Learner Autobiography and Philosophy of Education

Introduction

In this paper, I will seek to outline my Philosophy of Education through my own experiences as a student and identify the individuals who have had an impact on the development of my philosophy throughout my career as a student. I will reflect upon how the course materials, including the Educator Code of Ethics, Philosophy of Education Survey, and the code of Ethics of other educators impact my own thinking and the development of a philosophy of education I will use to guide my actions through this program and beyond into my professional career as an educator.

Autobiographical Information

As I reflect upon my educational experiences, I recognize I had the privilege of being in the presence of truly dedicated and determined educators, both inside and outside the classroom. That exposure both shaped and determined my path forward in life, as I have a profound intention to become a teacher not only as my chosen profession, but as the most sincere and profound way of recognizing and repaying those who have supported my growth as an individual.

One of those influential individuals was my grandmother, Adelene Leggett. An elementary school teacher of over 30 years, she exemplified the core qualities of an educator. She believed in elevating every individual and helping them to achieve to the fullest of their potential through hard work and persistence. Each night, my grandmother would play an active role in my education, from helping me to compete homework in elementary school to holding me accountable for my work in high school. Her influence on my life extended beyond the classroom, impressing upon me the duty to treat others with kindness and fairness, to be thankful for the opportunities and resources available to me, and to have a positive impact on my community through my actions. Most importantly, she was my greatest champion, there to celebrate my accomplishments and support me through the difficult lessons of my failures. I root the foundations of my identity as a professional educator in her legacy of service and education.

Another educator who has had a defining impact on my philosophy of education was Ms. Lorie Suntree. Without her, I would not have developed the professional demeanor and disposition necessary to be successful as a professional educator. She was the advisor to an environmental conservation organization I joined during my Junior year in high school. Ms. Suntree encouraged us to think as global citizens, a tall order for a group of high school juniors. Nevertheless, our studies of the challenges facing the environment spurred our thinking and our actions. With Ms. Suntree’s guidance, we developed a student-driven program to recycle plastics and paper on campus and educate faculty and students about reducing their impact on the environment. Our organization developed partnerships with schools around the world, giving us a unique view of our place in the world. Ms. Suntree’s approach allowed us to take the lead and develop a mentality that we were responsible local and global citizens and stewards. From this experience, I learned that when an educator provides students with an environment where they have agency, students will recognize that they too possess power to create something that is bigger than themselves.

Survey Results

Upon completion of the Philosophy of Education Survey, I found Progressivism to rank at the top of my list of philosophies, followed by Essentialism, Existentialism, Social Reconstructivism and Perennialism. I find that this closely reflects with my own philosophy. I can identify strongly held beliefs within the Progressivist philosophy, notably that “...education should be student-centered, focused on active participation, questioning, and experimentation” (Sadker 1997). All of the most influential teachers in my life made a point of encouraging these qualities in each lesson, ensuring that students were engaged in the lesson and built on acquired knowledge to develop solutions for the challenges we faced, and to find new challenges to solve.

Implications for Future Teaching Practice

Looking forward to putting my philosophy into practice, I know that I have a strong

foundation of values to instill in my future students. These values are cemented in the Code of Ethics, most powerfully to me in Principle I “...we believe all educators are obligated to help foster civic virtues such as integrity, diligence, responsibility, cooperation, loyalty, fidelity, and respect-for the law, for human life, for others, and for self” (Educators 2018). I can serve my students each day by modeling and living by the Code of Ethics as a professional educator and ensuring that my lessons not only teach my students how to operate as a professional in the world, but give them the ability to practice and develop the confidence they need to realize their goals. Overall, I must approach teaching with authenticity of self that LTC (retired) Eric T. More highlighted as a core concept in his article My Educational Philosophy (More 2015).

Conclusion

Those values were instilled in me from those who came before and live on in my commitment to be an ever-improving professional educator. I hope to see my students develop their own sense of citizenship and accomplishment through their determination and effort, and to see within themselves the same self-assured nature I have been thankful to receive. My educational philosophy is rooted in my lived experience, in my commitment to ethics and professionalism, and my belief that everyone is a uniquely capable individual worthy of respect, kindness and support.

References

Association of American Educators. (2018). Code of Ethics for Educators. Retrieved from

https://www.aaeteachers.org/index.php/about-us/ace=code-of-ethics.

More, E.T. (2015, August 7). My Educational Philosophy. Retrieved from

https://www.facultyfocus.com/articles/philosophy-of-teaching/my-educational-philosophy/.

Sadker, M.P. & Sadker, D.S. (1997). Teachers, schools, and society (4th ed., pp. 403-405.) NY: McGraw Hill.