). Philosophy of Education (second edition ed.): Westview Press.

NSW Dep of Edu, (2003). Quality Teaching in NSW Public Schools- Discussion Paper. Sydney, NSW.

Shim, S. (2008) ‘A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire’. Teaching and Teacher Education, 24, pp. 515-535.

Tauber, R. (1999). Classroom Management :Sound Theory and Effective Practice (3^rd ed). New York: Ebook.

Webster, S. (2009). Why educators should bring an end to pedagogy. Australian Journal of Teacher Education, 34(1), 42-53.