As educators, I believe it is important that personal beliefs about education be explored. This should be an ongoing and evolving process, however I find the philosophies of progressivism and reconstructionism within my fundamental beliefs about teaching.

My philosophy of education is a student-centered one. I strongly relate to the adage of serving as the "guide on the side", rather than the "sage on the stage", as is the case in teacher centered philosophies. I believe in focusing on individual needs, and involving students in the process of their learning. I am very uncomfortable with the teacher centered philosophy of perennialism, in which multiculturalism and gender issues have no place in the curriculum. It is my belief that individual differences need to be recognized, respected, and even celebrated. Another aspect of teacher-centered philosophies with which I strongly disagree is the perennialist view of education as a "sorting mechanism". I believe that all students have strengths, and that it is the goal of education to assist students in identifying and building upon these. Tracking does not necessarily provide opportunities to do this, and may in fact limit potential in individuals which do not fit the educator’s definition of what constitutes the "intellectually gifted".

My personal philosophy of education involves ideas found within progressivism. I agree that students learn best through real-world experiences which are meaningful to them. I believe that while some students may be able to learn from the "Great Books" and established "lists" of what is necessary to be culturally literate, students may not necessarily be able to actually relate to this material. In my own education, I have been able to memorize and regurgitate information in order to earn good grades, however I have not always related to the information, or seen it’s relevance to my personal life and interests. In these situations, the information was often "lost" after I performed for a test. This approach to learning was, in my opinion, an effective use of my educational time.

My personal experiences contribute to my philosophy today in that the most meaningful learning takes place when students are motivated and interested. It is my belief that the way to achieve this is by giving students a voice in the learning process, and by assisting them in finding connections in the curriculum with their own life and interests. By allowing students to bring their own stories, experiences, and ideas into the classroom, this provides the students with opportunities to work together, to learn from each other, and respect each others’ differences.

My philosophy of education also incorporates ideas of social reconstructionism. Students should be given opportunities to relate their learning and critical thinking skills to social challenges and problems outside of the classroom walls. Not only do students have the potential to make a difference within our society, they can grow as individuals in the process. This approach has the benefits of empowering students and building their self esteem and problem solving skills.

In working with individuals and groups in my current career as a social worker, I have developed a style which is also similar to constructivism. When facilitating a class or group (or even when working one-on-one with a client), my approach is not to lecture, but to rather allow opportunities for participants to share their own experiences, opinions, and questions. Although I have an "agenda" of information which I intend to communicate, I have found that by creating a non-threatening environment, I am often provided opportunities in which I can connect my own curriculum with the client’s existing knowledge and experiences. It is my experience that people are much more receptive, and information is much more meaningful, within this type of environment.

Lastly, I see my philosophy as incorporating aspects of Lee and Marlene Canter’s assertive discipline model. While I do not agree with a strict behavior modification program, I do feel that positive reinforcement for appropriate behavior is very appropriate and effective. This can be done in the form of a statement such as "I appreciate the way you got to work on your assignment so quickly". This communicates to students that not just negative behaviors are noticed and given attention. I believe that positive reinforcement can be more effective than a focus on negative consequences for inappropriate behaviors.

I see my own personal philosophy of education as being eclectic. I believe in a student centered approach which incorporates ideas found within progressivism and social reconstructionism. I feel my approach to teaching also involves ideas found within theories of constructivism and behavior modification. My philosophy has been shaped by experiences within my own life, education, and career in working with people. As I enter the profession of education, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom. However, the foundations of my educational philosophy will continue to guide me in the way which I interact with students and teach within my classroom.