Philosophy
of Education
Chapter
1
Creating A Meaningful Education that Travels
Philosophers and psychologist have investigated and
described "how" people learn for centuries. In fact, the
scholarly research collected throughout the years has
brought a wealth of knowledge and information together so
more people can better understand the process of learning.
As a result, today's educator has the opportunity to
reflect on the research and consider his own learning
philosophy to establish an approach to creating a
meaningful education that travels.
Many of the pedagogical approaches that Community Music
practices are based on constructivism. Philosophers have
described constructivism as instruction that moves from the
"concrete" to the "abstract". Similarly, we interpret this
teaching philosophy as building knowledge from the
"familiar" to the "unfamiliar". As constructivists, we
focus our efforts on presenting instructional activities
that are learner-centered as well as sequentially and
developmentally appropriate.
We focus on learner cognition, awareness, and sequential
skill development. We assess, measure and evaluate
successful learning situations by a student's ability to
participate, contribute and demonstrate awareness and skill
during learning activities. How students transfer the
knowledge they have acquired to unfamiliar activities and
solve new puzzles is how we assess, measure and evaluate
what they have achieved.
Although we believe in the “quality” of products produced,
our goal in any learning situation is not based on simple
“input” and “output”. In fact, the success of our own
development, as well as the students we teach, supports the
ideology that people learn by doing. This success has
provided us with an overwhelming body of evidence that
demonstrates that people learn through "the process” not
“the product”.
Follow
the "Scholarly Research”
The importance of implementing a pedagogy that is
scientifically based on scholarly research is critical in
order to achieve learning success. Teachers have a
responsibility to investigate and implement “best
practices” that encourage student learning in their
specific content area. Educators that practice, research
and reflect on their teaching skills will continue to reach
high levels of teaching skill and performance. Evidence
supports the fact that teachers who refine their teaching
technique to sequence activities that addresses specific
content and skill that is developmentally appropriate and
connects to a student’s prior knowledge and aptitude will
experience the essence of a true “learning partnership”.
In addition, specific assessment tools that measure and
evaluate teacher and student progress and achievement are
essential to the growth of a learning partnership. On a
broader and equally important level, assessments also
affect curriculum and pedagogy by increasing the level of
consistency and accountability among teachers and students.
In summary, research, practice, experience, assessment and
commitment should be built into the fabric of any pedagogy
to create a successful teaching and learning experience and
a “meaningful education that travels”.
Chapter
2
The Teaching Process
Coming Soon!