ABSTRACT

The beginning of my lifelong working philosophy

of Education

WORKING Christina Chin

EDUC 4380

PHILOSOPHY OF
EDUCATION
 Christina Chin

Part I: Philosophy of education toolbox:

Elements of reasoning:

Purpose
There is purpose in every decision that is made, no matter how big or small. There is
purpose behind all reasoning, which can be identified through analysis. Questioning the purpose
of anything can help bring insight to an individual. Focusing on the purpose can help when one is
given an overwhelming amount of information. An individual can also question their own
purpose or author’s purpose and ask themselves if the goal is worth achieving. Purposes behind
goals can be compared and contrasted against one another. By questioning purpose, it opens up
an abundant amount of relevant and reflective questions that can lead to higher-order thinking.

Questions:
Whenever an individual is reasoning through something, they are trying to answer a
question. In any act of reasoning, there is a core question that is being addressed. Answering a
question is an essential part of reasoning, for example: questioning the purpose of a text or
asking oneself, “What question the author is addressing?” After identifying the question at issue,
one can further investigate what other questions need to be addressed. Questioning is an essential
part of critical thinking.

Information:
When reasoning through something, one should ask, “Out of the information provided,
which parts are relevant to this issue?” It would also be useful to question what information is
provided and what information is needed. Information can be used as evidence to back up one’s
claims. An individual must be careful with what information they are receiving from various
sources. Information can often be biased, incorrect, or incomplete. It is also important to know
the implications of information, so that an individual is not misled by the given facts.
Information is an essential element of reasoning but is weak on its own if it is without the
questions at issue.

Interpretation/inference:
When people think about the world in which they live in, they form conclusions and
interpret what is around them. It is very important when faced with information to distinguish if
it is someone’s interpretation of that subject matter, or if it is factual. How we interpret
information and form conclusions can be very inaccurate. It is important to critically think and
consider other interpretations before drawing to one conclusion. An individual can do this by
comparing their interpretation of a situation to the other people’s interpretations. It is also
important to consider the context of the situation, and decide what interpretation is most
reasonable.

Concepts:
Everyone has their own unique understanding of concepts which affect their reasoning. It
is an important skill for individuals to be able to identify the main concepts in their reasoning.
This practice is similar to being able to identify one’s own assumptions. Often this can be a

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difficult thing to do because of the need to be right. Our own experiences can heavily influence
how we perceive the world around us. Every single thought a person has is guided by concepts;
to critically think is to be aware of the concepts you are using.

Assumptions:
An individual’s life experiences and the things they are exposed to, form their
assumptions. Everyone has assumptions, but to use higher-order thinking is to be aware of these
assumptions. Often it can be hard for people to identify their assumptions because they believe
them to be factual when reasoning. Individuals can only become in charge of their thinking
when they become aware of their assumptions and evaluate them. When people seek out others
with different assumptions, they can become more aware of their own. It is impossible to avoid
making assumptions, but it is important to be able to check one’s own assumptions to see if they
are reasonable.

Implications/consequences:
When reasoning it is important to critically think about the implications and
consequences of one’s stance. Individuals must think about what further things they must adhere
to when holding a particular position. When one comes to a conclusion they have to commit to
further beliefs. In a majority of real-world situations, consequences are hardly ever automatic. It
is important that individuals think about the various possible consequences that could arise from
their position. One can take charge of their own thinking by critically analyzing the implications
and consequences of something

Point of view/perspective:
Before reasoning over any topic, it is important that one asks themselves what point of
view they are coming from. The point of view determines the set of purposes, assumptions, and
conclusions. Although point of view is quite distinct, it can often overlap with assumptions.
Being a critical thinker involves having the ability to see and understand multiple points of view.
It is an important critical-thinking skill to be able to evaluate different points of view and analyze
how plausible it is. An individual should consider how well the perspective fts within the
evidence and identify any bias.

Intellectual Standards:

Clarity:
Thinking is clear when it is easily understood and free from the chances of being
misunderstood. When an individual is thinking clearly, they are able to state their exact meaning,
elaborate, and provide valid examples. When an individual’s thinking is unclear it is obscure,
ambiguous, confusing, and easily misunderstood. A concept may be clear in one context but that
does not mean that it is clear in all contexts. An individual may have to adjust their standard of
clearness based on audience, discipline/subject matter, and stage of thinking.

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Accuracy:
Oftentimes individuals wholeheartedly believe certain things to be true, but that does not
mean it is accurate to reality. It is important to be reasonable and to research reliable sources. It
can be very difficult to be open to accurate information especially when it threatens an
individual. It is more comforting to keep one’s beliefs than to change them—even if the
individual is aware that they are wrong. People often generalize, and this can lead to inaccurate
judgements.

Precision:
Thinking is precise when it is specific and detailed enough to reason through an issue.
Without precise thinking, an individual cannot provide enough detail to pinpoint what they are
saying and can only speak in generalities. Precise information will always be relative to both the
purpose of reasoning and to the context. In order to become more precise, an individual can ask
for feedback on the areas where they need to be more specific. It takes a lot of work to be
precise, and to fully understand a concept—not just memorizing facts.

Relevance:
In critical thinking, relevant information directly relates to a question at issue, with a
purpose in mind. It is important to focus on what is most important when reasoning. An
individual can stay focused by keeping in mind: the question at issue, their purpose, and the
context in which the question is being asked. If they are feeling overwhelmed by information, it
can be helpful to take a step back and try to get an overview. An individual can also ask if the
point in question is related to the topic and how. When talking to others, it can be useful to ask
them what their main point is, in their argument.

Depth:
A part of critical thinking is to reason through a concept deeply to understand its complex
nature. An individual has thought about a question deep enough when they are able to recognize
that in order to accomplish their purpose, they must look below the surface of the question/issue.
They must also be able to identify the underlying complexities and take them into account when
addressing the question. When someone does not see an issue as complex and multifaceted, their
thinking is superficial. When faced with a question, one should ask if there are other issues that
underlie.

Breadth:
Breadth goes hand-in-hand with depth. Breadth directs an individual to look around and
to take a comprehensive look at things, meanwhile depth directs them to look below the surface,
to see things in all their depth. It is important when thinking critically, to understand the
complexity of a question. An individual should seek many reliable sources for information and
perspectives on an issue to understand its many layers.

Sufficiency:
Concluding about a question is sufficient when it has been reasoned out thoroughly
enough for the purpose at hand. To sufficiently reason is to reason the issue/question at hand to
the best of one’s ability under the circumstances. The success of a decision cannot measure if the

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critical thinking was sufficient or not. It takes a lot of time to thoroughly reason out important
issues, as it requires adequate evidence and information.

Part II: My philosophy of education:

Life
I believe that individuals are not defined by their actions and decisions. I believe that humans
have the capabilities to continuously grow mentally and spiritually. I believe that people should
not be judged nor labelled because no one can fully understand what it is like to be them.

Education
I believe that the purpose of education should be to teach students how to think, not what to
think. I believe that education should prepare students for the real world and teach them how to
navigate through life as a free thinker. Education should ignite a spirit of continuous inquiry and
learning in students. Education should also form students to be open and accepting of others and
of their differences. Education should teach students through a non-white supremacist lens and
be transparent about history.

Teaching & Learning

As stated in Postmodernism and Education, Postmodernists describe that the goal of teaching is
to engage students to be in charge of creating their own history and writing their own literature.
At the end of the day, students are likely to forget the facts that were drilled into them, rather
they will remember their experiences– which will shape their decisions in the future. The role of
the teacher should be to prepare students to navigate through life.

Learning is a lifelong emotional and intellectual process. Learning can happen through
experience, study, or by being taught. Each student has individual learning needs because they
differ in the way that their brain processes information. There is not one teaching method that
will be beneficial for all students in the class. The teacher must accommodate each individual to
meet their diverse needs.

Knowledge & Curriculum

Knowledge is the body of information and skills that are acquired through education or
experience. As students’ progress throughout their education, they add to their body of
knowledge. John Dewey’s notion of experience is that it has to be built upon prior experience.
Knowledge is built in the same way in the sense that humans process new knowledge by
comparing it to what they already know.

Curriculum outlines the content that is taught in school. It serves as a guideline for goals and
objectives for teachers to construct their lessons upon. There is also a “hidden curriculum” that
better meets the needs of students and society. Progressive curriculum considers the nature of the
learning process, the nature of the child, and the nature of the society the school serves.

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Education & Schooling

Education should always be open and flexible to change. As new information and insights come
in, they should be critically analysed through an open lens before adapted. Education is not the
transmission of dogma or doctrines. Education is an ongoing process of enlightenment.
Education should improve life and society. John Dewey describes education as “life itself” and
that nature offers all the explanations necessary for understanding one’s self.

Schooling, as described through a progressive lens, is of more significance than just the
cultivation of the mind. Schooling should consider the emotional and physical needs of the child
along to their educational needs. Schools should build a better future for society, by instilling
morals into students. Dewey believed that schools should be spaces where students can make
values that are meaningful for them. Students spend a significant amount of their life in school;
Dewy suggests that classrooms can be a place where students can experience democratic living
on a daily basis.

Measurement & Assessment

Measurement and assessment are closely linked concepts in education. Both use a specific
process to obtain information about a student. A teacher uses assessment to gain a sense of
student understanding. A good teacher will then analyze this information to alter and improve
their lessons.

Key Concepts
Postmodernism is one of the key concepts which inform my Philosophy of Education.
Postmodernism and Education states that the supremacy of Western civilization has been
asserted into the education system since the beginning. Education should have a multicultural
perspective integrated through every aspect of it. There is a hierarchical design within the system
which places Western values above any other race. This creates a false narrative that we owe
everything we know to the Western realm. Postmodernists argue for a world narrative in history
and literature that includes an equal representation of experiences from all cultures.

The Perennialism perspective on what is most important to teach is another key concept that is
part of my philosophy of education. Perennialists believe that students should be taught the
things that will have everlasting importance to people everywhere. Since students are human,
they should be taught about humans first, not machines or techniques. There should be a focus on
teaching reasoning and wisdom, rather than facts. Teachers should prepare students for the real
world and teach them skills that will help them deal with situations they may face in the future.

Another key concept that is part of my philosophy of education is learning through experience.
John Dewy explains that learning is rooted in the questions of learners that arise through
experience. Teachers should provide students with many experiences so that they can learn by
doing. Learning should be active, not passive, so that students are excited and engaged to learn

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Philosophical Insights
My philosophy on education aligns with some of Jean Jacques Rousseau’s educational
viewpoints. Rousseau believed that education should produce a well-balanced human that can
freely think for themselves. He believed that children should not have constraints imposed on
them by society, so that they may grow to their full potential educationally and morally. I agree
that education should be child-centred and that children should be free. The more restraints you
put on a child, the smaller their world becomes. I believe that children should be allowed to
dream big, and not be told to aim smaller. Often, the older humans become, the less they believe
in the impact they can have on the world.

Representation is also something that I believe is crucial for the potential of students. As an
Asian-Canadian within a western education, representation was nonexistent in school. It is
important that students are shown people that look like them or come from where they come
from. Representation in education is so important because it opens up dreams for students who
never thought someone like them could achieve greatness.

Key Attitudes
The most important key attitudes a teacher should nurture in students are a spirit of inquiry,
humbleness, openness, and compassion.

These are important because they help students develop higher-order critical thinking skills.
Critical thinking is important so that people do not fall into group think, and so that they are not
easily misguided. To critically think is to view an issue through an objective lens. One must put
aside their personal bias and use valid evidence from multiple sources to come to a reasoned
judgement. The act of critical thinking is a lifelong process. Even after an individual formulates a
conclusion, they must always be opened to changing their perspective when new information is
presented to them. It is important that teachers nurture humbleness, openness, and compassion
into students, so that they can be open and accepting of differences. There are many issues in this
world and having these skills can open up opportunities for people to have constructive
conversations.

Relationships
Relationship building is an important part of being a teacher. A student who feels a strong
personal connection to their teacher will likely attain higher levels of achievement than those
who have conflicting relationships with their teacher. This is because the student will likely feel
more comfortable with the teacher and show more engagement in learning. A strong relationship
will make the student feel welcomed, and that their classroom is a safe environment for their
learning. Care theorists universally recognize the longing to be cared for, as a fundamental
starting point for the ethic of care. When humans care for each other, they often bring out the

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best in one another. How a student behaves in class often depends on their relationship with their
teacher. The teacher should keep in mind that how they care for one student may not satisfy
another. It is important that the teacher gets to know each individual student and what their needs
are. Virginia Held stated: “A globalization of caring relations would help people of different
states and cultures to live in peace, to respect each other’s rights, and care together for their
environments, and to improve the lives of their children.” Students spend so much time with
their teachers every day. Each learner comes from a different background and may not receive
care in any other aspect of their life. Care is so important for the development of students. They
should feel like they matter, and that their education matters. Schools form the next generation of
future civilians and teachers hold great power in making the world a kinder place, by caring for
their students.

What now?
Although the education system has become increasingly multicultural over the past few years, it
is still not enough. There needs to be more representation and exposure to the many stories of
non-white individuals. History must be told through a non-colonial point of view.
Postmodernism supports a curriculum that includes an equal representation of the experiences
of all cultures. Education must have multicultural perspectives integrated throughout every
aspect of teaching. There needs to be more emphasis on colonization, racism, slavery, and
residential schools. These topics are often briefly talked about, which minimizes the reality of its
impact. The effects of these injustices have not disappeared, and they still impact society today.
It is crucial that these topics are talked about so that individuals may gain a better understanding
of their world and help to build towards a better future.