Teaching and Learning Philosophy
"It is not enough to insist upon the necessity of experience, nor even of activity in experience. Everything depends upon the quality of the experience which is had" (Dewey, 1938, p. 27).
Developing a Philosophy
When I began the Adult Education and Training program, I was most concerned with learning the best practices of the field, supported by all of the latest and greatest data. My initial courses helped me to see a much bigger picture. Those first few courses in particular introduced me to several adult learning theories and models, pushing me to carefully consider the process and purpose of adult learning. My perspective on adult education broadened significantly during that first semester, and my teaching and learning philosophy really began to take shape. Toward the end of that first semester, I wrote about my philosophy in a paper in which I reflected on John Dewey's Experience and Education. While my philosophy continues to evolve as I continue to learn, many of the beliefs and understandings that I expressed in that paper still apply today.
My Philosophy, Simply Put
My teaching and learning philosophy is based heavily on the works of educational theorists John Dewey and Jack Mezirow. Dewey (1938) asserts that meaningful learning results only when new experiences build upon learners' prior experiences. Mezirow (1997) takes this idea further, suggesting that learning results from the adjustments learners make as they critically reflect upon how these new experiences fit (or don't) within their frames of reference, which are based upon their prior experiences. Meaningful learning takes place through a process that is necessarily personal and subjective.
To foster learning, then, it follows that the educator must facilitate experiences that connect new content to learners' prior experiences (Dewey, 1938). The educator must also guide learners' critical reflection on those experiences, being careful not to impose his or her own views (Mezirow, 1997). Educating is not so much about teaching as it is about facilitating learning. Educators must "meet learners where they are" and help them grow through meaningful experience and careful reflection.
Dewey, J. (1938). Experience & Education. New York, NY: Kappa Delta Pi.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.
A Closer Look
To read about my teaching and learning philosophy in greater detail, please download my Personal Reflection on Dewey, below.
When I began the Adult Education and Training program, I was most concerned with learning the best practices of the field, supported by all of the latest and greatest data. My initial courses helped me to see a much bigger picture. Those first few courses in particular introduced me to several adult learning theories and models, pushing me to carefully consider the process and purpose of adult learning. My perspective on adult education broadened significantly during that first semester, and my teaching and learning philosophy really began to take shape. Toward the end of that first semester, I wrote about my philosophy in a paper in which I reflected on John Dewey's Experience and Education. While my philosophy continues to evolve as I continue to learn, many of the beliefs and understandings that I expressed in that paper still apply today.
My Philosophy, Simply Put
My teaching and learning philosophy is based heavily on the works of educational theorists John Dewey and Jack Mezirow. Dewey (1938) asserts that meaningful learning results only when new experiences build upon learners' prior experiences. Mezirow (1997) takes this idea further, suggesting that learning results from the adjustments learners make as they critically reflect upon how these new experiences fit (or don't) within their frames of reference, which are based upon their prior experiences. Meaningful learning takes place through a process that is necessarily personal and subjective.
To foster learning, then, it follows that the educator must facilitate experiences that connect new content to learners' prior experiences (Dewey, 1938). The educator must also guide learners' critical reflection on those experiences, being careful not to impose his or her own views (Mezirow, 1997). Educating is not so much about teaching as it is about facilitating learning. Educators must "meet learners where they are" and help them grow through meaningful experience and careful reflection.
Dewey, J. (1938). Experience & Education. New York, NY: Kappa Delta Pi.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.
A Closer Look
To read about my teaching and learning philosophy in greater detail, please download my Personal Reflection on Dewey, below.
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