Running head: PHILOSOPHIES PAPER 1

I Tried To Come Up With a Creative Philosophy Pun But I Kant, Kuhn you?

Amy Bielicki

Western Illinois University

PHILOSOPHIES PAPER 2

I Tried To Come Up With a Creative Philosophy Pun But I Kant, Kuhn you?

This paper will aim to examine a few of the core philosophical values that have been

prevalent throughout the readings for this course, as well as how those philosophies are

applicable in my own life. Throughout this course we have discussed many topics and have dug

into some of the nitty gritty details that exist in the Student Affairs profession. Upon further

reflection of the readings, I have identified four main themes that transcend throughout the

documents: development, accountability, inclusion, and holistic learning. These themes,

hereafter referred to as philosophies, have and continue to impact the field of student affairs, and,

therefore, since this is the field of which I am a part, will impact my life and values as well.

Overview of the Philosophies

Development

One philosophy that Student Affairs is particularly concerned with is that of

development. Development in this context will mean continuous growth or improvement. Often

times, however, development is only visible in hindsight, so the student or professional does not

immediately see the rewards of their labors (Seashore, 1999). It is the job of Student Affairs

professionals to help students evolve and transform from their first steps to their last steps in

higher education. Ideally, that development that happens during college years will continue to

help the individual develop throughout their life. The idea of development encompasses both

personal growth as well as the growth of other students, professionals, and persons who interact

with the field (American College Personnel Association & National Association of Student

Personnel Administrators [ACPA1 & NASPA1], 1997). Additionally, development includes

using research and theories to turn learning into active practices within the profession.

Development is unique in that its ideas transcend all of the philosophies, for growth is always
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pertinent and necessary (American College Personnel Association, 1996; Torres & Walbart,

2010).

In addition to the idea of continual growth and development, ACPA – College Student

Educators International (ACPA) and NASPA – Student Affairs Administrators in Higher

Education (NASPA) in particular have, over the years, developed a number of guidelines and

principles in order to guide professionals in the field. These include professional competency

areas such as Law, Policy, and Governance, and Organizational and Human Research (ACPA -

College Student Educators International [ACPA] & NASPA – Student Affairs Administrators in

Higher Education [NASPA], 2015). Identifying and defining key terms in the field (i.e. Legal

Authority and Confidentiality) has also encouraged development by establishing goals and

definitions for universal use throughout the field (NASPA, 1990). By creating these

development standards and streamlining terms related to growth, organizations have been able to

help guide those in the field to seek development, of students and of themselves, and use

development as a philosophy by which to abide and live.

Accountability

The next philosophy perpetuated through the field of student affairs is that of

accountability. This field has established set protocols and procedures to identify how

individuals can improve, develop, and hold each other to high standards. Through different

ethical standards and principles provided through organizations, specifically ACPA and the

Council for the Advancement of Standards in Higher Education (CAS), the student affairs field

has been able to cultivate, claim, and outline different ways that professionals in the field can be

held to the same standards and expectations (ACPA, 2006; Council for the Advancement of

Standards in Higher Education [CAS]; 2012). Student affairs professionals tend to be highly
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motivated and driven, which is why having ways to check ideas, promote growth and

development, and guide others is necessary in the field, thus resulting in the philosophy of

accountability.

Inclusion

The field of student affairs modifies and changes over time. Originally institutions of

higher education were for elite, White males. From that original model, and from societal

change over time, higher education has developed to provide access and education to women,

people of color, underrepresented peoples, and those who have previously struggled to access

higher education (Thelin & Gasman, 2011; Dungy & Gordon, 2011). Ideas such as campus

climate, social justice, and intentional programming all strive to increase and educate on

diversity. Though inclusion and diversity is the goal, student affairs as a field, society, and

people in general are still struggling with enacting ideas versus simply having them (Zylstra,

2011; Chang, Milam, & Antonio, 2011). Since higher education has expanded to include a more

diverse group of people, it is curious then that studies have shown diversity to parents and

students to infrequently consider diversity when seeking to attend an institution of higher

education. One ascertainment that may cause the lack of consideration of diversity is that new

and better standards to accept and retain students of color, specifically male students of color,

must be enacted (Harper, 2013; Cohen, 2015). Finances, scholarships, and debt seem to dictate

which students attend which institutions, subsequently, almost inadvertently, limiting diversity;

though diversity is an area in which student affairs professionals are passionate, conscientious of,

and are advocates.

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Holistic Learning

In addition to the aforementioned philosophies, holistic learning seeks to serve student

needs by catering to all aspects of student life and learning. Higher education has shifted its

viewpoint over time from a role of in loco parentis to the idea that learning takes place in and out

of the classroom (American Council on Education, 1937; American Council on Education, 1949;

Kuhn, 2012). The publications of Learning Reconsidered and Learning reconsidered 2: A

practical guide to implementing a campus-wide focus on the student experience, emphasize

learning throughout the entire college experience, not solely in the classroom. Moreover, these

documents challenge and explore ways to help students evolve during their entire collegiate

journey. Additionally, these publications encourage professionals and educators to challenge and

support students to ensure care while simultaneously promoting growth and development

(Keeling, 2004; Keeling, 2006). This mindset has developed over time, often with the necessity

of shifting paradigms. Paradigms, or “a system of assumptions about the nature of reality that is

integrated, pervasive, holistic, and internally consistent” (Love & Estanek, 2004), are prone to

change over time as new ideas are generated, injustices are exposed, and society continues to

grow and learn.

Educating the student as a whole being, rather than simply as an intellectual, is a major

paradigm shift that has occurred in student affairs that has led to the philosophy of holistic

learning (Lloyd-Jones, 1954; Schetlin, 1969; Guba & Lincoln, 1994; American Association for

Higher Education, American College Student Personnel Association, & National Association of

Student Personnel Administrators, 1998; Benjamin & Hamrick, 2011). This philosophy of

holistic learning has instilled the idea of collaboration between the academic affairs and student

affairs fields, which, ultimately, is the current idealistic standard for higher education (Magolda,
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2005; American Association for Higher Education et al., 1998). To achieve this idealistic

philosophy of holistic learning, understanding the intricacies of the fixed and growth mindset

models can help student affairs professionals to further their applications of the practice. to

ensure that holistic learning is in fact achieved (Doyle & Zakrajsek, 2013).

Connecting the Philosophies

Overall, holistic learning acts as the glue for the rest of the philosophies. Development,

accountability, and inclusion all stem from the hopes of creating a well-rounded and educated

student academically, personally, and socially. Development helps the student to grow over their

time in college and beyond. Accountability encourages students to advocate for themselves, an

openness to learning, and pushes them to be a more socially conscious being. Inclusion asks

students to understand new perspectives, to seek information they previously had not considered,

to ask deeper and more meaningful questions, to not settle, and to strive for excellence. Holistic

learning uses all of these ideas and furthers them by stating that all of this learning, growing, and

achieving can occur in higher education, but it is a continual process that does not stop when

class ends. Thus, the entire experience one faces in higher education is simply a process of

continual learning in all aspects of one’s life, for their time in higher education and beyond.

My Values In Relation to the Philosophies

How My Values Connect

Congruently, the philosophies outlined in this paper also serve as guiding principles for

the field of student affairs. As a result, to be successful, or simply to exist in this field, one must

examine their own values and how they fit into the aforesaid philosophies: development,

accountability, inclusion, and holistic learning. One of the values that I hold is helping

individuals understand their worth and value. Worth and value have a niche fit into the
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philosophies of student affairs, since holistic learning, inclusion, accountability and development

all encourage growth. The inconsistency that I see in this instance is that, while I may see the

worth and value of the individual, they may not always see it, especially regarding whichever

context may lead our paths to cross. Additionally, asking an individual to grow to quickly or on

too large a scale can result in severe regression, which will cause that individual to feel less vale

and worth than they did previously.

Another value that I possess is that of love. In my belief, love always wins out, and there

is far more good prevalent in the world than bad. This value is completely non-conforming to

any of the philosophies listed. Though I believe love to be necessary to fulfill all of those

philosophies, I understand that it is not essential to function in the field. In actuality, possessing

too much love (something that is part of my being) can hinder me in many ways in the student

affairs profession. My desire to care for others and ensure their happiness could actually obstruct

their development by disallowing that individual to learn from their mistakes or undergo a hard

life lesson that encourages growth.

Equally significant is my belief in the importance of people doing the right thing. When I

feel this is not occurring, I become frustrated with what I perceive as the ensuing injustice. In

actuality, the right thing is my perception of what is right. Relating this to the philosophies of

development, accountability, inclusion, and holistic learning is very easy for me to reconcile in

situations where I feel injustice is occurring, yet the issue arises when my perception of injustice

clashes with what other professionals in the field perceive as justice. Honestly, I do not know

how to reconcile this inconsistency other than to fight for what I believe in. Believing in myself

and my values will lead to my own development and holistic learning, and, in my opinion, will

push for accountability for my peers, the administration, or whatever problem I see occurring.
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The philosophy of inclusion could dramatically affect how I perceive the situation, how I react to

it, and how strong my reaction is. I am aware that particular value that I possess may come

across as stubbornness, the inability to work as a team member, or cause others to view me

negatively. However, that is something I have to reconcile for myself if I am to stay true to my

values.

Further Exploration

Writing this paper has raised questions in my values that are inconsistent with the

philosophies that identified across the readings. Firstly, who am I to say that my values are

correct? How do I know that what I believe is the best idea, thought, or progression to take in

regards to a decision or the life of a student? Just because I believe a tough life lesson may help

someone develop does not mean that that is the outcome that will occur. Furthermore, what my

perception of holistic learning is could be different from the student or professional I feel I am

serving through the philosophy of holistic learning. Inclusion is also tricky, for how do I

navigate the idea of social justice and actually enacting it? I feel my role is to serve as an

advocate for those who are unable to find their voice or who are unable to use their own, yet that

does not mean that I can discount those who have already found their voice and know their worth

and value. Additionally, the four philosophies that I have identified in this paper are by no

means the only ones that exist in the field of student affairs. Hence, I must figure out how to

reconcile my thoughts, beliefs, and values when politics, or decisions, or ideas that I believe to

be false, negative, or inhibitors to growth. Moreover, I must continually question my beliefs and

thoughts to ensure that I do not become stagnant and complacent, and persistently strive to serve

others to the best of my abilities.

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Conclusion

Writing this paper has helped me to better connect the assigned readings from this

semester. However, I am aware that I have very little figured out regarding anything in this field,

and also in my personal life. I am sure that the philosophies I have identified and connected to

my values will change and develop as I continue through this program and through the

profession of student affairs. Furthermore, I am certain that by the end of this program, I will

have answered very few of the questions I have raised by writing this paper, and instead will

have many more questions that I will need to answer and reconcile. Hopefully I will push myself

to grow, make myself uncomfortable, and learn quite a lot between now and the end of this

program. Along the way, I hope to find the outer edges of the puzzle which will help to shape

my philosophical framework and practice as I prepare to enter the student affairs field as a full

time professional.
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References

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