Pedagogical Creed

Article 1. What Education Is

I believe that education is process of learning and acquiring information. This can be through two types of learning: formal learning and self-taught learning. Formal learning should take place in institutions such as schools while self-taught learning is based on life experiences. The process of education begins immediately at birth. Therefore, education shapes individuals. Furthermore, education creates certain traits and teaches one to adapt to certain beliefs. I believe that authentic education occurs in societal situations. While formal learning creates narrowness, social situations lead to broadening of one’s mind and actions. Social situations allow one to think creatively, distinctly, and without boundaries. Therefore, with the use of formal learning facilities for a common background, one is able to enter the world with knowledge, which will allow one to think critically and will allow one to succeed in the social world. I believe that it is necessary to understand the current status of society. Currently, students should be preparing for jobs in the medical and science fields1, therefore, the educational system should be altered to meet this need. By understand the current status of society, schools are able to correctly prepare its students for the future.

I believe that while education should be developed around the current status of society, it should be catered around individual’s habits, interests, and capacities. Education is directly related to social situations; therefore, one’s characteristics must be used in ways that help one succeed in social settings. Both formal and informal education is used to train individual’s to have himself or herself full of information and ready to use that information and judgment in certain situations.

Article 2: What the School Is

I believe that schools are a safe haven where skills, traits, and personalities, can emerge. The guidance in the schools is catered around the students. This guidance helps expose intellectual, creative, and athletic traits that have not been exposed. For example, one student may be very interested in playing the violin, but due to his socioeconomic status, he is unable to pursue this dream of his. By attending a small, tight knit school with guidance, he is able to pursue his dream. The hope is that the school will help him train, to become someone different, to enter a new social class. I believe that schools sort students into social classes. While schools are a safe haven, allow for exploration, and allow one to better understand themselves, schools separate students based on grades, income-status, friendships, and academic, musical, and athletic ability. Unless some dramatic measure is taken, schools will continue to be the sorting ground for our corporate society. Depending on what one accomplishes in formal education, determines where one will go to continue being formally educated. Community colleges and Ivy League colleges separate social classes. Barriers to enter another class become near impossible in this system. I believe that schools can be described as a care-taking system. Schools took the role of caretaker when the industrial revolution grinded to a start. Parents normally work nine to five jobs. Schools are normally in session six hours a day. These six hours do not include extra curricular activities such as musical practice and sports practice. Therefore, the six-hour day is extended to seven to eight hours. That leaves about thirty minuets to an hour where parents will have to find someone else to watch their children. Schools allow parents to continue their careers while allowing their children to become educated.

Article 3: The Nature of Method

I believe that the teaching method is as important as the material being taught. In order for students to be engaged, different teaching methods must be used. Teaching methods should change depending on the chemistry of the students learning. This way, the teachers are catering to the students. The teachers are not using methods that would not help them succeed. For example, I believe that inquiry-teaching method not only allows one to ponder the world around them, but also allows the teacher to direct conversations in a direction that helps foster superior learning. (URBAN ACADEMY) I believe that methods also refer to methods of what is taught in a formal learning environment. It is necessary to know what students are interested. Therefore, interests will dictate methods. If students are interested in a certain topic, a teacher must realize that, and teach the students more about that topic. It is important that the teacher does not continue onto a different topic. Observing what students are interested in is the key to using correct methods in the classroom.

Article 4: The School and Social Progress (really unsure about this one)

I believe that schools are where social progress and transformation occur. Society can improve upon social, political, and economic structures. This improvement happens within the school. I believe that since education has become more formalized; in order to keep our society running, work in wood and metal, weaving, sewing, and cooking, as methods of life, not as distinct studies. We must realize the social significance of these methods of life. I believe that the student body equals the larger society. Schools have the ability to introduce and train each student in a way that will help our society succeed socially, politically, and economically. By saturating each child of society, we will guarantee that our larger society will be harmonious.

Article 5: The School and Social Justice (confused with this one)

I believe that if equality occurs in schools, our society will become a society of equality.

References:

Mondale, Sarah, and Sarah B. Patton. School, the Story of American Public Education. Boston: Beacon, 2001. Print.

Toch, Thomas. High Schools on a Human Scale: How Small Schools Can Transform American Education. Boston: Beacon, 2003. Print.

"Transcript: Obama 's State Of The Union Address : NPR." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 05 May 2011. http://www.npr.org/2011/01/26/133224933/transcript-obamas-state-of-union-address 1

References: Mondale, Sarah, and Sarah B. Patton. School, the Story of American Public Education. Boston: Beacon, 2001. Print. Toch, Thomas. High Schools on a Human Scale: How Small Schools Can Transform American Education. Boston: Beacon, 2003. Print. "Transcript: Obama 's State Of The Union Address : NPR." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 05 May 2011. http://www.npr.org/2011/01/26/133224933/transcript-obamas-state-of-union-address 1