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Jeremy Gibbs

Philosophy of Education

Most of my philosophy of education is built around the philosophy of realism. "Realism is a school of philosophy that holds that reality, knowledge, and value exist independent of the human mind (metaphysics)."

All philosophy attempts to answer some basic questions. The first of these is "What is real?" This is also called metaphysics, the part of philosophy that concerns itself with the nature of reality. Realism defines reality based on science. Thus, all truth is exact and universal. I believe this strongly, particularly in my subject area of mathematics. I disagree when either pragmatism or existentialism is applied in the regard to education, particularly to mathematics. I have read several articles concerning a common theme among teaching mathematics, particularly at the lower level is to allow the answer to be whatever the child believes it to be. They teach that 2 + 2 may be equal to 3 if the child feels that it is. This is implemented in order enhance his/her self-esteem. However, when the child grows up, he or she is going to be severely behind the other students and thus will feel abandoned, as what he or she supposed to be truth is not in reality truth. I believe that there are certain innate laws in science and mathematics. The example I use most often to prove this is the Pythagorean theorem. The relationship for right triangles will always be a^2 + b^2 = c^2 with c being the hypotenuse and a and b being legs of the triangle. No matter what, this relationship will stand.

The next question all philosophies attempt to answer is "What is knowledge?" This is also known as the study of epistemology. Realism defines knowledge as learning the absolute truth. If what is real is based on truth, then what can be learned can be absolute as well. Jeffrey Williams, a high school teacher in New York City, believes that, "when this teaching method is used, students increasingly choose to respect their subjects, rather than having contempt for the knowledge they are receiving, and fighting with their classmates or teachers." Since truth is absolute, then students will be learning the same things and respecting each other for the knowledge they have.

I do have some other philosophies not directly related to realism. This is derived mostly from a situation I experienced as a substitute teacher. While I was the substitute teacher, a student threatened to shoot other students. He made the threat in the cafeteria. I never became aware of this threat until the next day. The next day he was taken away by the police and kept in custody the remaining two weeks of school. From my observation, I felt that the other teachers who worked with me with that class seemed to pick on him more so than they needed to. I believe he retaliated and acted out as a result of this treatment. It should be understood that indeed he was a troublemaker, one who constantly liked to talk and create mischief. However, from my several experiences in the classroom, as well as my parents combined fifty years, I believe that you have to fight the battles you can win, while leaving the rest alone. Concerning this student, even the day I was there, as I prepared to lecture to the two classes about the cell, the other teacher pulled the student out in the hall for talking. Unfortunately, I had not even begun my lecture and was sure he would enjoy it, particularly my opening remarks, tailored mostly toward these boys and engaging them in the lecture that would follow. I believe that with those students who are going to talk, you do what you can to get them to be quiet and not interrupt the class, but do not go so far as to make it a power struggle between yourself and the student. I think the students will respect you for that, and for the most part you will get what you want. I have applied the same concept to my Bible Quiz team, where I desire for each of them to learn all of the material. However, I understand that not all of them are going to do so. As a result, I win the battles I can by getting those quizzers to learn the basics while pushing the others to excel. The goals I set are small, attainable, keeping the end result in mind. Thus, I have had success in the coaching arena of Bible Quiz.

Along with setting goals is encouraging students once they have reached those goals. This will cause students to misbehave less, achieve more academically, and contribute greater to the classroom.

Although there are many philosophies concerning how students should be taught, I most closely define myself as a realist. I think that there is certainly value in the other philosophies in the way they learn, but I believe that the absolute truths must be taken into account.

My personal philosophy of grading, similar to my personal philosophy of education would fall most closely to the realist approach. I believe there is a certain standard that students need to attain. In mathematics, those standards are easy to note. Students understand that a final answer is either right or wrong, especially in lower level classes in which a numeric answer is desired. In higher level classes, such as Calculus, a gray area shows up in the area of partial credit for demonstrating knowledge of the methods, but simply miscalculating. I believe that that is very important to reward credit for the methods, but to make it clear to the students that the final answer must comply with the correct answer in order to demonstrate complete mastery of the subject area.

I do believe that all students can learn and should be given the opportunity. According to educational psychologist Linda Albert, "Teachers who expect that all students can learn tend to have classrooms full of eager, successful learners." I believe that this carries over for me. As I get excited about teaching mathematics, I believe students do as well, even though it is a subject for which many of them are almost afraid.

Special education is something that I also feel benefits all involved. I substituted for a week working with the special education department. I feel that the student I worked with grew from interacting with other students, the other students grew from that interaction, and I also grew from that. I believe it is a benefit for all involved.

In order for a school to truly thrive, the community must be a great support of it. I have seen this in several of the high schools in which I have worked. A couple of examples are that of Wentzville High School in Wentzville, Missouri and Quincy Senior High School in Quincy, Illinois. Both of these high schools were established before World War II, thus providing an ample supply of alumni to obtain support. As a result, the community takes a very active interest in school events including sporting events, musical concerts, as well as academic competitions. Thus, both schools do very well.

I have always been heavily involved in the community and would plan to continue. I have been heavily involved in my church, becoming a member, youth sponsor, and a Bible Quiz coach. I think that this, along with being involved within the school helps me develop a positive report with students.

One other experience I had further solidifying my point of the importance of community relations was my experience working at the Adventure Club in Canton, Missouri. This was a day care for students before and after school. Being involved with this allowed me to be that much more involved with the community, meeting their parents and knowing about their activities. This was very good when I would see them at the local grocery store or go to one of their productions to support them. I believe that such relations between the school and the community is important in order to strengthen the community as a whole.

I enjoy learning for the sake of learning and plan to continue. I have always enjoyed reading various subjects in order to increase my knowledge. I think that this helps me in the area of teaching. Not only can I relate easier to different students’ interests, but I also have a vast background of knowledge to offer them facts beyond what they would normally expect.

I believe that technology is of ever increasing importance in today’s world and will continue to be so. I have been involved with computers since I was in second grade and was chosen to participate in a special pilot program. The area of technology defines itself around learning. As a result, I will continue to increase my knowledge of technological advances, as well as how to incorporate them into the classroom.

Concerning professional development, I also feel that it is important to be involved in various organizations that help this. Being involved in the student chapter of Missouri State Teachers Association as well as the Missouri Council of Mathematics has helped increase my knowledge of effective techniques used by others. This can also be accomplished through list serves, allowing teachers to communicate across the state or even nationally through the power of the Internet.

Albert, Linda. Cooperative Discipline. American Guidance Service, Inc.: Circle Pines,

MN, 1996.

Johnson, James A., Victor L. Dupuis, Diann Musial, Gene E. Hall, and Donna M.

Gollnick. Introduction to the Foundations of American Education. Allyn and

Bacon: Boston, 1999.

Williams, Jeffrey. "Aesthetic Realism: World’s Best Teaching Method." Daily

Challenge. May 20, 1998. http://www.aesthetiscrealism.org/news-jw2.htm