Running head: PHILOSOPHICAL STATEMENT
Dario Ogaz
December 8, 2013
Dr. Alvin Sturdivant
SDAD 577
Philosophical Statement
Seattle University
PHILOSOPHICAL STATEMENT
My decision to pursue student affairs as a profession and passion is the result of my lived
experiences, the people that I have interacted with, and the values that direct my actions. As
someone who has benefitted from higher education, I know how crucial it is to have
developmental opportunities and support throughout the college experience. This paper will
discuss my beliefs about the purpose of education and the role that I have in it as a student affairs
professional and educator. I will discuss the personal experiences that led to the development of
my philosophy and how I plan to continue my own personal and professional development.
Throughout my life I have had many different influences encouraging me to pursue
education. The earliest and strongest influencing factor was my family, specifically my parents.
Coming from a background of being lower-middle class and Latino, my parents believed that
education was the only way that I could be successful in a world full of discrimination and
hardship. As a result of this belief, my parents worked hard and sacrificed so that my siblings
and I could attend private schools; a financial sacrifice from which they are still recovering. This
context made me believe for a long time that my end goal was to attend and graduate college
with a degree that I could use to get a steady, decent paying job and be happy. As I was pursuing
my undergraduate degree, I began to realize that my understanding of education and why I was
pursuing it was unfulfilling and in need of a change. I was not transforming as a result of my
educational experience, I was simply remaining static and regurgitating information that was
thrown at me by my instructors. After a year of this oppressive environment, I decided to make a
change in my life and pursue education for the sake of my well-being and the nurturing of my
entire person.
After years of engaging in a process of self-discovery, I have come to realize that the
purpose of education is to liberate ones self and to find what incites passion and desire to live.
PHILOSOPHICAL STATEMENT
As bell hooks (1994) declares in Teaching to Transgress, What we all ideally share is the
desire to learn to receive actively knowledge that enhances our intellectual development and
our capacity to live more fully in the world (p. 40). This intellectual development is something
that I believe is crucial in pursuing education. Education allows one to pursue intellectual
interests in an uninhibited fashion that is fundamental to personal development.
While intellectual development is a key component to education, it is not the only factor
to truly liberating education. We are multidimensional beings and as such, we are made up of
different parts that each impacts our experience. As such, it is crucial for education to nurture not
only our academic and intellectual selves, but also our physical, emotional, and spiritual selves.
This is a pedagogy that bell hooks (1994) describes in Teaching to Transgress saying, Thich
Nhat Hanh offered a way of thinking about pedagogy which emphasized wholeness, a union of
mind, body, and spirit (p. 14). This way of thinking allows students to strive for knowledge
about how to live in the world, not just knowledge that can be learned from books. (hooks,
1994). This aligns with Jesuit pedagogy and the need to focus on the well-being of the whole
person heart, mind, body, and spirit (Stringer & Swezey, 2006). By pursuing the education of
my whole person, I have found that education is a dynamic, liberating process that has not only
advanced my intellectual development and curiosity, but also my personal growth. Engaging in
education as a way to transform myself allows me to better understand the world around me.
Paulo Freire (2000) describes this process as problem-posing education through which,
people develop their power to perceive critically the way they exist in the world with which and
in which they find themselves; they come to see the world not as a static reality, but as a process,
in transformation (p. 83). The idea that education has the ability to transform the way humans
exist in the world is what makes it a truly powerful and worthwhile experience. By viewing and
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engaging with education in this way, we are validating our human experiences and understanding
that we are constantly in the process of developing and transforming to continue our
humanization and liberation. Likewise, the world that we are interacting with is still in the
process of transforming and becoming, and through education, we have the power to shape and
influence the world as it continues to transform along with us (Freire, 2000, p. 84).
Thinking about the purpose of student affairs in the realm of higher education, I believe
that the most important role of the field is ensuring that the resources and guidance that students
need is readily available to them. As Rhatigan (2009) describes in The Handbook of Student
Affairs Administration, The intent of student affairs has always been to connect people who
need with people who care (p.3). This idea is one that should be translated into all aspects of
the work of student affairs educators. By connecting those in need (students) with people who
care (student affairs educators), we are better able to serve the needs of the student and their
success at the institution.
Student affairs educators have the unique ability to frequently interact with students on
college campuses in a context outside of the classroom. This context allows for student affairs
educators to contribute to the educational experience of the student while not solely focusing on
academic work or curriculum. Student affairs educators have the ability and the obligation to
consider the holistic experience of the student and consider the personal, academic, professional,
and social factors that contribute to a students success throughout the college experience. By
looking at all aspects of a students experience, student affair educators can make certain that
students are receiving the support and resources they need to receive the best educational
experience possible. When student affairs educators work with students it is important that they
create spaces where students feel welcomed and comfortable. Creating this type of space allows
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for students to feel safe in sharing their stories and experiences. This allows for dialogue
between students and educators that allows the educator to recognize the needs of the student and
connect them with the proper support.
It is easier said than done to create these spaces or even have these sorts of interactions,
so student affairs educators must be creative and recognize the resources available to them to
create these educational opportunities. In my experience with working in Housing and
Residence Life, I have had the opportunity to meet with students in a variety of contexts.
Whether I am meeting with a resident who is having a roommate issue, with a resident who is
going through the conduct process, or even passing by a group of residents in the lounge, it is
important for me to recognize each interaction as a way to build a relationship with a student. By
using all of these opportunities to build relationships with students I am building rapport so they
can feel comfortable in sharing their stories with me. Student affairs educators should use these
interactions as ways to assess the needs of students and support their academic endeavors.
The environment that student affairs educators seek to create for students can be greatly
influenced by the institution and its mission and values. What an institution values and supports
greatly affects the resources that are available to student affairs educators, which then affects
how well they can reach students. When an institution values the care and support of the student
as an individual and is concerned with their holistic wellbeing, student affairs professionals are
better equipped to help and support students. For example, the mission of Seattle University
clearly states that the institution is dedicated to educating the whole person. This statement
supports the work of student affairs educators because their realm inherently deals with all
aspects of a students life not just their academic endeavors. This sends a clear message to all
stakeholders (staff, faculty, and students) that the institution values holistic well-being and
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recognizes it as crucial to all who are involved in the educational experience. By aligning the
institutional mission with the policies and programs available, student affairs educators are better
equipped and prepared to support students and their success.
Student affairs educators are tasked with guiding and supporting student development
and success. To complete this task and educate students, it is important for student affairs
educators to respect students and affirm their agency as individuals. This is especially important
when engaging in topics of diversity, wellness, and spirituality because of the fact that these
conversations are incredibly personal and have the ability to significantly impact a students
experience. I think it is the role of the educator to take the time to understand a students point
of view and perspective so that the advice and support that the educator is offering is tailored to
the individual.
Once an educator has a basic understanding of the students perspective and experience,
they can begin to challenge the student to delve deeper into the topics and promote their personal
development. To determine the best way to challenge a students personal development, an
educator should be familiar with various identity development theories and the students current
position within those theories. Theories are useful in providing a framework to think about the
students development and to lead them to the next step to continue development. However,
while theories are useful, it is important to recognize that they are only frameworks to understand
student experiences and will not necessarily fit for all students. This is why it is crucial for
student affairs educators to take the time to understand a student and learn about and affirm their
experiences. By taking that initiative, student affairs educators better prepare themselves to
challenge students to continue their personal development in a meaningful and authentic way.
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As student affairs educators continue to assess the needs of students, it is important to
recognize what students are expecting from their institutions. Given the nature of contemporary
higher education, both students and institutions are tasked with fulfilling expectations and
adapting to change. That being said, I think that it is important that both student affairs
educators and students have clear and reasonable expectations so as to enhance the student
experience and create an environment that fosters success. I believe that student affairs
educators should be expected to create an environment where student needs are recognized and
attended to. Additionally this environment should allow students the space and structure they
need to pursue personal development in a manner that is simultaneously affirming of their
experiences and challenging of their limits. In contrast, I believe that students should be expected
to take responsibility of their educational experience and seek out opportunities that challenge
them to push their limits and engage with others. Additionally, students should be expected to
meaningfully contribute to the campus environment by sharing their stories, experiences, and
opinions. Lastly, students should engage with their campus community in a way that is
respectful and affirming of others unique differences and perspectives. By holding both student
affairs educators and students to these expectations, a relationship that is mutually beneficial to
both parties is able to develop. This relationship allows for deeper connection and understanding
so that student success is fostered at the institution.
Student affairs professionals work in an environment that is full of opportunities and
challenges. The opportunities to develop their personal and professional identities are plentiful,
but the path to that development is layered with complex challenges and, often, crisis. While the
challenges require time, energy, and extensive effort, they allow the professional to critically
think about situations and solve issues that can greatly impact their community. This process
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fosters learning and requires professionals to sharpen their competencies and skills while staying
current with research and best practices. By working through challenges and developing a
deeper understanding of personal and professional identities, student affairs professionals
practice and benefit from the phenomena of lifelong learning.
University settings are bastions of learning and by engaging with the university,
professionals have the opportunity to share ideas and practices with other professionals.
Professionals have access to resources and opportunities that allow them to refine their
professional skills and apply them to their work. Doing so gives professionals the competencies
to solve complex problems that are inherent to the profession. By consistently interacting with
and learning from other professionals and research, student affairs professionals are engaging
with the process of lifelong learning that has been identified as a process that is crucial to success
in the profession. As Komives and Carpenter (2009) discuss in The Student Affairs Handbook,
The juxtaposition of knowledge and skills necessary for the practice of any profession, together
with the complexity of student affairs practice, leads to a discussion of knowledge and learning
requirements for lifelong education (p. 372). To be successful in a field like student affairs,
professionals must recognize the skills and knowledge that is currently needed and be able to
identify resources to acquire them. In addition to finding resources for obtaining knowledge and
building skills on their own campus, student affairs professionals have the opportunity to
network and engage with other professionals through professional associations such as the
National Association of Student Personnel Administrators (NASPA) and the American College
Personnel Association (ACPA). These associations have identified specific skills and
competencies that are necessary to be successful student affairs professionals and created
opportunities and resources for professionals to develop these skills.
PHILOSOPHICAL STATEMENT
As I reflect on the necessity of lifelong learning in this field, I realize that it is extremely
important to be self-directed and motivated in seeking opportunities to acquire new skills and
knowledge. If I do not take the initiative and responsibility in my own hands, I will not be
equipped with the skills and knowledge necessary to be a resource for the students that I am
seeking to support. While this may seem like a daunting responsibility at times, it is no different
than the introspection and reflection that is needed for the growth and understanding of my own
personal identities and values. For me, the process of lifelong learning can be connected to the
Baxter Magoldas theory of self-authorship (2001). I connect the two ideas because just like an
individual continues to develop and understand their values and beliefs throughout their life, they
must also continue their learning and acquiring of useful knowledge. The lived experiences and
challenges an individual contemplates on a daily basis shapes their values and how they respond
to said experiences (self-authorship). This is a similar process that is necessary for lifelong
learning behaviors that an astute student affairs professional develops and practices in their work.
Student affairs professionals are charged with supporting the holistic wellbeing of
students and a large part of that wellbeing is the health and wellness of the student. This aspect
of a students life is crucial in their college experience and student affairs professionals are
uniquely able to provide the resources necessary for students in this area. As Dunkle and Presley
(2009) describe in The Student Affairs Handbook, While multiple factors influence students
academic success, one variable that affects all students is health, both mental and physical (p.
265). Student affairs professionals are concerned with the whole student and it is necessary to
identify and provide for the health and wellness needs that greatly affect the students
experience. By providing for mental and physical health and wellness, student affairs
professionals help create an educational environment that addresses needs of the student that are
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not necessarily considered by other educators on campus. This work is especially important as
students navigate challenges and crises, which most students experience at least once in their
college experience.
Student affairs professionals are often the first responders to crises on college campuses.
No matter how large or small the crisis, student affairs professionals are often charged with
managing the crisis and providing for the needs of students in the aftermath. Crises on college
campuses can impact the wellbeing of many students and it is the responsibility of student affairs
professionals to make sure that students feel supported and have the proper resources after
experiencing crises. While severe crises such as a burning residence hall or the death of a
student can certainly occur, the crises that student affairs professionals most commonly deal with
are often much less severe. These crises can be an unsuccessful program or a student who is
feeling homesick, however, while these crises are less severe, they still require action and
support from professionals.
The figurative storms that students weather throughout their college experience can
greatly affect their overall experience and success. It is important that student affairs
professionals validate the feelings of the students as they figure out how to move on from the
crisis. This requires student affairs professionals to engage and communicate with the students
in crisis and determine their needs and offer support. This communication should occur beyond
the initial period of managing the crisis. While the crisis may be handled, the effects of that
crisis will probably affect the student for the remainder of their college experience. Student
affairs professionals should provide the student with advice and support that will help them
recognize the long-term effects and what they will mean for the student. Even though dealing
with and understanding a crisis can be an extremely difficult time in the students life, student
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affairs professionals can use the event as a way to bond with and build relationships with
students. Miser and Cherrey (2009) discuss this opportunity in The Student Affairs Handbook
saying, No greater opportunity exists for our profession to provide support and understanding to
individuals who are affected personally by a crisis (p. 620). Engaging with a student at a time
when they are vulnerable and needing help provides student affairs professionals to share the
experience with the student and truly understand what they need.
Managing crises on college campuses are often complex and challenging experiences for
student affairs professionals that require leadership, communication, and most importantly, self
care. While our work is focused on others and their wellbeing, it is extremely important to
remember our own needs and provide for our mental and physical wellness. It is easy to become
consumed with our work and let it spill over into all aspects of our lives. While this is not
inherently negative, it can take a toll on our own individual ability to handle and cope with
stress. In times of crisis, we too are affected and it is important to recognize this and find a way
to recognize and cope with the effects. There are several ways to manage ones own self-care
during times of stress and crisis. For me, I find that getting outside of context of work and
spending time with loved ones is a way to manage stress. Additionally, taking time to reflect and
introspectively make meaning of my thoughts and feelings is another way to cope and alleviate
the consuming nature of crisis management. This act of self-care is something that all people
must make time for; we cannot care for others if we are not caring for ourselves.
The role of student affairs professionals on college campuses is vital to creating an
environment and providing support for students that is crucial to their success. While we are no
the only people who care on campuses, we are some of the most well-connected and wellintentioned people to interact with students. Our role is to make sure that students are
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experiencing education and development in all aspects of their lives. When people ask me what
I am studying and pursuing as a career, I always say that my role is to be an educator that focuses
on education and student support outside of the classroom. While this may seem somewhat
vague and often requires additional examples of some of my roles, it truly speaks to what I
believe to be my charge. As I continue to learn about myself by working with students and
colleagues, I am certain that my understanding of this profession will shift and change, but that is
something that I am comfortable with. If it were not for the fluidity, I would not be growing and
becoming more self aware, both of which are crucial to being a successful educator and a
grounded human being.
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References
Dunkle, J.H. & Presley, C.A. (2009). Helping students with health and wellness issues. In
McClellan and Stringer (Eds.) The handbook of student affairs administration, pp. 265287.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum
Hooks, b. (1994). Teaching to transgress: Educating as the practice of freedom. New York:
Routledge.
Komives, S. & Carpenter, S. (2009). Professional development as lifelong learning. In McClellan
and Stringer (Eds.) The handbook of student affairs administration, pp. 371-387.
Miser, K. & Cherrey, C. (2009). Responding to campus crisis. In McClellan and Stringer (Eds.)
The handbook of student affairs administration, pp. 602-622.
Rhatigan, J.J. (2009). From the people up: A brief history of student affairs administration. In
McClennan and Stringer (Eds.) The handbook of student affairsaAdministration, pp. 318.
Stringer, J. & Swezey, E. (2006). The purpose of a student affairs preparation program within
Jesuit higher education. Catholic Education, 10(2), 181-198.
Wilson, M. (2006). Teaching, learning, and millennial students. In Cooms and DeBard (Eds.)
Serving the millennial generation, pp. 59-100.
