Running Head: PHILOSOPHY OF EDUCATION

Personal Philosophy of Education and Summary of the Five Philosophies of Education

Seth Manesse
College of Southern Nevada

PHILOSOPHY OF EDUCATION

Profession
Recently, I observed Mr. Anthony Moffet teaching his World Geography class at
Greenspun JHS in Henderson, Nevada. He knows each student in his class. He presents his
subject matter in an interesting manner and keeps his students engaged. He directs the lectures,
discussions, and individual and group assignments efficiently and with a professional authority.
Mr. Moffetts style of teaching is something I would like to emulate.
My father taught middle school for 40 years. He has a Masters Degree in Fine Arts. He
was hired as an art teacher, but, in his long career, he taught many subjects including math,
reading, and social studies. He was an extraordinary educator with an almost limitless level of
patience.
I am enthusiastic about facing new challenges. I am interested in using technology to
instruct in creative ways. I intend to develop a good rapport with my students. I will show them
kindness, caring, and patience. I am excited about helping each of my students achieve his or her
own personal best potential.
I want to follow the excellent example of Mr. Moffett and of my father. I want to be a
teacher.
Teaching
Our textbook, Teachers, Schools, and Society, Fourth Edition, contains an Inventory of
Philosophies of Education worksheet. In scoring the worksheet I was able to gain perspective
into my own personal philosophy of teaching (Sadker & Zittleman, 2016, pp. 160-161).
Essentialism, Progressivism, and Social Reconstructionism are all priorities for me.

PHILOSOPHY OF EDUCATION

There are many social, political, and environmental issues that I feel idealistic and
passionate about. Social Reconstruction is an excellent philosophy for addressing these issues.
I will be using this approach to address many difficulties that my students may face. For
example, a student might be struggling with personal issues of depression, loneliness, bullying
(both being bullied but also being the bully), peer pressure, drugs, or alcohol. He or she might be
too timid or too immature to do well in social situations. Possibly, he or she is living in a
household that is difficult for economic or personal reasons.
To address these issues I intend to use a concept that Mr. Moffett calls With-It-Ness. I
will be present and engaged with my students. Before and after school I will be in my classroom
tutoring and mentoring my students. I will take part in campus life and school activities. I will be
involved with counseling staff, school administrators, and my fellow teachers to ensure no
students are excluded or discriminated against. I will offer tools, including calculators and
computer access that will help any student who is struggling or does not have these resources at
home. Mostly, I will make myself available.
Instruction and Diversity in the Classroom
The textbook also pointed out in Chapter 5, The Multicultural History of American
Education, that throughout the evolution of our school system, people have often been denied
education based on race or gender (Sadker & Zittleman, 2016, pp. 120-156).
As educators we must value diversity, we must work diligently to make our society more
inclusive. By educating ourselves and modeling culturally competent behavior we will be a
catalyst for positive change.

PHILOSOPHY OF EDUCATION

The article Diversity Toolkit: Cultural Competence for Educators, from the NEA
(2002-2015), states that, Cultural competence is the ability to successfully teach students who
come from a culture or cultures other than our own. It entails developing certain personal and
interpersonal awareness and sensitivities, understanding certain bodies of cultural knowledge,
and mastering a set of skills that, taken together, underlie effective cross-cultural teaching and
culturally responsive teaching (NEA 2002-2015, introduction, para. 1).
Additionally, working with ELL students and exceptional students will be demanding.
Striking a balance between all these competing needs will be a challenge, but by being prepared
it is an important objective that all educators can achieve.
For assessments I intend to use observations of student participation and results from
quizzes, tests, and projects. I believe these are appropriate ways to measure student progress and
mastery in mathematics.
Future
My current educational goal it to complete an associate's degree in Secondary Education
at the College of Southern Nevada (CSN). Once I have completed all the lower level courses
available to me at CSN, I will be transferring to Nevada State College (NSC) to complete a
bachelors degree in Secondary Education concentrating in Mathematics.
Summary of the Five Philosophies of Education
The textbook Teachers, Schools, and Society, Fourth Edition breaks down education into
five basic philosophies. Of these philosophies three are student centered: Progressivism, Social
Reconstructionism, and Existentialism; two are teacher centered: Essentialism and Perennialism.

PHILOSOPHY OF EDUCATION

The student centered philosophies are, Focused on individual needs, contemporary

relevance and preparing students for a changing future... and work ...to improve society or help
students realize their individuality (Sadker & Zittleman, 2016, p. 166).
Progressivism organizes schools around students concerns and curiosities. Queries are
answered through real-world experience and through the application of pragmatism. According
to pragmatism, the way to determine if an idea has merit is simple: Test it (Sadker & Zittleman,
2016, p. 167). This movement was led by John Dewey and Nel Noddings (Sadker & Zittleman,
p. 175).
Dewey worked to democratize schools, fought for womens suffrage and for teachers
unions. (Sadker & Zittleman,2016, pp. 175, 177) His pragmatic approach is still influential in
pedagogy as well as ethics aesthetics and religion. (John Dewey, n.d., His Lasting Influence
section, para. 2)
Noddings believes that schools curricula should be centered on the interests of the
students. (Sadker & Zittleman, 2016, p.p. 175, 177) She is Emeritus Professor at Stanford
Graduate School of Education. And is known for her philosophy of education, educational
theory, and ethics of caring. (Nel Noddings, n.d., introduction section, para. 1)
For Social Reconstructionists, society is broken, it needs to be fixed, and the school is a
perfect tool for making the needed repairs (Sadker & Zittleman, 2016, p. 249). This movement
was led by George S. Counts, Jane Roland Martin, Paulo Freire, and bell hooks (Sadker &
Zittleman, 2016, p. 175).
Counts was an educator and an activist who believed teachers should serve as leaders to
bring about social change. (Dalton, n.d.)

PHILOSOPHY OF EDUCATION

Martin espouses a philosophy she calls The Three Cs, Care, Concern and Connection.
She believes we are being distracted from important issues, like the fate of the planet. (Boag,
2016, bedrock of education section, para. 2)
Freire believed schools perpetuate a status quo in favor of the rich and powerful. He
supported a practice called praxis, where actions are based on sound theory and values (Sadker &
Zittleman, 2016, pp. 170-171). BrainyQuotes.com (n.d.) quotes him as saying, Washing one's
hands of the conflict between the powerful and the powerless means to side with the powerful,
not to be neutral.
bell hooks, is the better known pen name of Gloria Jean Watkins, feminist, author, and
social activist. (bell hooks, n.d., introduction section, para. 1) She works to help teachers and
students develop a critical consciousness of race, gender, and class biases through engaged
pedagogy. (Sadker & Zittleman, 2016, p. 177).
Existentialism rejects the notion that adults should direct the education of children. This
approach believes the purpose of education is to empower children find direction and meaning in
their own lives (Sadker & Zittleman, 2016, p. 171). This movement was led by A. S. Neill and
Maxine Greene (Sadker & Zittleman, 2016, p. 175).
Neill founded the Summerhill school that encouraged students to decide for themselves
what to learn (Sadker & Zittleman, 2016, p. 175).
Greene sees the humanities and the arts as catalysts for moving people to critical
awareness and conscious engagement with the world (Sadker & Zittleman, 2016, p. 175).
Teacher centered philosophies Emphasize the importance of transferring knowledge,
information, and skills (Sadker & Zittleman, 2016, p. 162) These philosophies implement

PHILOSOPHY OF EDUCATION

rigorous standards for their students and tolerate little flexibility in curriculum. By selecting
what to teach--and what to omit--schools are making clear decisions as to what is valued
(Sadker & Zittleman, 2016, pp. 164, 249).
Essentialism uses core courses and traditional academic disciplines such as math, science,
history, foreign language, and literature. This approach aims to instill students with essentials
(Sadker & Zittleman, pp. 162-16). This movement was led by William Bagley and E. D. Hirsch,
Jr. (Sadker & Zittleman, 2016, p. 175).
Bagley believed that the major role of the school is to produce a literate, intelligent
electorate; argued against electives while stressing thinking skills to help students apply their
academic knowledge (Sadker & Zittleman, 2016, p. 177).
Hirsch works to establish a prescribed curriculum and established the Core Knowledge
Foundation. (Sadker & Zittleman, 2016, p. 177)
Perennialism works to develop rational thought and disciplined minds. This approach
believes enduring ideas can be found in Great Books. This educational approach lends itself
well to a religious education. (Sadker & Zittleman, 2016, pp. 164-165) This movement was led
by Robert Hutchins and Mortimer Adler (Sadker & Zittleman, 2016, p. 175).
Hutchins introduced the Great Books program at the University of Chicago (Sadker &
Zittleman, 2016, p. 177).
Adler advocated that all students should be educated in the classics and that education
be a lifelong venture (Sadker & Zittleman, 2016, p. 177).

PHILOSOPHY OF EDUCATION

Personal Results
My personal results of the Inventory of Philosophies of Education worksheet lean toward Social
Reconstructionism (19), Essentialism (18), and Progressivism (18). My lowest scores were in
Existentialism (14) and Perennialism (13). (Sadker & Zittleman, 2016, pp. 160-161).
I intend to utilize a mix of Essentialism and Progressivism to efficiently and effectively
cover instructional requirements. However, I believe strongly in diversity, equal opportunity and
activism. Because these causes are important to me, Social Reconstructionism will be the highest
priority in my personal educational philosophy.

PHILOSOPHY OF EDUCATION

References
bell hooks. Article: bell hooks (n.d.). Retrived October 20, 2016 from Wikipedia.org Website:
https://en.wikipedia.org/wiki/Bell_hooks
Boag, Zan. (2016, May 17). Why school must change. Retrieved from New Philosopher, Issue
#12: education Website:
http://www.newphilosopher.com/articles/why-school-must-change/
Curtis, Dalton B, Jr. (n.d.). George S. Counts, educator and activist. Retrieved October 20, 2016
from Encyclopedia Britannica Website:
https://www.britannica.com/biography/George-S-Counts
John Dewey, American Pragmatist. (n.d.). Retrieved October 20, 2016 from
Deweypragmatism.org Website: http://dewey.pragmatism.org/
Nel Noddings. Article: Nel Noddings (n.d.). Retrived October 20, 2016 from Wikipedia.org
Website: https://en.wikipedia.org/wiki/Nel_Noddings
Paulo Freire. (n.d.). BrainyQuote.com. Retrieved October 20, 2016, from BrainyQuote.com
Website: http://www.brainyquote.com/quotes/quotes/p/paulofreir143316.html
Sadker, David Miller, & Zittleman, Karen R. (2016). Teachers, schools, and society, fourth
edition. In The multicultural history of education (pp. 120-156), Philosophy of education
(pp. 157-186) & Purposes of Americas schools and the current reform movement (pp.
247-280). New York, NY: McGraw-Hill Education