educ 100

Philosophy and Education

Idealism Realism Pragmatism Existentialism

Generator World Philosophies

Ideas are the only true reality, the only thing worth knowingFOCUS: MIND

Reality exist independent of human mind. World of physical objects is the ultimate realityFOCUS: BODY

Universe is dynamic, evolving. Purpose of thought is action. Truth is relative.FOCUS: EXPERIENCE

Reality is subjective, within the individual. Individual rather than external standardsFOCUS: FREEDOM

Originators Plato, Socrates AristotleAristotle Pierce, DeweyPierce, Dewey Sartre, Kierkegaard

Curricular Emphasis

Subject matter of the mind:Subject matter of the mind:LITERATURE, HISTORY, LITERATURE, HISTORY, PHILOSOPHY, RELIGIONPHILOSOPHY, RELIGION

Subject matter of the Subject matter of the physical world:physical world:SCIENCE, MATHSCIENCE, MATH

Subject matter of social Subject matter of social experience:experience:CREATION OF NEW CREATION OF NEW SOCIAL ORDERSOCIAL ORDER

Subject matter of personal Subject matter of personal choicechoice

Teaching method Teach for handling ideas, lecture, discussion

Teach for mastery of facts Teach for mastery of facts and basic skills, and basic skills, demonstration, recitationdemonstration, recitation

Problem solving, project Problem solving, project methodmethod

Individual as entity within Individual as entity within social contextsocial context

Character Development

Imitation, examples, heroesImitation, examples, heroes Training in rules and conduct

Making group decision in the light of consequences

Individual responsibility for decisions and preferences

RELATED EDUCATIONAL PHILOSOPHIES

PerennialismPerennialism Essentialism Progressivism Reconstructionism/ Critical Theory

Focus Teach ideas that are Teach ideas that are everlasting, seek enduring everlasting, seek enduring truths which are constanttruths which are constant

Teach the common core, “the basics” of information and skills needed for citizenship

Ideas should be tested by active experimentation, learning rooted in questions of learners in interaction with others, experience and student-centered

Critical pedagogy, analysis of world events, controversial issues and diversity to provide vision for better world and social change

Key proponents Hutchins, Maritain, Adler, Hutchins, Maritain, Adler, BloomBloom

Bagley, Bestor, Hirsch, Finn, Ravitch, Sizer

Dewey, Kilpatrick Counts, Habernas, Illich, Giroux, Freire





RELATED LEARNING THEORIES

Information Processing Behaviorism and Social Learning

Cognitivism/Constructivism

Humanism

The mind makes meaning The mind makes meaning through symbol-processing through symbol-processing structures of a fixed body of structures of a fixed body of knowledge. Describes how knowledge. Describes how information is received, information is received, processed, stored and processed, stored and retrieved from the mindretrieved from the mind

Behaviorism:Behaviorism:Behavior shaped by design Behavior shaped by design and determined by forces and determined by forces in the environment. in the environment. Learning counts as a result Learning counts as a result of reinforcing responses to of reinforcing responses to stimulistimuli

Social Learning:Social Learning:Learning by observing and Learning by observing and imitating othersimitating others

Learner actively constructs Learner actively constructs own understanding of own understanding of reality through interaction reality through interaction with the environment and with the environment and reflection on actionsreflection on actions

Personal freedom, choice, Personal freedom, choice, responsibility. responsibility. Achievement motivation Achievement motivation towards highest levels, towards highest levels, control of own destiny, control of own destiny, child-centered, interaction child-centered, interaction with otherswith others

Key proponents Gagne, Sternberg, Anderson Pavlov, Watson, Skinner, Pavlov, Watson, Skinner, Thorndike, BanduraThorndike, Bandura

Piaget, Bruner, VygotskyPiaget, Bruner, Vygotsky Rosseau, maslow, Rosseau, maslow, Rogers, Combs, MayRogers, Combs, May

TRADITIONAL CONTEMPORARY





Direction in time Preserving the past Growth, reconstruct present, change society, shape future

Educational value Fixed, absolute, objective Changeable, subjective, relative

Educational process Teaching-centered Focuses on active self-learning

Intellectual Focus Train, discipline the mind Engage in problem-solving, social tasks

Subject matter For its own self importance All have similar value

Curriculum 3 Rs 3rs, arts, sciences, vocational

Learning Cognitive learning, disciplines Exploratory, discovery

Grouping homogeneous Heterogeneous, culturally diverse

Teacher Disseminates, lectures, dominates instruction Facilitates, coaches, change agent

Student Receptacle, receives knowledge, passive Engages, discoverer, constructs knowledge

Social Direction, control, restraint individualism

Citizenship Cognitive, personal development Personal, social development

Freedom and Democracy

Conformity, compliance with authority, knowledge and discipline

Creativeness, self-actualization, direct expereince

Excellence vs. Equality

Excellence in education, academic, rewards and jobs based on merit

Equality of education, equal change to disadvantaged

Society Group values, acceptance of norms, cooperative and conforming behavior

Individual growth, individual ability, importance of individual

Aspect Naturalism Idealism Realism

Philosophers ThalesAnaximanderAnaximanes

SocratesPlato

Aristotle

Advocates J.J. RousseauJohn LockeMontaigne

Immanuel KantImmanuel KantGeorg Wilhelm Friedrich HegelGeorg Wilhelm Friedrich Hegel

St. Thomas AquinasSt. Thomas AquinasJonathan HerbertJonathan HerbertJohn LockeJohn LockeJ.J. RousseauMortimer Jerome Adler

Philosophy Philosophy of scientificlaws, natural goodness ofman, truth in nature,

Philosophy that ideas are theonly truth worth knowing for;introspection and intuition, useof logic

Philosophy of actualities of life; physical objects independent of the human mind; objective existence, knowability of objects as they are;

Educational views same education for all, education in accordance with human dev’t andgrowth, child at the center of the Educational process, prepares child toexperience life as it is, aims to unfold child’s potential

Development and enhancement of the child’s mind, discover full potential of the child and cultivate it to prepare him to serve society

study reality through organized, study reality through organized, separate and systematically arranged separate and systematically arranged matter matter

Emphasis Philosophy, literature, religion, history Science, Math

Teaching methods Lecture, discussion, Socratic dialogue

Recitation, experimentation, demonstration

Character development Emulation of examples and heroes Training in the rules of conduct

Aspect Existentialism Essentialism

Philosophers

Advocates Soren KierkegaardJean Paul SartreMrtin Buber

William BagleyWilliam BagleyJames KoenerJames KoenerH.G. RickoverH.G. RickoverPaul CoppermanPaul Copperman

Philosophy Philosophy of subjectivity; that Philosophy of subjectivity; that existence precedes essence; existence precedes essence; Awareness about the freedom of Awareness about the freedom of choice and the meaning and choice and the meaning and responsibilities for one’s choice;responsibilities for one’s choice;

Rooted in IDEALISM AND REALISM, Philosophy that essence precedes existence; back to basics approach to education; master

essential skill and knowledge Educational views Subject matter is a personal choice

Learning is based on the willingness of the student to choose and give meaning to the subject; students should not be treated as objects to be measured or standardized

Schooling should be practical and Schooling should be practical and should prepare students to become should prepare students to become competent and valuable members competent and valuable members of society, stresses values of hard of society, stresses values of hard work, perseverance, discipline and work, perseverance, discipline and respect to authorities by students, respect to authorities by students, students should be taught logically students should be taught logically and systematically – grasping not and systematically – grasping not just the parts but the whole just the parts but the whole SUBJECT-ORIENTED SUBJECT-ORIENTED CURRICULUMCURRICULUM

Emphasis emphasis on the student rather than the curriculum

Geography, grammar, reading, writing, speaking, history, mathematics, art, hygiene

Teaching methods Gives opportunities for the students Gives opportunities for the students for self-actualization and self-for self-actualization and self-directiondirection

Regular assignments, drills, recitation, frequent testing and evaluation

Character development Responsibility of an individual in Responsibility of an individual in making a decisionmaking a decision

Aspect Essentialism Perennialism Progressivism

Philosophers Jean Piaget

Advocates William BagleyWilliam BagleyJames KoenerJames KoenerH.G. RickoverH.G. RickoverPaul CoppermanPaul Copperman

Robert HutchinsMortimer AdlerAllan Bloom

John DeweyJerome BrunerJerome Bruner

Philosophy Rooted in IDEALISM AND REALISM, AGAINST PROGRESSIVISM, Philosophy that essence preceded existence; back to basics approach to education; master essential skill

and knowledge

Influenced by REALISM, eternal, Influenced by REALISM, eternal, ageless, everlasting, unchanging ageless, everlasting, unchanging truths, truth is universal and does truths, truth is universal and does not depend on circumstances of not depend on circumstances of place, time and personplace, time and person

PRAGMATISM + EXPERIMENTALISM;AGAINST ESSENTIALISM AND PERENNIALISM, Philosophy emphasizing change and growth; active experimentation; learner thinks, solves and gives meaning through his individual experiences; Aim is to develop human potential,Goal is to promote self-Actualization, objective is to apply problem-solving in daily life, CHILD-CENTERED CURRICULUM

Educational views Schooling should be practical and Schooling should be practical and should prepare students to become should prepare students to become competent and valuable members of competent and valuable members of society, stresses values of hard work, society, stresses values of hard work, perseverance, discipline and respect perseverance, discipline and respect to authorities by students, students to authorities by students, students should be taught logically and should be taught logically and systematically – grasping not just the systematically – grasping not just the parts but the wholeparts but the whole

Education of the rational personPast ideas are still taught because they are significant; curriculum must be based on recurrent themes of human life for it views education as a recurring process based on eternal truths

Focuses on the child as a whole Focuses on the child as a whole rather than of the content or the rather than of the content or the teacher, curriculum content comes teacher, curriculum content comes from the interests of the studentsfrom the interests of the students

Emphasis Geography, grammar, reading, writing, speaking, history, mathematics, art, hygiene

History, math, language, logic, History, math, language, logic, literature, humanities, scienceliterature, humanities, science

Active experimentation to validate ideas

Teaching methods Regular assignments, drills, recitation, frequent testing and evaluation

Discussions, interactions, group dynamics

Essentialism Perennialism Progressivism

1. intellectual first, morals second1. intellectual first, morals second2. academically rigorous, for both 2. academically rigorous, for both slow and fast learners. slow and fast learners. 3. more core requirements, a longer 3. more core requirements, a longer school day, a longer academic year, school day, a longer academic year, and and more challenging textbooks. more challenging textbooks. 4. classrooms should be oriented 4. classrooms should be oriented around the teacher, who ideally around the teacher, who ideally serves as an intellectual and moral serves as an intellectual and moral role model for the students. role model for the students. 5. focus heavily on achievement test 5. focus heavily on achievement test scores as a means of evaluating scores as a means of evaluating progressprogress6. students are taught to be 6. students are taught to be "culturally literate," that is, to "culturally literate," that is, to possess a working knowledge about possess a working knowledge about the people, events, ideas, and the people, events, ideas, and institutions that have shaped institutions that have shaped society. society. 7. hope that when students leave 7. hope that when students leave school, they will possess not only school, they will possess not only basic skills basic skills and an extensive body of and an extensive body of knowledge, but also disciplined, knowledge, but also disciplined, practical minds, practical minds, capable of applying schoolhouse capable of applying schoolhouse lessons in the real world.lessons in the real world.

1. when students are immersed in the study of those profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals.

2. intellectual first, morals second

3. teacher-centered

4. universal curriculum based on the view that all human beings possess the same essential nature:

5. urge schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students.

1. respect for individuality

2. high regard for science

3. receptivity to change

4. education is a reconstruction of experience, an opportunity to apply previous experiences in new ways.

5. center the curriculum around the experiences, interests, and abilities of students.

6. the home, workplace, and schoolhouse blend together to generate a continuous, fulfilling learning experience in life

Existentialism Behaviorsim

1. We are born and exist, and then we ourselves freely determine our essence

2. there exists no universal form of human nature; each of us has the free will to develop as we see fit

3. help the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.

4. teacher's role is to help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way

5. Education of the whole person

6. focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.

1. the only reality is the physical world that we discern through careful, scientific observation. People and other animals are seen as complex combinations of matter that act only in response to internally or externally generated physical stimuli.

2. Human nature, according to behaviorism, is neither good nor bad, but merely the product of one's environment.

Aspect Humanism Nationalism Behaviorism

Philosophers Ivan Pavlov

Advocates Da FeltreDa FeltreErasmusErasmusPestalozziPestalozzi

Jonathan HerbartJohan Heinrich Pestalozzi

John WatsonB.F. SkinnerB.F. Skinner

Philosophy Philosophy that education is a process; aims to develop human potential; goal is to promote self-actualization; objective is to apply problem-solving in daily life

Aims for the preservation and Aims for the preservation and glorification of the state, glorification of the state, development of loyalty, patriotism, development of loyalty, patriotism, national feeling and responsible national feeling and responsible citizenshipcitizenship

Human beings are shaped by their Human beings are shaped by their environment; the only reality is the environment; the only reality is the physical world; man is a product of physical world; man is a product of his environment; needs directed his environment; needs directed instruction instruction

Educational views Education is a process and should Education is a process and should not be taken abruptly; the unfolding not be taken abruptly; the unfolding of human character proceeded with of human character proceeded with the unfolding of nature, the learner the unfolding of nature, the learner should be in control of his destiny, should be in control of his destiny, importance of playingimportance of playing

Creation of a common language, stresses on the teaching of the principles of democracy and duties of citizenship

Emphasis Literary appreciation, physical education, social training in manners and development, theme writing

Grammar, geography, historyGrammar, geography, history

Teaching methods Physical exercises, play activitiesPhysical exercises, play activities

Aspect Constructivism Reconstructivism

Philosophers

Advocates Theordore BrameldTheordore BrameldGeorge countsGeorge countsPaulo FreirePaulo Freire

Philosophy Philosophy that individual constructs reality by Philosophy that individual constructs reality by reflecting on his own experience and giving reflecting on his own experience and giving meaning to it; adjust one’s thinking with new meaning to it; adjust one’s thinking with new experience experience

Awaken student’s consciousness to social problems; aim is to bring the world into the classroom; aim is to improve society; goal is to acquire skills and knowledge for change; objective is to apply knowledge and skills to change society

Educational views Schools should originate policies and progress Schools should originate policies and progress that will bring social reforms and order,that will bring social reforms and order,Teachers should be instruments to encourage Teachers should be instruments to encourage and lead students in the program of social and lead students in the program of social reforms, classroom serves as laboratory in reforms, classroom serves as laboratory in experimenting school practices – “bringing the experimenting school practices – “bringing the world” into the classroom, DE-SCHOOLINGworld” into the classroom, DE-SCHOOLING

Emphasis Students experiencing and taking actions on real problems

Teaching methods Problem-oriented type, group discussions, inquiry, dialogues, interactions, community-based learning

Aspect Scholasticism Pragmatism Behaviorism

Philosophers St. Thomas Aquinas Charles Sanders Pierce Ivan Pavlov

Advocates John MiltonJohn Milton John DeweyWilliam JamesWilliam Heard Kilpatrick

John WatsonB.F. SkinnerB.F. Skinner

Philosophy primarily concerned with uncovering primarily concerned with uncovering transcendental truths that would lead transcendental truths that would lead a person back to God through a life a person back to God through a life of moral and religious choice of moral and religious choice

the truth of an idea needed to be the truth of an idea needed to be

tested to prove its validitytested to prove its validity Human beings are shaped by their Human beings are shaped by their environment; the only reality is the environment; the only reality is the physical world; man is a product of physical world; man is a product of his environment; needs directed his environment; needs directed instruction instruction

Educational views Support Church doctrines by rational Support Church doctrines by rational arguments; education as an arguments; education as an intellectual disciplineintellectual discipline

role of a teacher should be that of a "guide" as opposed to an authoritarian figure. Kilpatrick believed that children should direct their own learning according to their interests and should be allowed to explore their environment, experiencing their learning through the natural senses

Emphasis Debates Grammar, geography, historyGrammar, geography, history

Teaching methods Physical exercises, play activitiesPhysical exercises, play activities

Aspect Pragmatism Experimentalism Progressivism

Philosophers John Dewey

Advocates Charles Sanders PierceCharles Sanders PierceJohn DeweyJohn DeweyWilliam JamesWilliam James

Philosophy Philosophy that what is experienced and observed and useful is true; functionality, practicality; thoughts must produce action; application of learning

Philosophy that reliable form of Philosophy that reliable form of knowledge is through knowledge is through experimentation (a form of experimentation (a form of Empiricism); Empiricism);

PRAGMATISM + EXPERIMENTALISM;AGAINST ESSENTIALISM AND PERENNIALISM, Philosophy emphasizing change and growth; active experimentation; learner thinks, solves and gives meaning through his individual experiences; Aim is to develop human potential,Goal is to promote self-Actualization, objective is to apply problem-solving in daily life -

Educational views Involves students to work in groupsInvolves students to work in groups Focuses on the child as a whole Focuses on the child as a whole rather than of the content or the rather than of the content or the teacher, curriculum content comes teacher, curriculum content comes from the interests of the studentsfrom the interests of the students

Emphasis Application of what have been learned rather than the transfer of knowledge

Integrated curriculumIntegrated curriculum Active experimentation to validate ideas

Teaching methods Experimentation, project making, problem solving

Discussions, interactions, group dynamics

Other philosophies Confucianism - Philosophy of human heartedness (jen) and

righteousness (yi); rounded men useful to the state and society; humanistic, virtues, human values; character and knowledge are produced through proper education

Empiricism - Source of knowledge is sense-based experience Epicurianism - Philosophy that pleasure consists of simple and

moderate life. Hedonism- Philosophy that pleasure is good for the person, avoidance

of pain Objectivism - Knowledge has a separate, real existence of its own

outside the human mind; learning happens when this knowledge is transmitted to people and stored in their minds

Rationalism- Philosophy that the source of knowledge is the mind independent of the senses; formal discipline, formation of character

Reconceptualism – aims to develop total personality; goal is to promote self-knowledge; objective is to allow self-expression

Taoism- Principle of Spontaneity; naturality; Preserve life and avoid harm and danger; practicing enlightenment; doing less, not overdoing things

Utilitarianism- Philosophy that actions are geared towards the greatest amount of happiness that one can achieve

Aspect Behaviourist Cognitivist Humanist Social and situational

Learning theorists Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner

Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne

Maslow, Rogers Bandura, Lave, Wenger, Salomon

View of the learning process

Change in behaviour Internal mental process (including insight, information processing, memory, perception)

A personal act to fulfil potential

Interaction/ observation in social contexts; movement from the periphery to the centre of a community of practice

Locus of learning Stimuli in external environment

Internal cognitive structuring

Affective and cognitive needs

Learning is in relationship between people and environment.

Purpose in education Produce behavioural change in desired direction

Develop capacity and skills to learn better

Become self-actualised, autonomous

Full participation in communities of practice and utilisation of resources

Educator's role Arranges environment to elicit desired response

Structures content of learning activity

Facilitates development of the whole person

Works to establish communities of practice in which conversation and participation can occur

Manifestations in adult learning

Behavioural objectives Competency-based education Skill development and training

Cognitive development Intelligence, learning and memory as function of age Learning how to learn

Andragogy Self-directed learning

Socialisation Social participation Associationalism Conversation

The true value of an education is in providing a wisdom to each and every student to make a good life than merely making a living out of the acquired knowledge from the school.

- Anuj Somany

The goal of education is to replace an empty mind with an open mind.

- Unknown

What is a teacher? I’ll tell you: not someone who teaches something but someone who inspire students to give of their best in order to discover what they already know.

- Paulo Coelho

Education teaches the basics of knowledge while learning develops their understanding and use.

- Tasneem Hameed

Educators don’t necessarily have to teach. Instead, they can provide an environment and resources that tease out your natural ability to learn on your own.

- Suman Rai

The journey of our lives is not just about the destinations we have reached. Our wisdom, education and personal growth come from the people we meet, the paths we choose to follows and the lessons we have learned along the way.

- Unkown

Organizational IdentityOrganizational Identity-What makes your school unique What makes your school unique

from all other schoolsfrom all other schools

Organizational Identity = Purpose + PhilosophyOrganizational Identity = Purpose + Philosophy

fundamental reason why the organization exists

PurposePurpose

answer to the question “Why is the work you do important?”

•Is it a contribution to society — not a product or service?•Does it answer the question — Why is this work important?•Is it inspirational and motivational?•Does it use powerful words?•Is it brief in length so employees will remember it?•Is it broad in scope to allow for future opportunities and change?

The Six Criteria for a Purpose Statement

Bank We help people achieve their dreams

Beverage Company We benefit and refresh

Bread Company We nourish life

Communications Company

We enhance image

Entertainment Company We make people happy

Food Company We nurture health and well- being

Internet Company We connect people to power and possibilities

Medical Group We preserve and improve human life

Non- profit Organization We reduce poverty

directs behavior across the organization

PhilosophyPhilosophy

answer to the question ““how” employees do their work?

•Is it a prime value?•Does it guide “how” we do our work?•Is it a source of our distinction?•Is it derived from our founder/ leader or the ideals that drove the organization’s creation?•If changed, would that alter the character of the organization?

The Five Philosophy Criteria

IdentityIdentity

basis for all aspects of the organization’s endeavors

•Together, the Purpose and the Philosophy constitute Organizational Identity.•Organizational Identity is the enduring essence of an organization.•The organization’s identity is the unique product of its history — not something that can be copied from others. It must be authentic.•Organizational Identity serves as the anchor that grounds an organization and the filter through which it screens its actions.•Any change to the Purpose or the Philosophy can have a major impact on the organization and its employees.

Key Points about Organizational Identity

Organizational Identity of ACN

VISION:•To be the leading Catholic institution in the province developing values, skills and talents through holistic formation

“Reshaping the world with love and joy”

PURPOSEPHILOSOPHY

What makes you unique What makes you unique from all other teachers?from all other teachers?

LIVING UP TO YOUR LIVING UP TO YOUR GOD-ORDAINEDGOD-ORDAINED

•BeliefsBeliefs•PurposePurpose

•PhilosophyPhilosophy

IDENTITY = Beliefs+Purpose+PhilosophyIDENTITY = Beliefs+Purpose+Philosophy

PERSONAL BELIEFSPERSONAL BELIEFS

Power of Perceived Beliefs:Power of Perceived Beliefs:

- What you can or cannot do, what you - What you can or cannot do, what you consider as possible or impossible is consider as possible or impossible is not a function of your true capability but not a function of your true capability but a function of your beliefs about who a function of your beliefs about who you areyou are

PERSONAL BELIEFSPERSONAL BELIEFS-is limited only by your interpretation of is limited only by your interpretation of your experienceyour experience-nothing but the decisions you’ve made nothing but the decisions you’ve made about who you are, what you’ve decided about who you are, what you’ve decided to fuse yourself withto fuse yourself with-you become the labels you give you become the labels you give yourselfyourself-you will act consistently with your views you will act consistently with your views of who you truly are whether that view is of who you truly are whether that view is accurate or notaccurate or not

Write down 1 disempowering belief you Write down 1 disempowering belief you heard of an educator that you also agree heard of an educator that you also agree

with:with:

A (public school) teacher is___________ A (public school) teacher is___________ Because of the following reasons: Because of the following reasons: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________


Question these disempowering beliefs:Question these disempowering beliefs:-they are the reasons for many of your they are the reasons for many of your problemsproblems-you are missing opportunities for growth you are missing opportunities for growth because of these negative beliefs because of these negative beliefs because YOU ACT ACCORDING TO because YOU ACT ACCORDING TO THESE BELIEFSTHESE BELIEFS


-Forget the way your past defined you -Forget the way your past defined you (disempowering belief) because the (disempowering belief) because the past does not define your future. past does not define your future. -These negative beliefs are based on -These negative beliefs are based on negative experiences but why focus on negative experiences but why focus on them? Are there no other positive them? Are there no other positive experiences that will contradict the experiences that will contradict the negative beliefs?negative beliefs?


-God has given you the incredible -God has given you the incredible power to redefine yourself not by power to redefine yourself not by waiting for the future to be who you waiting for the future to be who you want to be but be that person now!want to be but be that person now!-As you develop new beliefs about who -As you develop new beliefs about who you are, your behavior will change to you are, your behavior will change to support the new identitysupport the new identity

Write the opposite of the disempowering belief:Write the opposite of the disempowering belief:

An educator is _______________An educator is _______________

What kind of educator do you want to be in the future:What kind of educator do you want to be in the future:

I want to be a___________________I want to be a___________________

Redefine the negative label of an educator nowRedefine the negative label of an educator now

I want to be a______________I want to be a______________

PERSONAL PURPOSEPERSONAL PURPOSE

God has a destiny for you as educator.God has a destiny for you as educator.

This destiny contains a sacred mission. This destiny contains a sacred mission. God is a God of purpose – and God is a God of purpose – and everything He created has a specific everything He created has a specific design built in. You have a specific design built in. You have a specific purpose to fulfill as teacher. Every purpose to fulfill as teacher. Every purpose of God is a great purpose purpose of God is a great purpose because that’s who God is.because that’s who God is.

PERSONAL PURPOSEPERSONAL PURPOSE

There is very little else in the world that There is very little else in the world that is more joyful, more deep, more is more joyful, more deep, more powerful, more profound, more life-powerful, more profound, more life-changing than your sacred mission changing than your sacred mission made clear to you. When you discover, made clear to you. When you discover, clarify and own your mission – clarify and own your mission – something happens to you. At once you something happens to you. At once you feel a sense of self-worth.feel a sense of self-worth.

What on earth am I here for?What on earth am I here for?

““I am on planet earth for a reason and if I am on planet earth for a reason and if God gave me that purpose, He really God gave me that purpose, He really must be convinced that I can fulfill it.must be convinced that I can fulfill it.

God has called you into being for a profound purpose. There is

something unique about you that made you necessary in God’s plan.

Somewhere in the vast design of the universe, there is a spot into

which only you will fit. At some point in your life, there is a task waiting

which no one else can perform quite as well as you… - Leo Trese

KNOWING YOUR PURPOSEKNOWING YOUR PURPOSE

•Know your potentials.Know your potentials.(what you can actually do as a teacher)(what you can actually do as a teacher)

•Know your passion.Know your passion.(what you love to do as a teacher)(what you love to do as a teacher)

•Know your partners.Know your partners.(with whom or in what organization (with whom or in what organization

would you like to fulfill your purpose) would you like to fulfill your purpose)

DISCOVER YOUR DISCOVER YOUR SACRED MISSION IN LIFESACRED MISSION IN LIFE

1.1.What things do you do that What things do you do that excites you the most? Or you excites you the most? Or you enjoy the most?enjoy the most?2.2.What things do you do that has What things do you do that has the greatest impact on people?the greatest impact on people?3.3.What things do you that you see What things do you that you see God’s anointing or blessing most?God’s anointing or blessing most?4.4.What would you want to do for What would you want to do for others before you die?others before you die?

WRITING YOUR MISSION WRITING YOUR MISSION STATEMENTSTATEMENT

1.1.Should be no more than a single Should be no more than a single sentence longsentence long2.2.Should be inspiring, exciting and Should be inspiring, exciting and engagingengaging3.3.Should cover both work and Should cover both work and personal lifepersonal life4.4.Should be clear, easily understood Should be clear, easily understood by a 12-year oldby a 12-year old5.5.Can be recited by memory at Can be recited by memory at gunpointgunpoint

EXAMPLESEXAMPLES1.1.My mission in life is to share a full My mission in life is to share a full life with others especially to the life with others especially to the young through education.young through education.2.2.My mission is to recognize, My mission is to recognize, promote and inspire children to see promote and inspire children to see the face of God in me, in the face of God in me, in themselves and in others.themselves and in others.3.3.My mission is to create, nurture My mission is to create, nurture and maintain an environment of and maintain an environment of growth for the students entrusted to growth for the students entrusted to my care.my care.

MY MISSION STATEMENTMY MISSION STATEMENT

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEN DREAMS THAT WILL TEN DREAMS THAT WILL FULFILL MY MISSIONFULFILL MY MISSION

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________

PERSONAL PHILOSOPHYPERSONAL PHILOSOPHY

-will guide your decisions and actions -will guide your decisions and actions as a teacher and will shape your as a teacher and will shape your purpose/destiny.purpose/destiny.


Unchanging:Unchanging:-Just like laws of gravity, they cannot Just like laws of gravity, they cannot be repealed, they are absolute and be repealed, they are absolute and should be consistently livedshould be consistently lived

Internal:Internal:-Written in your heart and should act as -Written in your heart and should act as your internal compass or you’ll get lostyour internal compass or you’ll get lost


Let’s do heart-knowledge:Let’s do heart-knowledge:

1. Search the depths of your heart. Imagine 1. Search the depths of your heart. Imagine that you are near at the end of your life and that you are near at the end of your life and at your deathbed, you are surrounded by the at your deathbed, you are surrounded by the people you love. What top ten values would people you love. What top ten values would you want to be remembered by? What you want to be remembered by? What values would you have wished guided your values would you have wished guided your every decision, thought, word and deed every decision, thought, word and deed throughout your entire life?throughout your entire life?

TOP TEN VALUES THAT WILL GUIDE TOP TEN VALUES THAT WILL GUIDE MY LIFEMY LIFE

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________


Let’s do heart-knowledge:Let’s do heart-knowledge:

2. Consider the challenges being faced by 2. Consider the challenges being faced by you as educators at this present time, which you as educators at this present time, which of the ten values you have identified would of the ten values you have identified would be most important to you?be most important to you?3. Select the first to third value to be 3. Select the first to third value to be incorporated in your mission and will incorporated in your mission and will become your unique identity as educatorbecome your unique identity as educator

PERSONAL IDENTITYPERSONAL IDENTITY

BELIEFBELIEF PURPOSEPURPOSE

““I feel blessed by God I feel blessed by God and would want and would want share my blessings by nurturing the share my blessings by nurturing the holistic growth of my students holistic growth of my students with with

integrity, commitment and tenderness.”integrity, commitment and tenderness.”

PHILOSOPHYPHILOSOPHY

Documents

educ 100