Running head: DIDACTIC MANIFESTO

Didactic Manifesto: My Philosophy of Education

Cristina Muoz
Northern Arizona University

EDF 301W
Danette Bristle
November 20, 2014

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Abstract
Social reconstructionism is my disposition of education; it concentrates on creating an improved
society through the means of education. The role of the teacher is to address social injustices in
the classroom and to prepare students for society. The inclusion of students families is critical
for this notion. This rationality can be implemented by integrating multicultural education,
critical thinking, history, sociology, and politics in lessons. My authoritative approach, social
contracts, positive reinforcement, and the token system are strategies I will use for classroom
management. The role of schools is to prepare students for a democratic society and to provide
essential curriculum that is necessary to achieve this goal. In instruction, my goal as an educator
is to have learners reach their highest potential. This goal will be accomplished by providing
equitable education for every student through differentiated instruction, Vygotskys sociocultural
theories, multicultural lessons, and student interest. The role of the student is to participate,
adhere to the classroom rules, contribute in teamwork, and to tolerate the differences of others
that are essential in a democratic society.

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Didactic Manifesto: My Philosophy of Education

Nelson Mandela once made a potent statement regarding education, Education is the
most powerful weapon which you can use to change the world (Mandela, n.d.). This quote
epitomizes my entire philosophical perspective of education: social reconstructionism. My
inclination for teaching, my in-depth ideological, interpretation of the role of schools, students,
teachers, curriculum, instruction, management, and the inclusion of families that support them
will follow. I will confer these elements in the light of social reconstructionism from grades
kindergarten through eighth-grade.
My inclination for teaching stems from my desire to assist those in need, provide
knowledge to others, contribute in society, contest discrimination, and work with people. These
foundations embody my philosophy of education. My philosophy of education is social
reconstructionism. Social reconstructionism focuses on creating a better society by fighting
against social oppression through the means of education. The education in a social
reconstructionist classroom focuses on social action, critical thinking, inquiry, and discussion to
combat inequities of society (Cohen, 1999).
My classroom management style would be authoritative. An authoritative approach
translates that I will have a strict approach to classroom conduct. Nevertheless, I would have a
caring nature towards my students. I believe for students to have ownership of the rules of the
classroom they need to have a say in the rules. In consequence, at the beginning of the year I
will create a social contract with the learners. Creating a social contract with learners helps
prepare them for the democratic society because they have a say in schoolroom policies that
affect them. I do not believe that it is praiseworthy to attain the behavioral and academic
outcomes I desire by yelling at my pupils. Instead, I will use positive reinforcement as an

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approach to target the outcomes I desire. Encouragement and compliments are the forms of
positive reinforcement I will implement. In extreme cases of bad behavior or low-academic
achievement, I would use a token system in the classroom. In this system, students are given
rewards if they reach particular behavioral or academic goals. The token system, as a result, will
increase motivation towards good behavior and academia. (The George Lucas Educational
Foundation, 2011; Woolfolk, 2013)
In a social reconstructionist classroom, the role of the educator is to address social
injustices in the classroom and prepare students for society. The inclusion of students families
is critical for this notion. This rationality can be implemented by integrating multicultural
education, critical thinking, history, sociology, and politics in lessons. It is the responsibility of
the school and teachers to include the students families cultures within lessons. This notion can
be employed by listening, respecting, differentiating, and supporting the cultures and needs of
the families. The teacher is also responsible for aligning lessons to the Arizona College and
Career Ready Standards (ACCRS) for the state of Arizona. Finally, the teacher is accountable to
prepare students for high-stakes standardized tests.
The role of schools is to prepare learners for a democratic society and to provide essential
curriculum that is necessary to achieve this goal. This role can be accomplished by developing a
curriculum that practices critical thinking skills, study skills, and social participation. I believe it
is essential for schools to differentiate curricular and extracurricular needs of each learner
through the application of Howard Gardners theory of multiple intelligences. (Kasin-Lemlech,
2010) Literacy centers are an excellent method to differentiate students who have different
reading levels, especially in lower-grades. (Morrow, 2012) The schools are responsible for
providing curriculum that discusses societys issues such as sexism, homophobia, racism, and

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poverty as an approach to confronting these dilemmas as an attempt to form an improved society.

In essence, simple classroom discussions can assist to modify the beliefs of the adult American
population in an attempt to eliminate discrimination. I believe it is crucial for the schools to
provide equitable education, whether it requires them to adapt their curricular goals for pupils
that range from disabilities to giftedness. Equitable education in the classroom will reflect and
prepare students for the equitable rights and benefits they receive as citizens of the American
democracy. In order to promote achievement, it is necessary for the school to provide support to
the staff and students and hold the staff accountable for student achievement.
In regards to the role of instruction, my goal as an educator is to have students reach their
highest potential regardless of their gender, race, ethnicity, sexual orientation, intellectual ability,
etc. This goal will be accomplished by providing equitable education for students through
differentiated instruction. Differentiated instruction is the key to emphasizing the strengths of
each child through Howard Gardners theory of multiple intelligences. (Kasin-Lemlech, 2010)
Vygotskys sociocultural perspective will play a major role of instruction in my classroom. First,
his theory of zone of proximal development discusses the middle area between what a child can
accomplish academically. Scaffolding is when the teacher guides the students so they can
successfully carry out a task, and it will be an immense portion of the role of my instruction.
Second, Vygotskys theory on private speech will also have an impact on my instruction. During
private speech, people are guiding themselves through a task, usually a difficult one. When
students are talking to themselves while studying, I will not ignorantly silence them. I will use it
as an indicator that the students are struggling with the material and perhaps need a reteach.
(Woolfolk, 2013) I will value each students culture in my classroom, and this will be
accomplished by integrating cultural diversity within lessons. For instance, I can inquire

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students about different perspectives in history. Moreover, I can implement lessons that relate to
either the cultures of my students or other cultures. I believe it is important construct student
interest in order to raise achievement and motivation in the classroom.
The role of the student is to participate and adhere to the classroom rules. Students will
also be expected to be open minded towards the differences of their peers and others and they
will be expected to demonstrate their ability to work with others. Participation, adherence to
rules, teamwork, and tolerance towards the differences of others are essential in a democratic
society.
In conclusion, social reconstructionism is the educational philosophy that will influence
my instruction from grades kindergarten through eighth. In social reconstructionism, education
is used as a tool to combat against inequities of society. My goal as an educator is to have
learners reach their highest potential. This goal will be accomplished by providing equitable
education for every student through differentiated instruction. Vygotskys sociocultural
perspective will have an influence in my instruction. Nelson Mandela was indeed correct that
education is the most powerful weapon in the world!

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References
Cohen, L. M. (1999). Section III - Philosophical perspectives in education: Educational
philosophies. Retrieved November 2, 2014, from Oregon State University:
http://oregonstate.edu/instruct/ed416/PP3.html
Kasin-Lemlech, J. (2010). Curriculum and instructional methods for the elementary and middle
school (7th ed.). Boston, Massachusetts, United States: Pearson.
Mandela, N. (n.d.). Retrieved November 2, 2014, from BrainyQuote.com:
http://www.brainyquote.com/quotes/quotes/n/nelsonmand157855.html
Morrow, L. M. (2012). Literacy development in the early years: Helping children read and write
(seventh ed.). Boston, Massachusetts, United States of America: Pearson.
The George Lucas Educational Foundation. (2011). Ten tips for classroom management.
Retrieved November 2, 2014, from http://www.yesnet.yk.ca/pdf/1112/10tips_classroom_management.pdf
Woolfolk, A. (2013). Educational Psychology (12th ed.). Upper Saddle River, New Jersey,
United States: Pearson.