PHILOSOPHY OF EDUCATION

Chan Lee

“We teach who we are.”

- Parker J. Palmer, The Courage to Teach

A teacher assumes a role analogous to that of a skilled gardener, diligently cultivating an environment
conducive to growth and flourishing. The gardener's expertise lies in understanding the nuanced conditions
and environments conducive to the thriving of each unique plant. Similarly, as an educator, I strive to embody
the virtues of competence, diligence, responsibility, patience, and love in nurturing, guiding, and providing for
students to reach their full potential and shine in their distinctive identity and diversity.

The values, character, and vision of a gardener significantly influence the garden's development. My
educational values are deeply rooted in the teachings of Jesus Christ, shaping my worldview and way of life.
Jesus exemplified love, grace, faith, and hope, extending unconditional acceptance to all individuals without
discrimination. Inspired by these principles, I aspire to create a loving and inclusive learning environment for
all students, irrespective of their background, ethnicity, beliefs, or identities. My aim is to serve as a living
example of these values, fostering an atmosphere that encourages students to explore and identify their own
beliefs, values, and identity.

While acknowledging potential negative perceptions surrounding Christianity and religion, my role as an
educator does not involve promoting specific belief systems. Instead, I align with Parker Palmer's perspective
that good teaching emanates from the teacher's identity and integrity, which transcend religious affiliations
(2017).

An educator's role, akin to a gardener, encompasses cultivating the learning environment through processes
such as pruning, uprooting, and replanting to ensure overall growth. I am dedicated to fostering a safe, student-
centered learning space that nurtures curiosity, inclusivity, and resilience. Acknowledging the innate curiosity
of children, I aim to inspire lifelong learning by nurturing and empowering the inherent wonder within each
student. Embracing the diversity in today's classrooms, I seek to listen, learn, and honor the unique qualities
of each child, fostering an inclusive and welcoming learning space.

Pruning, uprooting, and replanting, though challenging, are essential processes for establishing a healthy,
maturing garden. Similarly, I will intentionally instill resilience in my students, guiding them through challenges
with achievable expectations and providing encouragement.

Monitoring, watering, and fertilizing are crucial to the ongoing growth of plants, just as academic maturity in
students is shaped not just by what is taught but how it is taught (Tanaka, 2016). I aspire to model effective
learning strategies through the gradual release of responsibility, scaffold learning, and incorporate diverse
assessments. By implementing open-ended, relevant learning approaches such as project-based and inquiry-
based learning, I aim to engage students and foster active learning. Additionally, I recognize the significance of
a respectful, positive, and graceful classroom management system. Through relationship-building, setting
honorable standards, and ensuring accountability, I will proactively promote the well-being of every child.

In concluding, I draw a parallel between a teacher and a gardener, encapsulating two fundamental
characteristics of an educator: curiosity and relationality. The pursuit of knowledge and experiences driven by
curiosity is integral to effective teaching. Furthermore, life's interconnected nature underscores the importance
of relationality, emphasizing the need for teachers to establish meaningful connections with students,
colleagues, the curriculum, and the broader educational landscape.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey-Bass.
Tanaka, M. TD. (2016). Learning & teaching together: Weaving Indigenous ways of knowing into education. Vancouver, BC: UBC Press.