Philosophy Rediscovered

Abstract

Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies. We review three elements of pure philosophy and five seminal educational philosophies to help readers ground their personal philosophies in both a theoretical and historical context. We illustrate how core elements of one's teaching philosophy can influence course design and the classroom environment. We suggest that teachers can develop greater authenticity in the classroom by deepening their understanding of their own philosophical ideas and beliefs. Keywords: teaching philosophy; educational philosophy; philosophy; personal development; authenticity; foundationsThe connection between philosophy, philosophy of education, and the work of a teacher has not always been recognized. One of the most hopeful signs, however, in the field of education today, is the growing conviction that every teacher needs a carefully formulated and intelligently criticized philosophy

Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach

“…An individual teaching philosophy is a vital outline of guiding principles embodying idiosyncratic beliefs and approaches to teaching; it answers the question, "What type of professor do I want to be?" (Beatty et al, 2009b). Moreover, teaching philosophies can serve as guiding principles, over time, to promote authenticity of the teacher (Beatty et al, 2009b).…”

“…(Beatty et al, 2009b). Moreover, teaching philosophies can serve as guiding principles, over time, to promote authenticity of the teacher (Beatty et al, 2009b). The beliefs educators hold regarding the roles of students and faculty in the classroom, their perceptions of the connection between teaching and learning, and their goals and values as educators, which are all detailed in the teaching philosophy, ultimately affect how they teach (Beatty et al, 2009b;Caukin & Brinthaupt, 2017).…”

“…New educators, and some current faculty, may think of the teaching philosophy statement as, on the surface, a "box to check" when applying for an academic position. Although the importance of the teaching philosophy statement for job applications and tenure and promotion (Beatty et al, 2009b) are undeniable, for the purposes of the doctoral teaching seminar the statement alone is not the competency of interest. Rather, the ability to reflect on one's own values and thoughts regarding teaching and to explicate this philosophy in the form of a written statement is emphasized as a key tool in the grounding and development of an instructor.…”

Toward an Instructional Philosophy: A Theoretical Framework for Teaching and Training at Salman Bin Abdulaziz University (SAU)

“…This theoretical framework should clarify why we do what we do in classrooms. It explains how learning takes place and expresses the principles educators should use to guide their teaching practices in order to bring the students' learning into fruition and yield real, observable outcomes (Beatty, Leigh, & Dean, 2009). Identifying instructional philosophy is important due to its role in directing teaching orientation, and leading to continuous examination of the alignment between philosophy and daily teaching practices.…”

Teachers’ Philosophical Views: Towards a Development of Philosophical Framework in Education

“…In doing so, we can say that philosophical views, for instance, has something to do with the way they assess, implement, and evaluate the teaching and learning environment. Arguably, Beatty, Leigh, and Dean [8] discussed philosophy as "understanding educational philosophies allows one to consider his or her teaching practice within the larger community of teachers, providing context and perspective. Because teachers enact their own ideas and beliefs about teaching in their daily practice, their differences in philosophical beliefs lead to differences in classroom practice" (p.101).…”