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Ryan Brown

Dr. Hittenberger

EDUG 524

13 December 2022

My Philosophy of Education

I considered starting with a definition of education, as that would be a fitting introduction

for my philosophy on the topic. However, I believe education expands far beyond the bounds

established by a simple definition or popular quote.

Education is empowering. It is how creative minds acquire the tools and strategies to tell

great stories that change lives. It is how strong, brave minds fight for justice and advocate for

others. Education is for all children; it can be the singular catalyst for students to see something

brilliant, inspiring, creative, strong, or brave in their own minds and feel empowered to do

something with this realization. All students are worthy of this experience and as an educator, I

believe the most important goal of education is to foster this realization in students and support

them in finding out what their goals are and how an education can best support them. More

specifically, as an English teacher, my goal is to support students’ acquisition of effective

communication skills and empower them to think critically, embrace their uniqueness, and value

collaboration with others in pursuit of larger goals that go beyond themselves. Studying literature

and composition provides the unique opportunity for students to explore both their individuality

and collaboration with others in pursuit of shared goals and interests.

Currently, I am most drawn to the educational philosophies of Essentialism and

Progressivism. Seeing as Essentialism is favored by those who prioritize reading, writing, and

arithmetic, I believe this philosophy aligns with my personal belief in the value of empowering
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students through understanding the “codes of discourse” in academia (Delpit, 1988). One would

be remiss to neglect acknowledging the flawed history of exclusionary literacy practices in the

United States. This has been the source of competing philosophies regarding teaching the Canon.

Essentialists and Progressivists may include some references to Canonical literature, and

reimagine its relevance according to contemporary values and societal concerns, whereas

Perrenialists may value the literature for its inherent importance in academia.

In an attempt to reconcile these competing ideologies, I believe that English teachers

have the opportunity to practice equitable teaching for all by embracing students’ diversity while

also giving them access to academic discourse communities through education as a tool of

empowerment. One can affirm the influence of Canonical literature while also including an array

of authors who more accurately reflect the identities, concerns, and backgrounds of a diverse

21st Century classroom. In that same vein, I also echo the Essentialist belief that teachers serve

as a model of character for students. I recognize the ‘hidden curriculum’ of teaching––and how

vital it is to possess diligent awareness of your projected values in the classroom, even those

which are communicated implicitly. As a Christian and an educator, I aim to demonstrate my

values of empathy and kindness through my actions and attitudes toward others. I do not need to

project my religious beliefs onto others to show how my faith informs my attitude towards all

students as children of God, deserving of an equitable and quality education.

Just as educators are encouraged to teach the whole student as unique individuals, so too

are they encouraged to holistically model good character. I aim to be the teacher students go to

when they need help with something; I want to know about their interests and be able to ask each

student a question at any given time about something not related to my specific content area.

Research supports these goals as well; students who feel affirmed by teachers about their
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cultural, linguistic, and social backgrounds and students who feel safe in a positive learning

environment, engage more with the class content and demonstrate “enhanced learning” (Cornell

2022).

In the future, my vision for education includes classrooms wherein students see

themselves represented through the figures we as educators value by studying their works. I hope

to foster an inclusive environment that students feel safe and comfortable in––freely speaking

with me about their hopes and aspirations. I do not want my syllabus to be full of empty

promises––and instead I hope to engage my students in authentic, deep learning that is rich in

experiences both reflective and metacognitive and also interpersonal and collaborative. I want

education to be an experience, and one which students wake up excited for each day. I support

the movement towards more project and inquiry-based learning, as I can personally attest to the

profound difference in engagement and retention of concepts when curricula is rooted in

meaningful and real-world experiences. As an institution, education still has a long way to go,

and there are certainly changes that can be made to work towards this vision of learning.

However, I believe these values are shared by the overwhelming majority of teachers, and

present a goal we can all unite under to better benefit tomorrow’s generation.
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Works Cited

Delpit, L.D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People's

Children, Harvard Educational Review, 58(3), 280-298.

“Connecting With Your Students.” Center for Teaching Innovation: Cornell University. 2022.

https://teaching.cornell.edu/teaching-resources/assessment-evaluation/inclusion-

accessibility-accommodation/building-inclusive-1. Accessed 8 Dec. 2022.