A Philosophical Examination of Wellspring High School's Vision and Mission in Light of Martin

Buber's 'I and Thou' Concept, Impacting Employee Missionary Identity

Rod Mark M. Naval

Introduction

Wellspring High School, Inc., with its guiding motto "Suaviter in modo, fortiter in re"
(Gently in manner, strongly in deed), (WHS, 2016) embodies a philosophy that fosters the
expansion of youthful aspirations within a nurturing educational environment. Founded in 2016,
the institution responded to the Department of Education's K to 12 program, introducing Senior
High School Education to cater to Junior High School completers and students from nearby
towns. The intentional choice of the name "Wellspring" reflects the school's commitment to
being a continuous source of high-quality education for the youth in Capas and nearby areas.

My experience teaching at Wellspring during the 2021-2022 school year, despite the
challenges of the pandemic and online learning, was profoundly rewarding. This positive
experience fuels my enthusiasm to explore the essence of the school—its vision and mission—
and delve into how these principles contribute to shaping a missionary identity among the
employees.

In aligning with Martin Buber's 'I and Thou' concept, articulated in his seminal work of
1923, (Buber, 1923) Wellspring High School emphasizes authentic, direct encounters within its
educational framework. The 'I-Thou' relationship, echoing Buber's philosophy, prioritizes
genuine dialogue, mutual presence, and acknowledgment of the other's unique, subjective
nature. This ethos not only shapes the educational experience at Wellspring but also aligns with
Buber's emphasis on the ethical significance of 'I-Thou' relationships, fostering meaningful
existence, interconnectedness, and ethical responsibility (Buber, 1923).

Review of Related Literature

The exploration of Wellspring High School's vision and mission through Martin Buber's 'I
and Thou' concept intersects with various educational philosophies. Though direct literature on
this alignment may be limited, foundational works on educational philosophy, learner-centered
approaches, and ethical considerations provide valuable context.

Martin Buber's 'I and Thou' (1923) introduces the concept of genuine, relational
encounters, resonating with educational philosophies prioritizing holistic development,
dialogue, and community engagement (Buber, 1923).

John Dewey's Democracy and Education (1916) contributes to the discourse on learner-
centered education, aligning with Wellspring's learner-centric focus (Dewey, 1916).
 Paulo Freire's Pedagogy of the Oppressed (1970) advocates for a dialogical approach,
aligning with the emphasis on dialogue in 'I and Thou' and Wellspring's vision (Freire, 1970).

Nel Noddings' Caring: A Feminine Approach to Ethics and Moral Education (2003)
explores ethical dimensions in teaching, resonating with Wellspring's mission (Noddings, 2003).

Parker J. Palmer's To Know as We Are Known (1998) delves into the spiritual dimensions
of education, aligning with Wellspring's emphasis on holistic development (Palmer, 1998).

While direct literature on Wellspring's alignment with 'I and Thou' may be lacking, these
foundational works contribute to understanding educational philosophies and ethical
dimensions, contextualizing the philosophical implications of Wellspring's vision.

Vision and Mission of Wellspring High School, Inc.

"Begin with the end in mind” (Covey, 1989) a powerful principle espoused by Wellspring
High School, sets the stage for our philosophical inquiry into the institution's vision and mission.
It will become my guiding light as I navigate the intricate landscape of Wellspring's educational
philosophy, seeking to understand how these guiding principles contribute to shaping a
transformative educational experience especially on its employees.

Vision: A role model of proficiency for community development and a well-known

learner-centered institution rendering integral knowledge, lifelong skills, and quality education
necessary for life and work in the 21st century. (WHS, 2016)

Mission: We commit ourselves to transforming learners into individuals of progression,

competence, benevolence, instilled with genuine virtues, and exceptional work ethics. (WHS,
2016)

Aligning WHS’ Mission and Vision to Martin Buber’s Concept of I and Thou

Wellspring High School's vision and mission, entwined with Martin Buber's 'I and Thou'
philosophy, construct a unified framework that extends beyond conventional educational
norms. The vision's aim to be a "role model of proficiency for community development"
seamlessly aligns with the ethical responsibility emphasized in 'I-Thou' relationships.

In practical terms, this alignment prompts educators at Wellspring to perceive their roles
not merely as jobs but as integral contributors to a collective mission. This shift in mindset
transcends traditional teaching responsibilities, encouraging educators to embrace a broader
missionary identity. By recognizing themselves as vital to a shared purpose, Wellspring's
educators actively engage in the larger narrative of societal progress.

1. Collective Mission Mindset:

 Educators at Wellspring actively collaborate, viewing themselves as contributors to a
shared mission rather than isolated individuals. This collective mindset fosters a sense of
community and shared responsibility, reinforcing the idea that each faculty member plays a
crucial role in the overall development of the institution.

2. Student-Centric Approach:

Wellspring's commitment to holistic student development aligns with the 'I-Thou' mode
of relationship. Educators prioritize meaningful dialogue and individual recognition, creating a
student-centered environment that nurtures both academic excellence and personal and ethical
growth.

3. Values-Driven Education:

The mission's emphasis on "benevolence instilled with genuine virtues and exceptional
work ethics" translates into a values-driven educational approach. Educators actively integrate
these virtues into their teaching practices, fostering a culture of integrity, empathy, and hard
work, contributing to the development of morally conscious and socially responsible individuals.

4. Active Contribution to Societal Progress:

Wellspring's commitment to societal progress is not just theoretical but a guiding

principle motivating tangible action. Educators participate in community outreach programs,
initiate projects addressing societal needs, and encourage students to actively engage in civic
responsibilities, aligning with the broader mission of 'I-Thou' relationships.

In essence, the practical application of Wellspring High School's vision and mission,
aligned with Buber's philosophy, transforms the educational landscape. It transcends traditional
teaching boundaries, fostering a community of educators dedicated to the academic and holistic
development of students and the betterment of society. This integration of philosophy into
practice creates a dynamic, purpose-driven educational environment, wherein each educator
plays a vital role in shaping the future leaders of the community. Educators become effective
and efficient instruments to shape and nurture young people to the best version of themselves.
Without them realizing, educators, primarily, embody the missionary spirit since they dedicate
themselves to the common good of their students.

Conclusion

In this philosophical exploration, we have delved into Wellspring High School's vision and
mission through the insightful lens of Martin Buber's 'I and Thou' concept, with a specific focus
on their influence on employee missionary identity. The alignment between Wellspring's
educational principles and Buber's profound philosophy reveals a harmonious interplay,
providing profound insights into how the institution's vision and mission contribute to the
formation of a missionary identity among its dedicated employees.

The school's vision, aspiring to be a role model of proficiency for community

development and a learner-centered institution, deeply resonates with the ethical responsibility
emphasized in 'I-Thou' relationships. Wellspring employees, perceiving themselves as integral
contributors to a collective mission, transcend traditional teaching roles and embrace a broader
commitment to societal progress. The mission's emphasis on benevolence, virtues, and
exceptional work ethics further aligns with the values inherent in missionary work, prompting
educators to view their roles as a calling rather than mere jobs.

The commitment to societal progress, articulated in Wellspring's vision and mission,

becomes a guiding principle that motivates employees to actively contribute to broader
advancements. This alignment with Buber's philosophy suggests that Wellspring's educational
vision actively contributes to shaping a missionary identity among its employees, fostering a
community of educators dedicated not only to academic excellence but also to the holistic
development of students and the betterment of society.

In conclusion, this examination has highlighted the dynamic and transformative power of
Wellspring High School's guiding principles, emphasizing the intricate connection between
educational philosophy and employee identity. The school's commitment to being a wellspring
of knowledge and inspiration finds resonance in the ideals of 'I and Thou,' creating a symbiotic
relationship that propels both educators and students towards a shared mission of excellence,
benevolence, and societal progress. As Wellspring continues to nurture young minds and inspire
the aspirations of its community, the alignment with Buber's philosophy provides a profound
foundation for fostering a missionary identity that transcends the traditional boundaries of
education.

References:

Wellspring High School Inc., (2016) Student handbook.

Buber, M. (2008). I and Thou. Howard Books.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of

education. Macmillan Publishing.

Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. New York, Seabury Press.

Noddings, Nel (1986). Caring: A Feminine Approach to Ethics and Moral Education. University of
California Press.
Palmer, P. J. (1993). To know as we are known: education as a spiritual journey. 1st HarperCollins
pbk, ed. [San Francisco], HarperSanFrancisco.

Covey, S. R. (1989). The seven habits of highly effective people: restoring the character ethic.
New York, Simon and Schuster.