My Philosophy on Education

Author’s Note: This May, I’m teaching an immersive study abroad course in Guatemala at William & Mary. As part of my preparation, someone suggested I articulate my personal Educational Philosophy. Upon reflection, I realized this is a subject near to my heart, so I wanted to share an adapted version here. This is an emerging set of thoughts for me and I’ve been blessed by a number of talented, experienced educators in my friend/family circle. I’d welcome any guidance and wisdom ya’ll can lend.

As a society, education is our central tool for: fostering individual potential; constructing identity and worldview; and developing a sense of shared responsibility for society’s next generation of leaders. Immense responsibility for the success of this task lies with educators whose duty it is to challenge students and motivate them to push themselves within safe, inclusive learning environments. However, ultimately, learning is a task completed by the students themselves and is most effective in environments where students are active participants in their learning.

Education is best viewed as a guided, formative activity which, at its best, involves the whole mind, body, and soul in a holistic process of identification of oneself as part of a broader community of learners in pursuit of a larger goal.

Given this definition, a teacher’s central duty must be to challenge and motivate students to reach their individual and communal potential. I believe this is a task best achieved in small groups. Low student to teacher ratios allow for increased attention and opportunity for timely feedback — both critical to attainment of learning objectives. Moreover, small, focused learning environments afford greater flexibility for the kinds of creative, interactive, and immersive experiences which can have an outsized impact on student growth and development.

Within such small, immersive environments educators should focus on organizing their classrooms (wherever that classroom might be) in such a way to encourage students to take ownership of their learning experience. Moderated, student-led discussions which foster a culture of dialogue, inclusivity, and mutual respect for diverse perspectives strengthen the ability of students to internalize critical material and prepare them for the challenges of life beyond the classroom.

Many of these challenges will draw upon skills which are difficult to gain in the constrained, linear medium of the modern American classroom. Concepts of self-sufficiency, communal responsibility, and an authentic understanding of history and culture and geography are lessons best taught through guided, immersive experience.

For example, learning experiences which offer an inspiring introduction to nature or a different culture expand worldview and present unique opportunities for development of confidence, and critical thinking skills. Where possible, compounding such gains through the challenges and rigors of intentional residential life builds relational and leadership skills while re-emphasizing our role as members of an inter-related community. Such gains are not easily duplicated in the standard classroom, but are critical components to success at all levels of formative instruction.

In sum, education is at its best when it offers an experience which immerses students in challenging and inspirational material and experiences within motivating, inclusive environments. Where possible, providing students with such opportunities will improve outcomes. However, formal education in isolation is expressly limited in its transformative potential.

Formal education — regardless of how good — is no replacement for the formative, immersive, learning environment afforded by deep connection within and between healthy families and supportive communities.

If we are to effectively evaluate deficiencies in learning outcomes or character development or preparedness for life in the 21st century across our society, we must look to the factors which detract from, fragment, and isolate the healthy functioning of our families and their communities. Only to the extent that our system of education can support and reinforce such progress, can it remain a valuable tool for our growth in this journey, together.