EDF 301W-Philosophy of Education

Running head: DIDACTIC MANIFESTO 1

Didactic Manifesto: My Philosophy of Education

Cristina Muñoz

Northern Arizona University

EDF 301W

Danette Bristle

November 20, 2014

DIDACTIC MANIFESTO 2

Abstract

Social reconstructionism is my disposition of education; it concentrates on creating an improved

society through the means of education. The role of the teacher is to address social injustices in

the classroom and to prepare students for society. The inclusion of students’ families is critical

for this notion. This rationality can be implemented by integrating multicultural education,

critical thinking, history, sociology, and politics in lessons. My authoritative approach, social

contracts, positive reinforcement, and the token system are strategies I will use for classroom

management. The role of schools is to prepare students for a democratic society and to provide

essential curriculum that is necessary to achieve this goal. In instruction, my goal as an educator

is to have learners’ reach their highest potential. This goal will be accomplished by providing

equitable education for every student through differentiated instruction, Vygotsky’s sociocultural

theories, multicultural lessons, and student interest. The role of the student is to participate,

adhere to the classroom rules, contribute in teamwork, and to tolerate the differences of others

that are essential in a democratic society.


Didactic Manifesto: My Philosophy of Education

Nelson Mandela once made a potent statement regarding education, “Education is the

most powerful weapon which you can use to change the world” (Mandela, n.d.). This quote

epitomizes my entire philosophical perspective of education: social reconstructionism. My

inclination for teaching, my in-depth ideological, interpretation of the role of schools, students,

teachers, curriculum, instruction, management, and the inclusion of families that support them

will follow. I will confer these elements in the light of social reconstructionism from grades

kindergarten through eighth-grade.

My inclination for teaching stems from my desire to assist those in need, provide

knowledge to others, contribute in society, contest discrimination, and work with people. These

foundations embody my philosophy of education. My philosophy of education is social

reconstructionism. Social reconstructionism focuses on creating a better society by fighting

against social oppression through the means of education. The education in a social

reconstructionist classroom focuses on social action, critical thinking, inquiry, and discussion to

combat inequities of society (Cohen, 1999).

My classroom management style would be authoritative. An authoritative approach

translates that I will have a strict approach to classroom conduct. Nevertheless, I would have a

caring nature towards my students. I believe for students to have ownership of the rules of the

classroom they need to have a say in the rules. In consequence, at the beginning of the year I

will create a social contract with the learners. Creating a social contract with learners helps

prepare them for the democratic society because they have a say in schoolroom policies that

affect them. I do not believe that it is praiseworthy to attain the behavioral and academic

outcomes I desire by yelling at my pupils. Instead, I will use positive reinforcement as an


approach to target the outcomes I desire. Encouragement and compliments are the forms of

positive reinforcement I will implement. In extreme cases of bad behavior or low-academic

achievement, I would use a token system in the classroom. In this system, students are given

rewards if they reach particular behavioral or academic goals. The token system, as a result, will

increase motivation towards good behavior and academia. (The George Lucas Educational

Foundation, 2011; Woolfolk, 2013)

In a social reconstructionist classroom, the role of the educator is to address social

injustices in the classroom and prepare students for society. The inclusion of students’ families

is critical for this notion. This rationality can be implemented by integrating multicultural

education, critical thinking, history, sociology, and politics in lessons. It is the responsibility of

the school and teachers to include the students’ families cultures within lessons. This notion can

be employed by listening, respecting, differentiating, and supporting the cultures and needs of

the families. The teacher is also responsible for aligning lessons to the Arizona College and

Career Ready Standards (ACCRS) for the state of Arizona. Finally, the teacher is accountable to

prepare students for high-stakes standardized tests.

The role of schools is to prepare learners for a democratic society and to provide essential

curriculum that is necessary to achieve this goal. This role can be accomplished by developing a

curriculum that practices critical thinking skills, study skills, and social participation. I believe it

is essential for schools to differentiate curricular and extracurricular needs of each learner

through the application of Howard Gardner’s theory of multiple intelligences. (Kasin-Lemlech,

2010) Literacy centers are an excellent method to differentiate students who have different

reading levels, especially in lower-grades. (Morrow, 2012) The schools are responsible for

providing curriculum that discusses society’s issues such as sexism, homophobia, racism, and


poverty as an approach to confronting these dilemmas as an attempt to form an improved society.

In essence, simple classroom discussions can assist to modify the beliefs of the adult American

population in an attempt to eliminate discrimination. I believe it is crucial for the schools to

provide equitable education, whether it requires them to adapt their curricular goals for pupils

that range from disabilities to giftedness. Equitable education in the classroom will reflect and

prepare students for the equitable rights and benefits they receive as citizens of the American

democracy. In order to promote achievement, it is necessary for the school to provide support to

the staff and students and hold the staff accountable for student achievement.

In regards to the role of instruction, my goal as an educator is to have students reach their

highest potential regardless of their gender, race, ethnicity, sexual orientation, intellectual ability,

etc. This goal will be accomplished by providing equitable education for students through

differentiated instruction. Differentiated instruction is the key to emphasizing the strengths of

each child through Howard Gardner’s theory of multiple intelligences. (Kasin-Lemlech, 2010)

Vygotsky’s sociocultural perspective will play a major role of instruction in my classroom. First,

his theory of zone of proximal development discusses the middle area between what a child can

accomplish academically. Scaffolding is when the teacher guides the students so they can

successfully carry out a task, and it will be an immense portion of the role of my instruction.

Second, Vygotsky’s theory on private speech will also have an impact on my instruction. During

private speech, people are guiding themselves through a task, usually a difficult one. When

students are talking to themselves while studying, I will not ignorantly silence them. I will use it

as an indicator that the students are struggling with the material and perhaps need a reteach.

(Woolfolk, 2013) I will value each students’ culture in my classroom, and this will be

accomplished by integrating cultural diversity within lessons. For instance, I can inquire


students about different perspectives in history. Moreover, I can implement lessons that relate to

either the cultures of my students or other cultures. I believe it is important construct student

interest in order to raise achievement and motivation in the classroom.

The role of the student is to participate and adhere to the classroom rules. Students will

also be expected to be open minded towards the differences of their peers and others and they

will be expected to demonstrate their ability to work with others. Participation, adherence to

rules, teamwork, and tolerance towards the differences of others are essential in a democratic

society.

In conclusion, social reconstructionism is the educational philosophy that will influence

my instruction from grades kindergarten through eighth. In social reconstructionism, education

is used as a tool to combat against inequities of society. My goal as an educator is to have

learners reach their highest potential. This goal will be accomplished by providing equitable

education for every student through differentiated instruction. Vygotsky’s sociocultural

perspective will have an influence in my instruction. Nelson Mandela was indeed correct that

education is the most powerful weapon in the world!


ReferencesCohen, L. M. (1999). Section III - Philosophical perspectives in education: Educational

philosophies. Retrieved November 2, 2014, from Oregon State University:

http://oregonstate.edu/instruct/ed416/PP3.html

Kasin-Lemlech, J. (2010). Curriculum and instructional methods for the elementary and middle

school (7th ed.). Boston, Massachusetts, United States: Pearson.

Mandela, N. (n.d.). Retrieved November 2, 2014, from BrainyQuote.com:

http://www.brainyquote.com/quotes/quotes/n/nelsonmand157855.html

Morrow, L. M. (2012). Literacy development in the early years: Helping children read and write

(seventh ed.). Boston, Massachusetts, United States of America: Pearson.

The George Lucas Educational Foundation. (2011). Ten tips for classroom management.

Retrieved November 2, 2014, from http://www.yesnet.yk.ca/pdf/11-

12/10tips_classroom_management.pdf

Woolfolk, A. (2013). Educational Psychology (12th ed.). Upper Saddle River, New Jersey,

United States: Pearson.

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EDF 301W-Philosophy of Education