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Running head: EDUCATIONAL PHILOSOPHY
Personal Philosophy of Education
Jacqueline Butsavage
NHE 531 Curriculum Design
Pennsylvania College of Health Sciences
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EDUCATIONAL PHILOSOPHY
Personal Philosophy of Education
My belief in how learning occurs is by gaining new knowledge, being taught, or through
an experience. Learning is a life long journey. Philosophy is analyzing explanations or reasons
for a certain concept that can be expressed into fundamental principles (Keating, and DeBoor,
2018). Everyone can develop their own personal philosophy of education. Learning is a product
of positive interactions between a person and or the environment (Emo, et al., 2015). My belief
is that it is so important to learn the principles and continue learning to further our education.
Being a nurse and learning information in a manner to be able to, in return educate others such as
coworkers, patients, and families.
Teacher’s Role
The philosophy of education and my belief in the teacher’s role in teaching is to present
the information. The teacher’s role is to show or reflect the strengths of their knowledge in how
well they teach and present that information. This philosophy in education can and has the
ability to create a rippling effect, in which the student leaves, understanding and energized about
the new information and feels encouraged to want to continue passing on the information to
others. Instilling this philosophy of learning will introduce and create an environment which is
conductive to achieving positive learning outcomes that will be forever engraved in both the
student and teacher. Applying the philosophy of educating students is in the ability that the
student can assess themselves by reflecting and observing their individual effectiveness in
learning. This is accomplished when a student has made a connection and comprehension
between the added information so that they can directly apply the material to their everyday life
that will reinforce the content making it relevant. If the student can integrate the information
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into their career, then the context for learning will be forever integrated into the self-reflection of
themselves and strength of their purpose for learning.
Student Learning Goals
The goals I have for my students including the philosophies of education and learning
will always end with the student having a sense of accomplishment and attaining applicable
knowledge. Building a degree of trust within the teacher and student relationship. If the student
questions the competence of the content of being applied and the teacher does not justify the
rationale, then the level of trust can be diminished and the goals that are set by the teacher can be
challenged. An example is by challenging the students through stimulating questions that help
them in directly understanding a specific content and outcome. Supplying the students with the
appropriate educational needs, effective teaching, and educational plan need to be implemented
for students. Providing situations that are personally relatable can help fuel a more effective
dialogue. It is important that students develop and become critical thinkers. Supporting students
and allowing them to openly challenge the content with thoughtful reasoning and in a respectful
manner is necessary. This can build confidence in the students and within the classroom and
group. As an educator, the educational content needs to be fluid and dynamic in how it is
presented with each individual student. This typically results in an effective learning
environment that reflects the teacher’s philosophy when applying their educational direction.
After presenting the education, assess the students’ learning to identify and recognize their
comprehension of the material so that the students can successfully achieve their goals.
Teaching Style
My teaching style or actions that reflect my beliefs in how learning occurs and the
teacher’s role in the learning process. “What do I do and why do I do it?” The rationale for an
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effective teaching philosophy is based on attaining a level of established trust which is essential
in creating a compelling learning environment. The primary goal and core of a teaching
philosophy is to ensure and sustain this level of trust. This stems from a sense of humility before
credibility and trust is attainted. Educators teach students to guide and develop an understanding
of the course’s essential concepts, theories, and values to begin and be able to learn.
My Learning Environment
My learning environment resembles teaching students and motivating students to want to
learn, supporting positive educational outcomes is based on theoretical basis. When teaching in
a classroom, online, or preceptoring can be an educational environment that involves educating a
student or a group of students applies. The student needs to have the desire to learn, this assists
the educators’ role in teaching. Establishing a sense of trust needs to develop between the
student and educator. The learning environment needs to be established and based on trust,
developed, and nurtured through communication and is essentially aiding towards a positive
learning outcome. The will to succeed along with trust and communication are the foundation to
establishing the principles to stimulate strong and recognizable learning outcomes.
What is the current context for teaching students, so they are successful in their
discipline, career, and life? The role of the educator is fostering an environment that delivers the
content of information with a prominent level of integrity while honoring the students learning
outcomes of the course. The student needs to trust and have confidence in the educator’s
reflection of the content. An example is when an educator is asked a question there is
incongruence, but the educator discusses this with the student this strengthen the educator and
student relationship. A sense of humility may be very receptive to the student. In general, the
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educator’s role is to be a mentor, to nurture, and maintain a positive level of trust throughout the
delivery of the course and provide a positive direction towards this philosophy of education.
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References
Emo, K., Emo, W., Kimn, J.-H., & Gent, S. (2015). The complex experience of learning to do
research. Journal of Experiential Education, 38(4), 339–353.
Keating, S. B, & DeBoor, S. S. (2018). Curriculum development and evaluation in nursing. (4th
ed.). New York: Springer.
