Educational Philosophy

Educational Philosophy

by

Joseph Groch

A Call to Human Excellence

 

Introduction

Philosophers, scientists, theologians and educators are coming to grips with the understanding that all life and indeed the universe is indivisible and one. Erwin Schrodinger, the famous German physicist, asserts that quantum physics reveals a basic oneness of the universe. Albert Einstein stated that “a person experiences life as something separated from the rest - a kind of optical delusion of consciousness. Our task must be to free ourselves from this self-imposed prison to find the reality of Oneness” (Haselhurst & Howie., 2012). Yet, despite the testimony of the great minds of civilization, the modern world and our education systems continue to try to make sense of the universe by breaking down reality into intellectually artificially categorized parts. This process of specialization and division is an endless cycle leading to the belief that life is separate and divisible. We diagram sentences; categorize plants, animals, and substances; separate learning into subjects; divide countries, religions, and cultures and the list goes on. All this is done as if there was no connection between them. This has lead to erroneous conclusions about the nature of reality which in turn leads to unnecessary conflict, division and suffering. Therefore an educational philosophy that does not address the fundamental assumption that everything is connected, is part of the human problem and not the solution.

Philosophy

Fortunately, I am a graduate of a 450 year old educational tradition that not only encompasses the unity of the universe, but also embraces the unity of the human person. This tradition is Jesuit Education and Ignatian Pedagogy. Founded by St. Ignatius Loyola in 1548, Jesuits believe that liberal arts, the natural sciences, social sciences and performing arts join together with all the other branches of knowledge to create a unified worldview and to educate the whole person. Jesuit education moves the learning experience beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation (Kolvenbach, 2005). Jesuit education has been historically successful in many cultures because it is supremely adaptable to the environment of the learner. This philosophy is eminently consistent with my belief that learners learn in multiple ways. In addition to multiple ways of learning, I believe in Gardner’s Theory ofMultiple Intelligences which challenges the way in which education is delivered “Our scientific understanding of intelligence is ever changing, and the accumulation of new information about the brain and genetics will only accelerate the process” (Gardner, 2008, p. 21). Jesuit education is adaptable to many diverse intelligences and learners--traditional age, adult, full-time, part-time, on-campus, and online. From my experience, a Jesuit education is designed to promote the fullest possible development of all human qualities. It requires the development of the whole person- mind, heart, intellect and feelings.

Ignatian Pedagogy embodies five key teaching elements--Context, Experience, Reflection, Action, and Evaluation (Lindsey & Petit, 2008).

·Context - What needs to be known about learners (their environment, background, community, and potential) to teach them well?

·Experience - What is the best way to engage learners as whole persons in the teaching and learning process?

·Reflection - How may learners become more reflective so they more deeply understand what they have learned?

·Action - How do we compel learners to move beyond knowledge to action?

·Evaluation - How do we assess learner’s growth in mind, heart, and spirit?

Finally, guided by the Ignatian pedagogical model, I believe that colleges and universities should be places of intellectual integrity, critical inquiry, and mutual respect, where open dialogue characterizes an environment of teaching, research and professional development. The Jesuit ideal of giving serious attention to the profound questions about the meaning of life encourages an openness of mind and heart, and seeks to establish campus communities which support the intellectual growth of all of its members while providing them with opportunities for spiritual growth and development and a lifelong commitment to social justice (Kolvenbach, 2005).

Principles

I believe these Ignatian philosophies can best be put into practical use in the modern world through the use of Universal Design for Learning principles. Universal Design for Learning (UDL) can be defined as “a scientifically valid framework for guiding educational practice that: provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and reduces barriers in instruction, provides appropriate accommodations, supports, challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient” (Cast, 2008, p. 6).

UDL is organized according to the three main principles: provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement.The National Center on Universal Design for Learning states that powerful digital technologies applied using UDL principles enable easier and more effective customization of curricula for learners. However, it is important to note that simply using technology in the classroom should not be considered implementation of UDL (CAST, 2008). Therefore, a thoughtful consideration of the available technologies and how to use it is essential for incorporating these principles.

Personal Strategies

Predicated on Quantum Physics, The Eastern Philosophy of a UnifiedUniverse, Ignatian Pedagogy, and UDL principles, my teaching style provides an integrated technology strategy including:

·Constant motion: physical (moving around the room), intellectual (injecting and integrating various concepts) and technical (from lecture to whiteboard to lecture).

·Whole-Part-Whole: While not denying that information needs to be analyzed and sub-divided, the goal is to always relate parts back to “the big picture” including concept mapping and higher level conceptual thinking.

·Engage the sense: Use every mean at my disposal to expose learners to the sights, sounds, feels, smells, tastes, and emotions of a topic including field trips, virtual field trips and e-classrooms.

·Create collaborative synergy:Engage students in team projects, blogs, WIKI’s, discussion boards, and collaborate with guest speakers and local organizations.

·Engage students: Employ a Socratic method, assign power point presentations for students, engage in debate, and use multi-media presentation.

·Expand consciousness: Assign research projects, create Personal Learning Environments (PLE’s), interview community and industry leaders, relate topics back to global issues, and discover the underlying meaning behind subjects.

·Evaluation: Use traditional testing methods including quizzes, tests, papers, presentations, and class participation that aim at evaluation which includes and goes beyond academic mastery to the learner’s well-rounded growth as persons.

Conclusion

In conclusion, my teaching philosophy is a call to human excellence. It is a call for educators to be facilitators of lifelong learning. It is a call to see subjects as they are- interconnected and part of a wider fabric of knowledge known as reality. But more importantly, it is a call to assist learners in reaching their potential by integrating the best of the human mind, body, intellect and spirit for the benefit of themselves and all of humanity.

References

Gardner, H. (1997). Multiple intelligences as a partner in school improvement. Educational Leadership, 55(1), 20. Retrieved from Business Source Complete.

Haselhurst, G. & Howie, K. (2012). The spherical standing wave structure of matter in space. On Truth and Reality. Retrieved from: http://www.spaceandmotion.com/Physics-Albert-Einstein-Theory-Relativity.htm

Kolvenbach, P.H., (2005). Jesuit education and Ignatian pedagogy. Association of Jesuit Colleges and Universities. Retrieved from: http://www.ajcunet.edu/Jesuit-Education-and-Ignatian-Pedagogy.

Lindsey, W., & Petit, F. (2008). Jesuit executive MBA programs: Building a just society. Business Renaissance Quarterly, 3(3), 107-128. Retrieved from http://search.proquest.com/docview/212544996?accountid=40795

Maintaining an organizational spirituality: No easy task. (1999). Journal of Organizational Change Management, 12(3), 200-210. Retrieved from http://search.proquest.com/docview/197657136?accountid=40795

National Center on Universal Design for Learning (CAST). (2008). UDL and technology. Retrieved from: http://www.udlcenter.org/aboutudl/udltechnology

Van Hise, J., & Massey, D. W. (2010). Applying the ignatian pedagogical paradigm to the creation of an accounting ethics course. Journal of Business Ethics, 96(3), 453-465. doi:10.1007/s10551-010-0477-2