Category Archives: Educational Philosophy
Each meeting with my students, either online or face-to-face, is important. But it’s the first day that I consider very special – the most strategically important. It’s the day that I would attempt to accomplish one of the hardest things to do in education – to shatter the students’ image of the classroom as a prison cell, with them as prisoners and the teachers as nasty prison guards. It’s the day when I begin to lay the foundations of what every teacher should endeavor to forge between them and their students – a good rapport. The entire semester is a long haul and I know that winning their hearts – making them comfortable – would make our journey together as enjoyable and productive as it could be. If I succeed in making them trust me, especially since I am not the native speaker of English they were expecting as an ESL teacher, half of the battle is already won.
There’s nothing very special about the way I conduct my first meeting with my new students. It’s just a bit unconventional.
My introduction would always include telling my students the nickname which I adopted with the intention of eliciting laughter whenever I deliver a talk – Tonitonipoponibananananapoponinomimayfofoni. (That’s inspired by the song “Name Game.”) Amazingly, when I tell my students that and jokingly threaten them to memorize it if not they would fail in my subject, they would try very hard to repeat it after me and laugh at themselves if they wouldn’t be able to say it.
Then I would add, “Whoever could say my nickname correctly will get an A+.” I was just kidding of course. Luckily, up until this time, no one among those who tried succeeded. It was me who would always succeed – in getting their attention.
From there, I would give them the necessary information about me as their teacher. The most significant of those information (as far as I am concerned) is the number of years I have been teaching. I won’t say it directly. Just do the math and… a little bit of research. I sarted teaching the year the summer olympics was held here in South Korea. The point I wish to drive home for highlighting to my students how long I have been teaching is – I wouldn’t stay this long in the academe if I don’t love my job.
The next part of my first-day-of-class script would touch the boundaries of philosophy.
I would be delivering something like an “eve-of-battle” speech. The way they do it in movies.
I would ask my first question: “Why am I teacher?”
Puzzled, the students would grope for an answer.
I would give follow-up questions after that – Would you call a woman a mother without a son or a daughter? Are your mothers and fathers mothers and fathers without you as their children?
Amid their “aahs” and nods I would then say, “I am a teacher because of the students. My reason for being a teacher is each of you. Without you I am not a teacher.” In the same manner that a woman wouldn’t be called a mother if she has no son or daughter, biological or adopted.
That’s my way of telling my students that the most important stakeholder in a school are them. Schools exist because of them. School administrators and teachers have work because of them.
That’s my way of telling them that I exist (as a teacher) to serve their interest.
I would end that part with the following statement: “Thank you for having me as your teacher.”
After that I would show them a videoclip from the movie “Collateral Beauty” – that part where Howard Inlet, a character played by Will Smith, delivered a speech in a gathering of his employees at the beginning of the movie.
He said “What is your why? Why did you even get out of the bed this morning? Why did you eat what you ate? Why did you wear what you wore? Why did you come here?”
I would pause the video clip after each question and would ask them to give an answer.
Then I would ask them follow-up questions. (These were the only questions I asked when I was not yet using that movie clip.)
Why are you here in school?
Why do you want to finish your studies?
The last question I would ask – Why did you enroll in this class?
I never failed to ask the said questions because I want my students to understand that for them to succeed not only in their studies but in all their present and future endeavors, they need to set goals. They ought to know their whys. They must know the reasons why they do what they do, say what they say, and think what they think.
I would tell them also that the worst “why” to have for studying is to get A+ – that grades are not the be-all and end-all of schooling.
All of the foregoing would be finished in twenty to thirty minutes.
I would then ask the student to introduce themselves.
After all of the foregoing , that’s the only time that I would present the course syllabus – explain the course objectives, give the topics to be discussed weekly, and tell them what activities will be done in the class and how they are going to be graded.
It’s not surprising to see the students frown when they see the course requirements on the last page of the syllabus. That’s the time that I would deliver the last part of my “eve-of-battle” speech.
I would ask – “Is learning fun?”
As expected, majority would say “no.”
My next question would be – “Is work fun?”
Of course the students would say “no” again. And every time I would ask that, one or two would say “My father always complains about his job.”
Then I would go on and tell them the following:
“Nothing is to be given to you in a silver platter. You need to work hard to achieve your dreams. Studying and working would require effort – you have to exert mentally, emotionally and physically. But something could make studying and working fun – your attitude. Your attitude towards studying will be dictated by your whys. Your whys put together is your philosophy.”
I would spend another minute or two to explain something about “personal philosophy.” At the end I would tell them that each teacher has a personal teaching philosophy and mine is as follows:
“The classroom is my playground. The students are my playmates. The subject is our toy.”
How surprised they would be whenever I say that when I come to class I don’t work, I play. Work is hard. Play is fun.
And that’s how I found joy in teaching – to not consider it as just another job. It works for me.
After all the aforementioned, when I know that I communicated already what I wanted to, that’s the only time that I would present the course syllabus.
As we end the first meeting I would tell them, “Come back next week and let’s play.”
Just imagine – I play and get paid handsomely for doing so. The remuneration is just the icing on the cake. Which one is the cake? It’s the happiness; the happiness that I derive from doing what I love doing – teaching.
This is the talk I delivered when I was invited as a resource person in a webinar for Education students in the Philippines on February 16, 2022.
No two teachers are alike. Even if they are from the same race and culture and graduated from the same university, don’t expect them to embrace the same educational philosophies and to develop the same set of beliefs and values. You won’t see them apply the same methods and strategies in the classroom, approach teaching and learning with the same degree of passion, and treat the learners in the same manner.
Teachers are different in many ways.
Teachers decide which perspectives they would use when looking at their role as mentors and when looking at their students. Such perspective depends on either the philosophical foundations upon which they are grounded or their personal set of beliefs… or maybe both.
Teachers may have read too much of Hegel, Kant, and Plato that they may have developed idealistic tendencies indoctrinating their students into believing that they do not exist for themselves but for others and for a higher purpose. Or like Aristotle, Locke, or Rousseau (who all tried to debunk the ideas established by Plato and company) the teachers maybe slowly training their students to subscribe to rational thinking, that the latter need to think critically and scientifically. They could be pragmatists like Dewey and Kilpatrick, guiding students to keep themselves in touch with reality for they believe that there is no other world aside from what can be perceived by the senses.
Whatever values and beliefs teachers have doesn’t really matter for as long as nothing they say and do in the class is inimical to the interests of the students. What is important is that everything that they say and do in the classroom is intended to lead the students to the attainment of their full potentials, help them acquire and develop the necessary knowledge, skills, attitudes, and values, and prepare them to live a meaningful and productive life. Teachers should not forget Descartes’ view of formal education – “It is the process of acquiring and developing quality or skill.”
So, for as long as the end is to make the students the best they can be, the philosophy upon which the teachers grounded their teaching doesn’t matter.
So be it if the teachers are like Satre, leaning towards Existentialism in guiding the students to take responsibility in deciding who they are in order to make themselves authentic individuals.
Nobody can claim that this or that philosophical perspective in education is superior to the other. It’s fine if the teachers wish to embrace all the philosophies and combine their best features to serve and guide them in shaping their set of values and in choosing their methods and strategies.
Combining the philosophies is not, by the way, a novel idea. In Scholasticism, St. Thomas Aquinas, harmonized Idealism and Realism. What about coming out with a philosophical perspective combining the four major philosophies in Education?
The philosophies aforementioned have shaped the teachers into the kind of educators that they are today. Whatever they knowingly and unknowingly say and do in the classrooms are offshoots of their set of values and beliefs. And this set of values and beliefs constitute their philosophy of education.
Teachers may have also accumulated through the years a personal system of values that govern every decision they make in the classrooms. Thus we see them approach their teaching (and deal with their students) in different ways. We see them display different degrees of enthusiasm in teaching. Some display no enthusiasm at all.
There are teachers who are “sages on the stage” who believe, the way the realists and idealists do, that knowledge emanates from them being the authorities. So, the students should be spoonfed. Conversely, there are teachers, who, like the existentialists and pragmatists, act like “guides on the side” painstakingly guiding the students to self-discovery.
There are teachers who would choose specific methods and strategies without considering the specific needs of their students. But there are also those who would be conscientious enough to take into consideration the heterogeneity in the class before deciding what learning system they would put into effect.
There are teachers whose mere mention of their names would either disgust the students or send shivers down their spine. Conversely, there are teachers who try to make learning fun making the students enjoy, and not fear, the classroom.
There are teachers who consider the classroom a workplace, while others consider it a playground. They work playfully or playfully work happy doing what they are doing in the classroom thereby rubbing off to the students their joyful spirit and make learning fun.
There are teachers who have seemingly forgotten that the students are not just empty sheets waiting to be filled out as in Locke’s Tabula Rasa. The kids in the classrooms are not wax figures with empty minds which the teachers need to stuff with all the knowledge that the curriculum requires. These students are not just intellectual beings, they have emotions. They have needs beyond knowledge and skills. They also need respect, love, and understanding. They should be treated the way parents would treat their children. What for that we call the school the second home? What for that we call the teachers the second parents?
Whatever the teachers decide to be… whatever system they implement… whatever method and strategies they apply… however they view learning… however they treat their students… would depend on their perspectives as dictated by their educational philosophy and their set of values and beliefs.
The way teachers conduct themselves as professionals and the way they treat their students depend on whether they treat teaching as means of livelihood or a way of life.