Running head: EDUCATIONAL PHILOSOPHY 1

Educational Philosophy: My Personal

Philosophy and Its Development

Courtney Lipski

University of Nevada, Las Vegas, CIE 685

September 22, 2019

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Educational Philosophy: My Personal Philosophy and Its Development

The disconnect between theory and practice often collides quite abruptly once entering

the teaching profession and being responsible for the management and learning within your own

classroom. In theory, my educational philosophy is centered around inquiry and exploring

pondering student-led questioning using the classroom and its resources as a means for

exploration to seek answers and form new inquiries. Wiles and Bondi (2015) define this

educational philosophy as experimentalism where teachers act as facilitators and “aid learners or

consult with learners, who would be actively involved in discovering and experiencing the world

in which they live” (p. 29). In practice, however, I have found my teaching often aligns with the

educational philosophy of realism. The realist educator offers learners a glimpse of what the

world is, allowing learners to be observers as they discover information about the order of nature

and society (Wiles & Bondi, 2015). But how can it be that in theory I would define myself as an

experimentalist, while in practice I find I am a realist? Is it possible that two educational

philosophies can coincide?

Experimentalism and John Dewey

Experimentalism in education embraces the constant changes and shifts within education

and society, while focusing on societal problems and experiences (Kurtus, 2001). Within this

pedagogy, students engage in learning that requires their own knowledge, experiences, and

inquiries to guide their learning, while the teacher offers insights and navigation along the

students’ journeys. The philosophies of John Dewey advocate for experimentalism and its

benefits for student learning, as Dewey focused on diverse learners adapting to societal changes

to develop new social order (Cohen, 1999). Dewey is credited for theorizing and applying

progressive education which integrated inquiry-based and project-based learning allowing

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students to develop democratic principles applicable to their own experiences in society (Wiles

& Bondi, 2015).

Dewey’s experimentalist approach to education is a pedagogy that I personally find

relevant. I think students should be leaders within their own learning, while the teacher facilitates

and helps guide them to new discoveries. This type of learning is more impactful to the learner

simply because they have ownership over what they are learning. Students can develop inquiry

skills that can lead them to more meaningful and impactful experiences as they integrate into

society. Dewey (1963) emphasizes the constant change in society and the stagnant teaching of

traditional schools. Dewey (1963) explains, “[That which is taught] is taught as a finished

product, with little regard either to the ways in which it was originally built up or to changes that

will surely occur in the future” (p. 19). From my perspective, I see the world as ever changing,

constantly moving. Education and that which is taught should also constantly be moving, always

shifting, bringing the old with the new.

Realism and Aristotle

Although my optimistic view of learning in theory aligns with Dewey’s pedagogy, I find

my teaching in practice is much more closely resembling that of a realist. Contrary to Dewey’s

learning through experience and inquiry, realism focuses on the observable. Aristotle is regularly

associated with the philosophy of realism and emphasized the existence of reality and objects,

separate from the subjectivity of the human mind (Cohen, 1999). In other words, things exist as

they are whether we realize they do or not. Logic, problem solving, and discipline are all

characteristics found within realism. In a classroom, this means that curriculum is set, the

classroom is structured and orderly, and students are receivers of information through

observation and research.

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I have found that my teaching often resembles this pedagogy in that my students respond

to the structure and discipline, as well routines and regular activities that I incorporate. From my

own experience, I have found that students, at least in third grade, struggle when provided

freedom within the classroom, whether it be freedom of inquiry or within projects. My students

have been much more successful when I provide them with observable information and specific

guidelines and expectations for activities, as well as examples of end products. I’ve noticed that

students struggle greatly when given freedom to investigate their own inquiries and often they

cannot develop their own questions without my specific guidance and support.

Eclecticism and Merging Pedagogies

Is it possible that experimentalism and realism can be combined to create my own unique

pedagogy? Could I potentially incorporate Dewey’s emphasis on inquiry and project-based

learning, while utilizing the standards-based disciplined curriculum? Personally, I think that

utilizing more than one educational philosophy can be the most effective form of teaching in a

culture that emphasizes student-led activities while also focusing on standard-based learning.

Eclecticism is the merging, or synthesis, of differing pedagogies, finding the benefits of both or

all. Zierer (2011) refers to August Herman Niemeyer’s statement, “Check it all! Keep the best!”

where Niemeyer suggests taking the useful from multiple pedagogies. Zierer (2011) explains that

eclecticism considers all options, theories, variables, and ideas and then puts them to the test.

The eclectic does not view best educational practices to be clearly black or white, but

instead considers multiple variables that could shift pedagogy. In my experience, for example, I

have found that third graders are not ready for true inquiry-based learning. Perhaps this could be

because they have not been exposed to it. Perhaps this could be a result of the emphasis on

standardized testing. Regardless, my students need structure, they need concrete knowledge, and
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they perform much better with disciplined curricula. But who’s to say that I cannot teach them

how to ask questions and investigate those questions? My personal philosophy cannot be defined

by one educational philosophy, but instead is a merging of pedagogies. I am a true eclectic and I

feel that by allowing myself to have an open mind and consider differing pedagogies, I can offer

my students opportunities to challenge these philosophies as I find what works most productively

for myself and my students.

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References

Cohen, L. M. (1999). Section III – Philosophical perspectives in education: Part 2. Retrieved

from https://oregonstate.edu/instruct/ed416/PP2.html

Curtis, R. (2001). Philosophies of education. Retrieved from https://www.school-for-

champions.com/education/philosophies.htm#.XYg-tihKjIU

Dewey, J. (1963). Experience and education. New York, NY: Simon & Schuster.

Wiles, J. W., & Bondi, J. C. (2015). Curriculum development: A guide to practice (9th ed.).

Upper Saddle River, NJ: Pearson.

Zierer, K. (2011). Pedagogical eclecticism. Journal of Educational Thought, 45(1), 3-19.