Education Philosophy

My Educational philosophy is ambitious, innocently optimistic – a philosophy founded on the basis of empowering marginalized populations to thrive, engage, and discover unquantifiable value in education to the extent that social, political, and economical dimensions of society would equilibrate. There are a plethora of variables that explain why a significant portion of minorities in Western societies disproportionately find themselves amongst lower socio-economic segments of society with limited opportunity for upward social mobility. Despite the headwinds, education is the ‘ultimate equalizer’ and thus my engine and motivator. In a report to the Massachusetts Board of Educating, Horace Mann (n.d.), states:

Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men-the balance-wheel of the social machinery. It gives each man the independence and the means by which he can resist the selfishness of other men. It does better than to disarm the poor of their hostility toward the rich; it prevents being poor. The spread of education, by enlarging the cultivated class or caste will open a wider area over which the social feelings will expand, and, if this education should be universal and complete, it would do more than all things else to obliterate factitious distinctions in society.

Every word resonates with my purpose as an educator. Education was Horace Mann’s means to elevate the oppressed and diminished into productive members of society. Politically, I energetically advocate for educational change encompassing true universal education with an emphasis on marginalized populations; Judicially, I am calling for an honest conversation on how current laws and regulations punish minorities who are leeched of quality educational opportunities – whom are subjugated into deprived, undermined and segregated communities; Economically, not a redistribution of wealth, rather a fair and equal redistribution of educational capital, resources and universal access for all. The current education, political, judicial and social systems defame democracy, and promote elitism and aristocracy.

In light of the aforementioned perspectives, I view education as a personal duty, a civil responsibility that responds to socio-political, cultural, economical and spiritual needs of global citizens in the 21st century. My education and learning philosophy is axed on the notion that education is more than teaching — it’s the act of cultivating opportunity, freedom and equality for those who cherish it. Additionally, learning is more than a subjective holistic intellectual experience towards growth and development – it is the act of empowerment, self-realization and self-actualization. 

My education and learning perspectives are dynamic, continuously shaping and refining my philosophy as I journey through life’s learning experiences. The objectives of my vision are to evoke inspiration, promote free thinking, guide, develop and facilitate the paths of aspiring minds. The key to the implementation and accomplishment of the overall philosophy detailed herein is the active responsibility and accountability towards being a role model and living to make lasting change.

References

Mann, H. (n.d.). Tennessee Criminal Law Resources. HORACE MANN ON EDUCATION AND NATIONAL WELFARE 1848, hosted by TnCrimLaw. Retrieved July 5, 2014, from http://www.tncrimlaw.com/civil_bible/horace_mann.htm