Teaching Philosophy Paper

Philosophy of Education

Liberal Studies 400-02

Alma Abonce Vargas

California State University Dominguez Hills

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An elementary school teacher wears many hats: educator, parent, friend, counselor, nurse,

advocate, and role model, among others. I want to go into the teaching field because I want to

make a difference in students’ lives by playing all those different roles. One of the most

important ways that I can do that as a future teacher is by applying research-based practices into

my daily instruction.

One method that has been proven to be an effective way to engage students in lessons is by

using Funds of Knowledge, or “to refer to the historically accumulated and culturally developed

bodies of knowledge and skills essential for household or individual functioning and well-being”

(Moll, Amanti, Neff, Gonzalez, 1992). I plan to use Funds of Knowledge by getting to know the

cultural backgrounds of each of my students and incorporate those diverse experiences into the

lessons I teach. By using this method, students get the opportunity to make connections between

their prior knowledge and what they're learning in school and thus, facilitating learning

acquisition. Through this I hope for students to learn and care about the world they live in, and

consequently help create active and informed participants in society.

To create an optimal learning environment for all of my students, I will use culturally

responsive pedagogy. According to the article ​What Is Culturally Responsive Pedagogy?​ by

Matthew Lynch,​ this method is a “student-centered approach to teaching in which the students’

unique cultural strengths are identified and nurtured to promote student achievement and a sense

of well-being about the student’s cultural place in the world” (Lynch, 2012). Culturally

responsive pedagogical teaching involves three functional dimensions: the institutional

dimension, the personal dimension, and the instructional dimension. These dimensions look at

specific aspects to show how schools are affected by cultural factors, the way teachers learn to
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teach in a culturally responsive manner, and how culturally responsive plans are then put into

action. When teachers use culturally responsive pedagogy, it is important for them to analyze

their own cultural beliefs, as this will help them recognize their own personal biases, and

therefore better understand students and parents. Culturally responsive pedagogy is important

because it creates more opportunities for student engagement. When this happens, students

become increasingly motivated since they are being placed at the forefront of their own

education. In addition, it helps overcome bias in the classroom since teachers first have to

challenge their own beliefs before being able to teach. It also promotes a close relationship

between the teacher, the students, and their parents or guardians. This creates a smooth and

healthy environment and provides more successful outcomes for students.

My commitment to social justice in the classroom is informed through the six tenets of

Cultural Wealth. These tenets acknowledge that Students of Color bring value into their

classrooms in six different ways, including aspirational capital, navigational capital, social

capital, linguistic capital, familial capital, and resistant capital. Through this lens I will be able to

acknowledge what my students ​can​ do instead of focusing on what they can't. Additionally, I

hope to teach in a dual lingual setting, so the linguistic capital that students bring with them

cultivates a variety of skills, such as memorization and attention to detail, that can be useful in

the classroom.

My curricular vision is guided by two Philosophical Perspectives in Education:

Progressivism and Social Reconstructionism. A progressivist teacher “provides experiences so

that students can learn by doing.” Through this I will create high levels of engagement and

hands-on activities where students can learn in a less traditional setting. A social
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reconstructionist teacher “emphasizes the addressing of social questions and a quest to create a

better society and worldwide democracy.” This is consistent with my vision of becoming a

transformative teacher that helps create students that leave a positive impact in their society.
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References

Cohen, L. M. (1999). PHILOSOPHICAL PERSPECTIVES IN EDUCATION. Retrieved

from Oregonstate.edu website: ​https://oregonstate.edu/instruct/ed416/PP3.html

Lynch, M. (2011, December 14). What Is Culturally Responsive Pedagogy? Retrieved

from HuffPost website:

https://www.huffpost.com/entry/culturally-responsive-pedagogy_b_1147364

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for

Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.

Theory Into Practice,​ (1), 65–71. Retrieved from

https://www.jstor.org/stable/1477220?seq=1#metadata_info_tab_contents

Yosso, T. J. (2005, March). Whose culture has capital? A critical race theory discussion

of community cultural wealth. Retrieved from

https://toro.csudh.edu/bbcswebdav/pid-4979434-dt-content-rid-18207147_1/cours

es/LBS405-03_2198_43317/culturalwealth.yasso%281%29.pdf