Educational Philosophy: Guiding Students in their Life ... · EDUCATIONAL PHILOSOPHY 3 Introduction Webster's dictionary defines philosophy as: the general laws that furnish the rational

Running head: EDUCATIONAL PHILOSOPHY 1

Educational Philosophy: Guiding Students in their Life with God, Self, and Country

Michael E. Markgraf

L26991096

Foundations of Education

EDUC 604 - D03

Dr. James Fyock

Liberty University

EDUCATIONAL PHILOSOPHY 2

Abstract

The overall philosophical perspective that I have is not something that has been, or could

have been, derived as a result of a single circumstance or experience. Rather, it is a compilation

of the many experiences over 50 years of living. Experiences from: being my wife’s friend and

having a friend in my wife; being a parent, grandparent and a son; being an educator and being a

student; being a professional manager and supervisor and being a subordinate; being a leader and

being a follower; being a Mentor and being a protégé. The roles in life and the experiences

within those roles developed me and the way I perceive the world and every aspect of my

interactivity with that world. This paper will attempt to express just one of the aspects of my life

and the way I see that aspect; to expound on my educational philosophy. This philosophy not

only includes aspects of theistic realism and St. Thomas Aquinas’ five assertions, it also goes

beyond to include a nationalistic point of view.


Introduction

Webster's dictionary defines philosophy as: the general laws that furnish the rational

explanation of anything. In this case, the word "anything" is defined as education. The purpose

of education has many responsibilities with associated outcomes. As a citizen of the United

States and an educator, who has a devotion to God and country, I can be described as a Christian

Nationalist. It is from this perspective where my educational philosophy is derived. I believe

that the concept of education should support three distinct outcomes: (1) To provide a

foundation to open the door for the pupil to develop their devotion to God through Jesus Christ;

(2) The development of self and the various characteristics of self that supports their devotion to

God and country; and (3) To guide pupils to the enlightenment of knowing and understanding

what their gifts are, how those gifts relate to the betterment of the American culture, and how to

use and apply those gifts in support of the American culture. From this view I am in line with

Benjamin Franklin’s utilitarian (Gutek, 1995, p.178) [JF1]view of curriculum. Considering

Aquinas’ second assertion (Gutek, 1995, p.110), God must be the central point in all educational

goals, activities, and focus. Educators must exemplify a “Christian Mind” (Graham, 2009,

p.120) when conducting every aspect of their roles and responsibilities. All educational topics

can provide these three outcomes if God is in control and is free to touch the hearts and minds of

the pupil.

Throughout world history, many cultures, people, and events have shaped the institution

of education. The Old Testament has many references covering education and it’s significance.

The early Greeks Greek philosophers, such as Socrates, Plato, and Aristotle, had much to say

about education (Gutek, 1995). Through the years of the Roman Empire, the Medieval days, the

Renaissance and Reformation periods, education was invasively affected by the various people


that were contemporary for those eras. Generally, the intent of education was based on the given

worldview of the time (Gutek, 1995). Depending on what the important thing or characteristic

was of the time greatly influenced the degree of God's influence in education. Given today’s

dynamic period of technology, political, and secular self-awareness, the role of God has taken

additional and serious hits adversely impacting His role in country and personal life, not to

mention education. I think it’s time to get back to the basics and properly use the things God has

given His creation. The main gift that needs remedy is using our intellect to serve God and each

other.

Worldview and Philosophy of Life

Everything that man is able to experience with the senses are the result of God's creation

and wisdom. There were those in the past, such as Rousseau and Pestalozzi, who greatly

integrated the idea of using the senses as part of education (Gutek, 1995). The concern that I had

with their concepts was how they disregarded God as the central point. As part of this creation,

God gave man the special authority to be over and above all of His creation (Genesis 1:26). This

authority comes with benefits, but more importantly, comes with responsibilities. This

responsibility requires man to be mindful of how their his decisions affect God's creation. This

includes how we impact the physical environment, the biological environment, each other, and

our relationship to God. John Dewey derived that all human associations are educative (Gutek,

1995, p. 484) [JF2]and as a result of this, educators are to be more mature in order to effectively

deliver education to the less mature. Contextually, I agree, but with the additional condition that

God be the source of that maturity so a positive impact with others results.

The reality of God’s creation goes beyond what we can experience. Aristotle’s concept

of realism (Gutek, 1995, p.48) has been supported throughout history, particularly in the last 75


years with the advent of microscopes, atomic theory and other such scientific advances. Thomas

Aquinas’ theistic realism (Gutek, 1995, p.110) defines my view that goes beyond the material

and to the spiritual. Pupils, either through self exploration or tutored by an educator, will learn

the realities of God’s creation. The significance of this reiterates how important it is to mimic

medieval scholasticism (Gutek, 1995, p. 106) of including God in the curriculum. Helping the

revelation of God’s creation with the influence of God to the pupil is crucial in their relationship

with God in latter years.

The impact that the role of education has in God's world is significant. Throughout the

Old and New Testaments there are 361 individual references with the word "teach,"; 13 of those

specify the teaching of children. God understands the significance of education and has an

expectation how man, in his role and responsibility, should conduct education based on his value

system. Here again, to develop our relationship with God, through knowledge and experience,

that education can do for their pupils.[JF3]

Philosophy of Schools and Learning

Schools are formal or informal institutions where the direct or indirect education process

is to take place. Learning is the outcome that results from the experience of the interactions the

student has with the educational process. It is hoped that the learning is consistent with the

expected outcomes. Regardless of the interaction, positive or negative, learning will result. This

tremendous responsibility mandates that the school ensure that there is a positive learning

environment, lesson delivery, and conduct. If the Christian doctrine is a fundamental part of the

school, not just in words, but in actions, then the school will be in a great position to fulfill their

duties and responsibility. Gutek (1995) explained that, at various times in world history the

“track system” was discussed, such as what the Renaissance and its focus on upper and lower


classe[JF4]s (pg #). [JF5]I have varying views regarding this concept. Helping all pupils learn and

appreciate what their God given talents are is vital. However, regardless of what God’s gifts are,

the educational system should be standard for all pupils for all talents. Any divergent process

should not occur until after High School graduation. It here where the various “tracks” in God’s

plan be pursued.[JF6]

Learning is the natural outcome of experience that has responsibilities for both the school

and the pupil. The schools responsibility is ensure that they do everything they can to provide a

learning environment and appropriate lessons. If God is integral in the schools school’s

philosophy, then God should be included in the character of the lessons, the schools school’s

personnel, and the environment. The pupil has the responsibility to make choices of accepting

the challenges and developing their character to successfully overcome those challenges.

Through proper and responsible guidance and God’s presence, the pupil will be able to value

how to develop moral character. Consistent with Plato’s desire for rulers to have moral

excellence (Gutek, 1995). [JF7]If the schools do what they are supposed to do, then the pupil

owns their own outcome.

In order to support my view of Nationalism, schools need to be progressive so as to keep

up with technology and other critical world advances. In these terms I am in line with what

Francois Guizot in suggested that civilizations are fluid and continually changing (Gutek, 1995).

Education needs to help subsequent generations, working work within God’s gifts, not just to

keep up, but to be the leader in the world.

Educational Practice

Putting God first in the classroom starts with inviting Him at the start of the day.

Whether the school institution is of a secular or Christian nature, privately beginning the day in


prayer at the start of the day can be done. Knowing that God can be included without violating

any laws provides reassurance and increases courage to do it. If there is an educational context

attributing the topic to God and the Bible, then it is perfectly within the law to discuss God and

the Bible in the lesson (Buehrer, 2015). God is the creator of all things; , thus it is logical to say

that God can be found in all schools school subjects.

I was not a successful student through high school and accept responsibility.

Understanding what I know today regarding educational psychology, I can't help but attribute my

experience to my social development. From this, I consider it crucial to recognize the pupil as an

individual with unique characteristics. Lesson and objective development needs to consider the

pupil. As early as Aristotle, various people throughout education history recognized, to varying

degrees, the importance of age appropriate lessons (Gutek, 1995). More contemporary

individuals, such as Piaget and Erikson, have scientifically validated the importance of

understanding cognitive and psychosocial development (Slavin, 2015). Stimulating the pupils

pupil’s motivation with interest via challenging, but appropriate, lessons is important. Having a

fluid classroom that allows for modifications that accommodate the pupils needs helps to support

the goal of including all pupils.

Regardless of the developmental level of the pupil, incorporating the love that God has

for the little children can always take place. This concept is also applicable to the various

cognitive ability and how a pupil is culturally defined[JF8]. Each pupil has been given special

talents that God will define in the hearts of each person. For this purpose, the priest educator

provides an educational environment that fosters opportunity for God to speak to the hearts of

their pupils (Van Brummelen, 2009). If the school and educators practice the Christian view of

education, God will bless the effort.


Teacher-Learner Relationships

As in any relationship there are specific ethical and moral duties, as well as boundaries

inherent for both parties. Additionally, there are specific roles and responsibilities associated

with both roles. The educator has a duty to be competent in their subject and provide their best

effort with the best of intentions associated with that duty. The student has a duty to apply

themselves to the best of their ability to overcome adverity [JF9]and successfully attain the

outcomes expected. The educator, in the role of a King, having authority, is in a very strong

position to make positive or negative impacts (Graham, 2009). Educators also have much more

wisdom regarding life and subject to where they can effectively mentor pupils. This relationship

allows the educator to ,not only help the pupil learn the subject, they can help the pupil

understand the gifts God gave them. Ultimately, to provide guidance in ways to explore those

gifts and ideas in how to use them.[JF10]

Both roles have a duty to honor what God has provided them. Educators have the gift of

teaching. The Christian educator provides instruction to help their the pupil realize their his or

her full potential for God's service. To this end, the educational outcome is more than just

mastering the subjects taught. Another outcome is the moral character to pursue with honor,

intrinsic drive to fulfill and overcome adversity, and a vision to see God's plan for their lives.

Here again, teachers have the opportunity to fulfill their responsibility to of being mindful of an

that aspect of God's creation. Consistent with Aquinas’ fourth assertion (Gutek, 1995, p.110) of

free will, educators are not responsible for the pupils pupil’s choices and resulting consequences

of those choices. However, educators are responsible for ensuring they perform their duties as

God would have them do. Educators need to be humble in their role and let go and allow God to

be in control of outcomes.


Diversity

The concept of diversity considers the various differences each person brings: and in

education, it is what each student and teacher brings to the classroom. The characteristics of

diversity includes, e but is are not limited to: gender, race, religion, personalities, and disabilities.

Understanding that each person has unique qualities that will be different from anyone else

guarantees there will be diversity in the classroom, is one very important thing. [JF11]However,

there is an aspect within the concept of diversity that is just as critical, maybe even more critical.

This aspect is inclusion. Understanding that diversity exists means nothing unless we are

inclusive of those who are different. From a practical sense, we should understand that diversity

is a characteristic of the United States and requires a dedicated consideration of multicultural

education (Hallahan, 2015). The educator needs to exemplify tolerance within themselves and

enforce the same standards in how pupils treat each other.

Paul taught that he becomes all things to all people (1 Corinthians 8:9). Contextually

Paul was referring to the conversion of people following various non-Christian worldviews to

Christianity; this inference also has a place into in understanding the diversity of our pupils. In

the educational application, this refers to building lessons and delivering those lessons so as to be

inclusive of all students. This consideration automatically supersedes any innate prejudices and

biases that we may have. Here again, applying the responsibility that God gave man can be

exemplified in how a teacher treats their students, and how a teacher addresses pupil to pupil

interactions. The diversity of God's salvation is open for all people; thus it would be logical that

our Christian responsibility is also devoted for toward all people. As a Christian educator, the

responsibility extends to all pupils.

Conclusion


The concept of education and being an educator is not confined to the formal classroom

or institution. Education is extensively connected in every aspect of the human experience.

There is the parental role and every area within the family structure; there is the societal role and

every decision government at every levels level makes; there is the school and all of the

components within the school; there is the role of leadership and the examples given to

subordinate levels; and there is the “self” and what we decide to allow and interpret through our

experiences. There is one thing that is prevalent in each and every aspect of the human

experience; and that is the presence of God and his love, mercy, and wisdom. I concur with

what John Calvin believed regarding the legacy of Adam’s sin and the perpetual effects it will

have on man (Gutek, 1995). It is because of this the free will of man to make choices and

believe that our wisdom is all we need that feeds this propensity. From that premise came the

incessant endeavor to remove God from His role to influence and lead His creation.

Education needs to consider how the outcomes serves society and the nation as a whole.

Additionally, each person has a God given talent and role within creation. Education has a duty

to help each pupil discover that God given talent and help define the role that talent fits in God’s

plan. If the nation is a Christian nation, then God’s plan would be to use that gift of talent in the

role of what the nation needs.

When considering the overall impact that education has, it is important that educators of

every type understand their role and responsibility. It should be noted that James taught that not

many should become teachers because teachers are judged more strictly (James 3:1).

Understanding that James’ statement is contextually concerning for those who are teachers of

Christianity, because the significance of the impact that the teacher has on their students is real

and profoundly significant. Great teachers should consider their worldview and philosophy of


life, their philosophy of schools and that of learning, their educational practice, their relationship

with their students, the concepts of diversity and what each pupil brings, when performing their

duties. However, without the influence of God, I can’t help but wonder, to what end are the

efforts supporting. It is compelling to suggest that without God, who is infallible, there are only

two possible sources of the work being presented: they are self or Satan and both are fallible.

Education is not just delivery quality and effective instruction. Rather it is how that quality and

effective instruction is delivered, and but whose influenced it is delivered under.[JF12]


References

Buehrer, E. (2015). Faith, Freedom freedom & Public public Schoolsschools: Addressing the

Bible & Christianity without Mixing mixing Church church & State state (video).

Graham, D. L. (2009). Teaching redemptively: Bringing grace and truth into your classroom.

(2nd edition). Colorado Springs, CO: Purposeful Designs Publications.

Gutek G.L., (1995). A history of the western Western educational experience. (2nd Edition).

Long Grove, IlIL: Waveland Press.

Hallahan, D. (2015). Exceptional learners: An introduction to special education. (13th edition).

Hoboken, NJ: Pearson Education.

Slavin, R. E. (2015)., Educational psychology: theory Theory and practice. (11th Edition).

Upper Saddle River, New JerseyJ: Pearson Education.

Van Brummelen, H., (2009). Walking with God in the classroom: -Christian approaches to

teaching and learning. (3rd Edition). Colorado Springs, CO: Purposeful Designs Design

Publications.


EDUCATIONAL PHILOSOPHY PAPER GRADING RUBRICS

CONCEPTS

Standard Descriptor Advanced Proficient Developing Points Earned

INT-A1 Introduction / Thesis Statement 10 points

A well-constructed introduction presents a clear thesis statement that conveys a personal philosophy of education and is strongly aligned with the title and body of the paper.

A clear thesis statement is introduced, conveys a personal philosophy of education, and aligns with the title and body of the paper.

The thesis statement is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper.

10

INT-A1 Abstract 10 points

Abstract provides effective summation of overall arguments contained in the paper body.

Abstract exists but does not provide effective summation of overall arguments contained in the paper body.

Abstract is vague and does not convey a personal philosophy of education.

10

INT-A1 Worldview and Philosophy of Life 30 points

All of the issues of meaning/purpose, truth, and values are presented coherently and lay a foundation for a consistent philosophy of education.

Most issues of meaning/purpose, truth, and values are all presented coherently and lay a foundation for a philosophy of education.

Few of the issues of meaning/purpose, truth, and values are presented and/or are inconsistent with the philosophy of education.

30

INT-A1 INT-C12

Philosophy of Schools / Learning 30 points

Beliefs about schools and the learning process strongly align with worldview, are consistent with methodology, and are conveyed in light of professional knowledge in the field.

Beliefs about schools and the learning process loosely align with worldview and methodology, and are conveyed in light of professional knowledge in the field.

Beliefs about schools and the learning process do NOT align with worldview and methodology, and/or are NOT conveyed in light of professional knowledge in the field.

30

INT-A1 INT-C12

Instructional Practice / Methodology 30 points

Thoroughly describes an exceptional instructional practice/ teaching model, explaining the purpose/vision for why it will be implemented,

Describes a basic instructional practice/ teaching model, explaining the purpose/vision for why it will be implemented.

Instructional philosophy/ teaching model is vague and/or does not explain the purpose for implementation.

30

INT-A1 INT-C11

Teacher-Learner Relationships 10 points

Clearly outlines beliefs on effective teacher/ learner relationships; strongly aligned with philosophy and practice.

Outlines beliefs on effective teacher/ learner relationships; loosely aligned with philosophy and practice.

Poor description of teacher/ learner relationships and/or loosely aligned with philosophy and practice.

10


INT-A1 INT-C11

Diversity 10 points

Addresses clearly and integrates effectively the consideration of diversity in the overall philosophical argument.

Addresses the consideration of diversity in the overall philosophical argument but does not effectively integrate into the overall philosophical argument.

Diversity issues receive cursory attention.

10

COMPOSITION AND CRITICAL THINKING

Standard Descriptor Advanced Proficient Developing Points Earned

INT-B3 Mechanics 12 points

No errors in spelling, grammar, or punctuation.

Three or fewer errors in spelling, grammar, or punctuation.

More than three errors in spelling, grammar, or punctuation.

6

INT-B3 Composition 16 points

All of the following aspects are presented with exceptional quality: coherent, cohesive, sentence and paragraph structures.

Most of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures.

Few of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures.

10

INT-B3 Critical Thinking 12 points

All the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations

Most of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations

Few of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations

12


TOTAL POINTS EARNED: 180/200

INSTRUCTOR COMMENTS:

Overall Mike this was well done. However, I think you would agree that there were too many

grammatical errors in this final draft. Let me give you a couple of techniques I use when

writing formal papers. One technique is that I will read out ‘loud’ what I have written.

That way I will generally ‘hear’ my grammatical errors (I will generally catch other

spelling, punctuation, structural errors as well). A second method is to read what you

have written backwards. Start at the end read and each paragraph. Then go to the next

paragraph and read it. Because you wrote what you wrote, sometimes we need to ‘trick’

our mind into actually engaging what we read so that we will catch our errors. It is also

acceptable to have someone else read for grammatical errors. I will often have my wife

read something and she will catch things I miss. Overall your content was excellent.

Great job.

INFORMATION LITERACY / APA

Standard Descriptor

Advanced Proficient Developing Points Earned

INT-A1 INT-B3

Citation Appropriateness 10 points

Exceptional understanding of existing body of knowledge on the topic. Appropriately compares own ideas to those of experts in the field.

Basic understanding of existing body of knowledge on the topic. Compares own ideas to those of experts in the field.

Weak or poor understanding of existing body of knowledge on the topic. Inappropriately compares or fails to compare own ideas to those of experts in the field.

8

INT-A1 INT-B3

Citation Format 4 points

All citations are in text and are correctly formatted using APA style guidelines.

Less than three instances of incorrect citations as according to APA style guidelines.

Three or more instances of incorrect citations as according to APA style guidelines.

1

INT-A1 INT-B3

Reference Appropriateness 12 points

Six references are listed from legitimate sources in the field of educational theory, philosophy, or research. All of the following are represented: book, academic journal, and online source.

Five or six references are listed from legitimate sources in the field of educational theory, philosophy, or research. At least two of the following are represented: book, academic journal, and online source.

Fewer than five references are listed and/or are from questionable sources in the field of educational theory, philosophy, or research. One or none of the following are represented: book, academic journal, and online source.

12

INT-A1 INT-B3

Reference Format 4 points

Bibliographic references are correctly formatted using APA style guidelines.

Less than three instances of incorrect bibliographic references as according to APA style guidelines.

Three or more instances of incorrect bibliographic references as according to APA style guidelines.

1


Documents

Educational Philosophy: Guiding Students in their Life ... · EDUCATIONAL PHILOSOPHY 3 Introduction Webster's dictionary defines philosophy as: the general laws that furnish the rational