Professional Documents
Culture Documents
Examining My Professional Philosophy
Examining My Professional Philosophy
I Tried To Come Up With a Creative Philosophy Pun But I Kant, Kuhn you?
Amy Bielicki
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
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.
Development
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
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
PHILOSOPHIES PAPER 3
pertinent and necessary (American College Personnel Association, 1996; Torres & Walbart,
2010).
In addition to the idea of continual growth and development, ACPA – College Student
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
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
PHILOSOPHIES PAPER 4
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
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,
Holistic Learning
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;
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
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,
PHILOSOPHIES PAPER 6
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).
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.
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
PHILOSOPHIES PAPER 7
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
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
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.
PHILOSOPHIES PAPER 8
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
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.
PHILOSOPHIES PAPER 10
References
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