Running Head: PERSONAL PHILOSOPHY OF TEACHING 3
West Coast University
Course: NURS 535 Principles of Teaching and Learning 201809FAIOL OL-3
Professor: Lisa Ghiloni
September 09th of 2018
I believe that learning occurs when the character of the whole person (the student) is addressed. My perspective is based on Martin Buber’s philosophy of education. In this context, the student learns when the teaching environment fosters communion rather than total freedom (Schilpp & Friedman., 1967). This means that the instructor’s educative forces meet the student’s released instinct in an environment that is characterized by mutual trust. I believe that the student utilizes the mutual trust to develop himself/herself. In my personal philosophy, I will focus on understanding the particular unique of each of my students by affirming their ability to develop themselves. My approach is not based on changing the students but allowing the right behaviors and attitudes to thrive in the most appropriate form.
My goals as an instructor are diverse. I purpose to maintain a dialogical relationship with the student. However, the teacher and the student will not act as equals. I also intend to guide and prepare my students to face every situation that life has to offer with courage and maturity. Thirdly, I seek to advance both individuation and community by educating for solidarity. This will teach my students the basics of preparing for a life in common. As an instructor, I also envision the characters of genuinity and integrity that are crucial for my profession. In this case, I’m focused on delivering my messages or teachings in the most appropriate form.
I anticipate the use of a number of strategies to accomplish my teaching goals. At first, whole person education will be advanced by guiding students to understand their positions and preparing them to confront various situations with courage and maturity. For example, a brainstorming technique will be used to help students identify their dominant positions in selected issues. In all the cases, I will insist that courage and maturity are adequate tools for confronting situations. Even when students encounter new challenging situations, I will make it clear that courage and maturity are fundamental in confronting them.
To educate for solidarity, I will use a strategy that brings together to groups with different points of view and advocating for a life based on the others’ points of view while not giving up one’s own view. In this context, I will emphasize that the most important thing is how one believes and not what one believes in. For example, a student who believes in the adoption of gendered schools will not only be allowed to support his view but also challenged to accept and live by the current state of affairs where boys and girls attend the same schools. This perspective promotes an open mind in order to explore different points of view and prepares students for a life in common (Internet Encyclopedia of Philosophy, n.d). On the other hand, I plan to develop my character in a structured process that follows the guidelines of a selected ethical hero. I will exercise my character in the classroom in a manner that generates trust from the students. .Thus my character will nourish trust to facilitate the teaching process
In conclusion, I believe that addressing the character of the whole person in the learning process requires the instructor to develop dialogue and gain the trust of students. At the end, the student should be able to handle all the situations, even the most challenging ones. The following paper identifies my personal goals as an instructor and the strategies that would be used to achieve them and foster the teaching process. I’m convinced that my character will play a major role in creating a favorable environment for trust and dialogue to thrive.
Internet Encyclopedia of Philosophy. (n.d). Martin Buber (1878—1965). Retrieved from https://www.iep.utm.edu/buber/
Schilpp, P., & Friedman., M. (1967). The Philosophy of Martin Buber (12th ed.). La Salle,: The Library of Living Philosophers