Philosophy of Education

Alexandra Wolchko

College of Education, Texas Christian University

EDEC 41113: Schools, Curriculum, and Society

Johnathon Crocker

October 6, 2022
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Table of Contents

Abstract……………………………………………………………………………………………3

Basic Philosophical Approach…………………………………………………………………….3

Ontological, Epistemological, and Ethical Stance…………………………………………..3

Educational Theory………….…………………………………………………………………….4

Purpose of Education and Schools…..…………………………………………………………….4

Relationships Between Teachers and Students………….…………………………….…….4

Basis of Knowledge………….……………………………………………………………………6

What Knowledge Is Worth The Most? Who Gets To Decide? ..............................................7

Hidden Curriculum…………………………………..……………………………………………8

Formal/Enacted Curriculum…………..……………..……..……………………….……………10

Null Curriculum……..………..…………………………….…..……………..…………………11

Conclusion.………………………………………………………………………………………..

References………………………………………………………..…………………………………
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Abstract

When I was a little girl, I had always dreamed of becoming a teacher. I remember

conducting Read-Alouds and writing words on whiteboards to teach “my class”, which consisted

of some American Girl dolls. My childhood consisted of countless hours of my mother instilling

the importance of being educated and the privilege of receiving funds of knowledge that will last

a lifetime. Although I could not quite understand the meaning behind her statements at a young

age, these statements resonated with me as I went through my educational career. I am conscious

that I have been blessed with the opportunity to attend college, as I understand many others may

not have grown up with the same resources as I did. I am grateful I had the option to extend my

educational career to the University level. Many childhood moments and my personal

educational experiences and beliefs have shaped my current ideologies surrounding my

educational philosophy.

Basic Philosophical Approach

The education philosophy that most directly aligns with my educational perspective is

Progressivism, which focuses on the child’s (individual) needs rather than the curriculum

(content). Five fundamental beliefs that encompass Progressive thinking include: “(1) the child

should be free to develop naturally; (2) interest, motivated by direct experience, is the best

stimulus for learning; (3) the teacher should facilitate learning; (4) close cooperation is essential

between the school and the home; and (5) the progressive school should be a laboratory for

experimentation” (Ornstein & Levine, 2008, p. 188). We live in a world in which nature, society,

and technology are constantly in flux. As humans, we continuously evolve, change, and grow

through new experiences, knowledge, and societal influences. Through political and societal
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impacts, our individualized viewpoints and perspectives can become more reformed. For

example, curriculum and civilization have progressed exponentially from twenty years ago, so

with new ideologies and different perspectives change can occur.

Educational Theory

Pragmatism (experimentalism) is the educational theory most closely aligned with my

perspectives. Progressivism drew upon ideologies from Pragmatists who believe that a

“constantly changing universe means that values, too, are not static but are changing and relative

to time, place, and circumstance” (Ornstein & Levine, 2008, p. 188). My ethical stance is aligned

as I believe that values are situational, circumstantial, and culturally relative. I am adamant that

educational institutions, along with educators, need to accept and assist students in developing

their personal, social, and cultural values as these factors impact student learning. Pragmatists

also believe learners should construct knowledge rather than having knowledge confined to

universal truths. Similarly, my epistemological stance is that knowledge is relative to the

learner’s interests (derived from individualized times, places, and experiences) rather than based

on universal and eternal truths. Like Progressives, I “view knowledge as public rather than

metaphysical” and believe that knowledge derives from individuals’ experiences with their

environment (Ornstein & Levine, 2008, p. 188). Since curriculum is subject-to-change, I believe

universal truths should not combat the growth of new, culturally acceptable concepts and

knowledge in the educational system.

Purpose of Education and Schools

Similar to some progressives’ ideals, I believe education’s purpose is to criticize and

reform society. Since nature and society are in flux, education must be an outlet to transmit new
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ideologies that strive to enforce a better future. I think education should focus on students’

social-emotional growth and well-being as long as it strengthens a community of learners that

celebrate one another. I agree with socially orientated progressive’s view that schools should be

“centers of larger social reforms” (Ornstein & Levine, 2008, p. 188). Although implementing

core subject knowledge is important (teaching math, history, etc.), I believe implementing

conversations around social reform will enable societal changes that will make strides towards a

better future.

Educational institutions should be a place where students can grow their personal

self-definition in which students’ race, culture, gender identity, gender, etc. should be celebrated.

Pragmatists encourage the idea that schools can be used to explore diverse cultural resources in a

safe and equitable setting. I want to implement culturally responsive teaching in my future

classroom by providing resources to educate children about various cultures, races, religions,

socioeconomic statuses, and genders. These resources could include books about homelessness,

cultural perspectives, cultural foods, and blended families. Ornstein and Levine (2008) describe

Pragmatic school systems that assist children in cultural understanding and the importance of

celebrating diverse cultural perspectives. A pragmatic view encourages exploring various

cultural resources in a classroom setting. For example, teachers should enable representation by

enabling students to use clothes for boys and girls in a dramatic classroom play area. “I Want a

Multicultural Classroom” is an article written by Michelle Bauml and Antonio Castro (2012) that

documents a study where “teachers modeled how to integrate cultural learning in their teaching

and how to create a community that valued cultural differences” (Bauml & Castro, 2012, p. 104).

Teachers should want students to celebrate their cultures by providing students with the

opportunity to learn about diversity in a comfortable and positive classroom climate.

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Child-centered progressive teachers should create a relationship with their students that promotes

self-expression through learning about the student’s background, identity, and culture. For

example, teachers can ask students to bring traditional clothing from different cultures that

students can wear so the class can learn and celebrate various cultures. Teachers should allow

students to think critically about cultural and racial issues that create a positive community

through encouraging self-expression and self-definition.

Basis of Knowledge

Children’s experiences and environments influence their funds of knowledge. For

example, a student who grew up on a farm (rural) will have a greater understanding of

agricultural terms and concepts than a student who grew up in a large city (urban).

Understanding that students construct knowledge from their personal experiences, cultures, and

backgrounds will help educators understand the importance of providing context accessible to all

students’ needs. Furthermore, Pragmatic school systems believe teachers should assist children

in cultural understanding and stress the importance of celebrating diverse cultural perspectives

(Ornstein & Levine, 2008). Similarly, my ontological standpoint is that teachers need to work

with students to assist in openly communicating about social, political, and economic reform.

Teachers need to be an outlet to support students and implement relevant discussions

surrounding societal issues that combat stereotypes and discrimination.

As a future educator, I think the knowledge that is worth the most is teaching kids how to

read. The basis of reading—including reading comprehension, letter-sound coordination

recognition, and fluency—is a foundational skill that is one of the core foundations of education.

I also believe that thinking critically and solving problems is crucial knowledge students can take
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into the real world. Critical thinking is trying to gain knowledge beyond what you are learning

and asking more profound questions to translate new knowledge into other novel circumstances.

Critical thinking skills are vital to take into the real world, so when problems arise, students can

apply the knowledge they have learned in school and apply it through problem-solving skills.

When real-world problems arise, memorizing facts will not be as important as being able to

problem-solve and think about the solutions to complex societal and personal issues. So, the

curricula of access–or being able to access problems and solve them–is the most crucial

knowledge to help students become full-functioning members of society. Being “educated” is not

obtained through being “book smart” or being able to memorize, learn formulas, or receive high

exam grades but instead being able to apply knowledge to lifelong skills. To be “educated” is to

be moral, ethical, and non-discriminatory of others based on religion, culture, gender identity,

race, sexual orientation, socio-economical class, age, political views, etc. Curriculum should

evokes critical thinking skills that allow individuals to thrive and function as active, fully

functioning members of society. Although learning knowledge in the core subjects (Math,

English, Social Studies, etc.) is important, I do not believe it is as essential as being able to think

deeply about worldwide issues and the desire to grow new knowledge by thinking critically and

questioning social constructs.

So, who gets to decide what knowledge is worth the most? Some people may be thinking

the federal or state government should decide while others may argue that the general public (tax

payers), administration (board members), or corporate (non-profits) should decide. I believe

students should be the primary advocates for deciding which knowledge is worth the most and

have the opportunity to be presented with all knowledge surrounding individualism—including

topics around race, gender identity, cultural diversity, sexual orientation, etc. My beliefs parallel
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Marietta Johnson’s (1864–1938) Progressive belief that “teachers should create safe,

developmentally friendly, and engaging classroom environments in which children learn at their

own pace, according to their own interests” (Johnson, 1864-1938 in Ornstein & Levine, 2011, p.

187). One of the primary purposes of school is for students to develop their identities and gain

insight into how to make sense of the world around them. Students should be exposed to these

essential topics to gain knowledge of the world and how to interact with it. Students should be

responsible for making decisions, especially when identity formation grows in older grades.

However, gender norms are also seen in the younger grades (such as kindergarten), where

divisions are already transpiring. Since gender norms are developing at such a young age, I

believe teachers are responsible for addressing them appropriately and comfortably. For

example, suppose a first-grade girl wants to play with cars, and a boy student makes an

inappropriate comment that conforms to traditional gender norms. In that case, the teacher needs

to set the ethical framework to think critically about what teachers can explain in a way a first

grader can understand to prevent future stereotypes and discriminatory actions from reoccurring.

Although it is important for educators to guide and assist the knowledge transmission for

students, allowing students to be the primary deciders in which knowledge is of most importance

enables students the potential to have the most growth.

Hidden Curriculum

The hidden curriculum, in my definition, is what schools value and what schools want

their students to be in a controlled society. I believe that under hidden curricula, the school sends

messages to the school community and stakeholders that contain secret values that expose what

they do and do not value. When schools make specific selections, they are inevitably deselecting

something else; in other words, when you make a choice, you also choose not to do something.
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The hidden curriculum ropes off ideologies and concepts, nullifying others as this subtle

curriculum is exposed more or less depending on where someone is looking. For example, in an

education system where the history is primarily centered around Eurocentric white men with no

perspectives on African American history, the school sends a hidden message of what they value.

In this example of providing only a Eurocentric curriculum, the school demonstrated that they

only value white history and do not value African American history and the history of other races

and cultures. The school would be placing value on certain groups over others. Furthermore, this

example is also not politically controversial in most places in the United States as the dominant

group in society is teaching their history while excluding the traditions and values of minority

groups. People in our society value this version of history and these white supremacy groups as

these Ethnocentric people are the most important people to them.

Hidden curriculum is what the school systems are not explicitly teaching but what

students are implicitly learning. I believe that educators have an obligation to make the issues

surrounding hidden curriculum explicit as there are political implications that surround these

decisions. Society is better served by these “outcomes” being exposed rather than hidden to

allow students to gain a full perspective in the discret racism and discrimination that some school

systems try to implement secretly. Students will be able to gain new knowledge that will drive

their political and philosophical decisions when they are aware of the biases that educational

systems implement to drive an unjust political agenda. For example, dress code is part of the

hidden curriculum but is not specifically stated in the curriculum and its context. Some schools

implement dress codes containing rules for what students can and cannot wear. Some examples

include female students cannot wear tank tops, male students cannot have their fingernails

painted, female students have to have a specific skirt length, etc. Recently, there was a lawsuit
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surrounding Title IX and dress code. The charter school tried to force female students to wear

jumpers, skirts, or skorts “based on the view that girls are ‘fragile vessels’ deserving of gentle

treatment by boys, the appeals court said” (Weiss, 2022, para. 3). As this is inappropriate and

unacceptable language and I believe it essential that teachers have the obligation to give students

educational information around the hidden curricula that can help students make important future

political decisions.

​Some social aspects are also hidden, and these aspects impact students’ self-worth and

self-esteem. Verma and Bagley (1979 in Skelton, 1997) investigated race issues and studied

“aspects such as the relationship between black children’s experience and their self-esteem” (p.

183). Educators need to be aware of students’ hidden issues surrounding self-awareness and

self-esteem. The “Doll Test” experiments conducted by psychologists Kenneth and Mamie Clark

(1940) examined the psychological effects of segregation on African-American children. A

scholarly journal article written by Gwen Bergner (2009) titled “Black Children, White

Preference: Brown v. Board, the Doll Tests, and the Politics of Self-Esteem” explains the racial

perspective study where children were given four identical dolls which had no difference except

for the race of the dolls. The study found that “a majority of children identified a brown doll as

looking like them but chose a white doll to play with, as the nice one, and as the one with a nice

color” (Gwen Bergner, 2009, p. 299). The results of this study are heartbreaking and disturbing

as it shows how society’s appalling and horrific racism impacted the self-esteem and self-identity

of these children. Educators who are aware of hidden social aspects in their classroom can

develop direct lines of communication to build deeper relationships with their students. Students

develop social skills and constructs throughout their time at educational institutions.

Formal/Enacted Curriculum
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Formal curriculum is the guidelines that teachers follow through authority facilitation and

direction through lectures, course guidelines, etc. Enacted curriculum is the transformation of

teacher-student interactions with concepts such as when students provide their personal

perspectives and ideologies into the classroom. These curricula explain how ideas and concepts

change when enacted in the classroom in comparison to a “real-living-piece” of knowledge. For

example, a teacher may be telling students to open their textbook to a section about hurricanes

while explaining the learning objective from the TEKS (formal) but a student shouts out and asks

a question regarding the wars in Ukraine (enacted). In other words, these situations are not

one-to-one from what is formalized concepts to the enactment in the classroom.

Null Curriculum

Null Curriculum is described as what schools do not teach or what is being left out of the

curriculum. In other words, the Null Curriculum is what students do not have the opportunity to

learn which leads to students having absences of certain concepts and discourses in the

instruction. Null Curriculum is not a neutral curriculum and can be damaging when students only

learn one perspective. Students may be experiencing a “perceived neutrality” in which they take

up a singular perspective that is common sense or common sense deficit that can lead to political

and controversial issues. Formal curriculum is meeting the natural demand of the majority

groups. For example, many of my peers had only learned about colonialism from a positive

standpoint and did not learn about the harsh and cruel treatment of the indigenous people who

were occupying the area first. Removing key perspectives from the curricula is damaging as it

can continue to oppress and discriminate against the viewpoints of minority groups. When

students are not educated and do not have multiple perspectives, it damages their ability to make

fair, equitable, and just decisions in a fully functioning society.

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References

Bergner, G. (2009). Black children, white preference: brown v. board, the doll tests, and the

politics of self-esteem. American Quarterly, 61(2), 299–332.

http://www.jstor.org/stable/27734991

Castro, A. J., Field, S. L., Bauml, M., & Morowski, D. (2012). “I want a multicultural

classroom”: Preparing social studies teachers for culturally diverse classrooms. The

Social Studies, 103(3), 97-106. http://doi.org/10.1080/00377996.2011.575419

Ornstein A. C. & Levine D. U. (2008). Foundations of education (10th ed.). Wadsworth

Cengage Learning.

Skelton, A. (1997). Studying hidden curricula: Developing a perspective in the light of

postmodern insights. Curriculum Studies, 5(2), 177-193.

Weiss, D. C. (2022). Charter School dress code requiring skirts for girls violates Equal

Protection Clause, 4th Circuit Rules. ABA Journal.