Philosophy of Education

Running head: PHILOSOPHY OF EDUCATION 1
My Philosophy of Education:
From Progressivism to Constructivism
Janaye A. Davis
California State University, Dominguez Hills

MY PHILOSOPHY OF EDUCATION 2
My Philosophy of Education
For the longest I thought myself to be a progressivist in regards to teaching. I thought the
focus should be on the child rather than the subject matter. Part of my beliefs still reside in
progressivism, but I have been leaning more towards constructivism. Constructivism shifts the
whole focus from the child to the child’s connection to the curriculum. Every student brings their
own experiences and funds of knowledge to the table, hence they draw upon what they already
know to create correlations to the material being taught. The purpose of education is to learn
“intelligent behavior as adaption,” as Piaget put it (Philosophical Perspectives in Education,
1999). This “intelligent behavior” is considered to be adapting to new information which causes
an imbalance in the learner’s mind, so one must “modify these structures in order to deal with the
new information… this process [is] called equilibration” (Philosophical Perspectives in
Education, 1999). With students knowing how to do this at a young age, they are more likely to
accommodate new material easier because they will internalize trying to make correlations with
curriculum.
In addition, humans learn best when we are comfortable. The learning environment I
want I want to succeed at creating is a safe one, a safe environment that is judgment-free in the
classroom and within each child as well. I not only want to teach every student the accurate
material associated with their grade level, but I want them to take a life lesson that no one should
be judged in their lifetime for the questions they ask or the actions they take. Learning does not
have a correct style or a precise time-limit to comprehend. It is when they learn to be themselves
without worrying about judgment that critical thinking can occur because one cannot
comfortably interpret information while under pressure from their peers or their teacher. I want
all the students I interact with to be comfortable with me, their age group, and their school.
Similar to Vygotsky, I share his desire for emphasizing the “shared, social construction of
knowledge” (Philosophical Perspectives in Education, 1999). It is for this reason I lie on the
Engagement section of the management spectrum because students work better in teams. With
the students able to bounce ideas off each other, the teacher has two things happening: 1)
students building their social personality, and 2) students helping their fellow peers. The
interaction aspect makes the students more comfortable with each other and more likely to ask
questions when called upon in front of the class. The latter aspect aids the student that needs
additional help on a concept, and it aids the student teaching his/her classmate in that the concept
gets reinforced.
However, engagement is not just inclusive to collaborative learning. Engagement also
means each student engaging with the curriculum. If I can incorporate the students’ interests into
the standards, they will have a better chance at learning due to their interests being the subject
they will read or write about.
I envision myself putting my students first in every scenario I am given. I envision myself
trying to find connections in diverse groups by binding bridges and being a dedicated teacher
who finds resources for my students who need it. Gloria Ladson-Billings (1995) writes about her
research on the disconnect between schooling and culture and how a connection can be achieved
through “culturally relevant pedagogy” (Ladson-Billings, 1995). Culturally relevant pedagogy
supports equity by allowing diverse students to learn in a way specific to them, away from the
traditional, mainstream lesson (Ladson-Billings, 1995). I also envision myself being a social
justice educator, so students can mirror my own moral compass. Bob Peterson (2007) articulates
his stance on social justice education in his article specifying the steps to become a social justice
educator which includes having a curriculum connected to their students, dialogue, and teaching
activism (Peterson 2007). I envision myself being the best teacher that I can possibly be because
the students are my priority in every way, shape and form. Dana Goldstein (2014) writes about
the countless educators who were advocates in education to ensure the quality of instruction their
students were receiving was none other than the best.
Educators have been overlooked for their enthusiasm for their profession and advocating
for the needs of their students, their community, and themselves. My vision makes will make me
a transformative educator because I am persistent, consistent and determined to make an impact
on my school and most of all my students.

References
Ladson‐Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant
Pedagogy. Theory Into Practice, 34(3), 159-160.
Peterson, Bob (2007). Teaching for Social Justice: One Teacher’s Journey. Rethinking our
Classrooms, (1), 23-34.
PHILOSOPHICAL PERSPECTIVES IN EDUCATION. (1999). Retrieved April 12, 2018, from
http://oregonstate.edu/instruct/ed416/PP4.html

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Running head: PHILOSOPHY OF EDUCATION 1

From Progressivism to Constructivism

California State University, Dominguez Hills

“intelligent behavior as adaption,” as Piaget put it (Philosophical Perspectives in Education,

new information… this process [is] called equilibration” (Philosophical Perspectives in

However, engagement is not just inclusive to collaborative learning. Engagement also

they will read or write about.

through “culturally relevant pedagogy” (Ladson-Billings, 1995). Culturally relevant pedagogy

students were receiving was none other than the best.

a transformative educator because I am persistent, consistent and determined to make an impact

on my school and most of all my students.

Pedagogy. Theory Into Practice, 34(3), 159-160.

Classrooms, (1), 23-34.

PHILOSOPHICAL PERSPECTIVES IN EDUCATION. (1999). Retrieved April 12, 2018, from

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