Lindsey Deetz My Philosophy of Experimentalism Philosophy is known as the search for truth, wisdom, and knowledge (Grant &

Gillette, 316). Educational philosophy is very crucial to be aware of because it provides perspective on the world we live in, acknowledgement of identities, understanding of diversity differences, the roles of power relationships in a classroom, and most importantly discovering your own role as a teacher (Grant & Gillette, 318). After completing a test for educational philosophies, I fit into an experimentalist philosopher. Experimentalists believe that a search for truth lies in experience, discovery, and most importantly experimentation (Grant & Gillette, 324). This philosophical stance attracts me because it is a flexible student centered philosophy that revolves around the interests of the student (Grant & Gillette, 320). Interests of the students all stem from their culture or background, and being a culturally responsive teacher is very important as well. A culturally responsive teacher knows how to create an inclusive educational environment that leads to learning and growth for all students (Grant & Gillette, 56). Education in todays society encompasses test scores, budget cuts, and most importantly standards. All of these focuses have been implemented through federal and state interest in our schooling system. None of these focuses were truly designed to encompass all of the needs and interests of students. The Code of Ethics for the commitment to the student clearly defines goals that educators must adhere to. In short summary, these goals determine that educators should not interfere with independent student learning or different points of view (NEA, 2). Experimentalism allows students to learn by doing (Grant & Gillette, 324), and gives students an opportunity to question and discover varying points of view (Grant & Gillette, 323). This philosophical stance greatly promotes the student Code of Ethics and focuses on the interests and needs of students. When I become an

educator, I hope to teach high school Geometry. Math can be interpreted in many different ways and bringing experimentalism into my classroom will greatly benefit student learning, participation, interests, and needs. The purpose of education had greatly changed throughout the course of history. The Founders of Education proposed a curriculum of education that was focused on preparing citizens to vote (Rothstein & Jacobsen, 267). Benjamin Franklin proposed a school system that emphasizes physical and intellectual education because exercise invigorates the soul as well as the body (Rothstein & Jacobsen, 267). Our current education system holds students accountable for proficiency in reading and math through No Child Left Behind (Rothstein & Jacobsen, 264). Other forms of curriculum such as the arts, physical education, science, history, and social studies have decreased to almost become nonexistent in classrooms (Rothstein & Jacobsen, 264). The most important term we have now coined from education is inclusion, and to incorporate inclusion one must be a culturally responsive teacher. I believe that the purpose of schooling in a democracy should be centered on student interest, growth, and becoming productive members in society. In doing all of this, students should feel that they deserve to belong and that they have a right to be included and acknowledged in the education system. Teachers who can implement an inclusive classroom are culturally responsive, having knowledge of where each student comes from, and most importantly how to encourage their growth. Being an experimentalist goes handin-hand with being a culturally responsive teacher, as experimentalism fosters flexibility and a student centered teaching ethic. Experimentalists believe that the primary purpose of education is to grow through experience and critical thinking (Grant & Gillette, 303). Students grow to become who they hope to become in the future through their interests. This should greatly be considered in education because students are essentially preparing themselves for their future. As

a future Geometry teacher, relating math concepts to real-world scenarios is a great strategy to gain student interest, growth, and maybe extra hints to become better members of society. Allowing students to analyze math in a new perspective gives them the flexibility to become active critical thinkers and most importantly grow through experience. A project that I plan on having my students complete is to pick a household object and create a new model of it that is either enlarged or minimized. This is a great project that allows students to relate their learning to real-world situations, experiment with critical thinking, provides them with a fun interactive view of surface area and volume, and students will show tremendous growth and understanding of key concepts upon completion. Experimentalism allows for flexibility in teaching which can provide for fun and interactive experiences. Education cannot exist without the learner. While the teacher is a very important role, a teacher cannot teach if nobody is there to learn. As I have lived my life, I have learned through experience, trial and error, and instruction. I believe that learning can only occur through experience. An experimentalist views the nature of the learner as an experiencing organism (Grant & Gillette, 302). This is how I see the nature of a learner, as I will continuously learn new things throughout my life through my experiences. Howard Gardener identified seven different intelligences that people can possess including visual spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical (Lane). To me, this means that curriculum must be flexible and concentrate on growth. Every single form of intelligence can grow through experience, flexibility, and proper instruction. A teacher needs to be flexible to encompass all forms of intelligence, and they need to concentrate on the growth that their students exhibit. The teacher should provide an education that stimulates student interest and acknowledges students as a whole child with varying needs and interests (Grant & Gillette,

303). In my future classroom, I can give all of my students an intelligence test to see what intelligences I need to encompass in my classroom. This will allow for strategic lesson plans that will encompass students with varying needs and interests. When students are acknowledged for their individual differences, they gain more interest and most importantly have the determination to grow. The teaching/learning process is the essence of education. Teachers generally join the teaching profession because they love children and they want to do anything they can to help them (Grant & Gillette, 5). Learners generally go to school to preserve their culture, prepare for their future occupational goals, and to help shape a better society (Grant & Gillette, 8-9). The teachers and the learners mold together through a relationship. Experimentalist teachers are generally guides that present meaningful knowledge with skill (Grant & Gillette, 320). In my opinion, teachers are the mentors while learners are the mentees. The teacher helps to guide students according to their interests with insight, and the students take that information and grow through their own experiences. Mentoring students through experiments and activities allows for learners to absorb more information because they are experiencing it, not just listening to it. Knowledge is anything that students can experience and grow from. Most students only learn according to what they are interested in. The students own interest really determines what they will learn and grow from (Grant & Gillette, 304). Knowledge can easily be presented through activities, projects, and class discussions. Knowledge is endless, and should therefore not be restricted to textbooks. A useful teaching method that I can incorporate in my classroom is to get to know my students through an introduction activity. Each student can have the opportunity to define who they are and what they are interested in. When I become aware of what they are interested in, it will be easier for me to help mentor them and guide them to who they want to

become. Experimentalists are hugely student oriented, and that is a goal that I strive to become as a future educator and mentor. Teachers hold a very powerful role in the classroom. How they act greatly determines how much a student will pay attention to them and most importantly learn. Research has proven that the best teachers are teachers that can build positive relationships with their students by getting to know them (Grant & Gillette, 75). Experimentalism fosters and supports the interests and needs of students (Grant & Gillette, 320), which greatly supports positive teacher-student relationships. Along with Gardners Multiple Intelligences, Abraham Maslow has developed 5 levels of student needs according to physiological needs, safety needs, needs of love/affection/belongingness, needs for self esteem, and needs for self-actualization (Simons, Irwin, Drinnien). With varying needs and intelligences that students possess, teachers should exhibit a welcoming, flexible, and knowledgeable attitude. Teachers need to encompass all of these attitudes to incorporate the interests of their students. Teachers also need to be aware of the diversity that is present in the education system. As a future experimentalism educator, I will make sure to welcome all of my students and make them feel involved. I will also be flexible according to my students interests and needs. Lastly, I will be knowledgeable in what I can expect in my future diverse student population. For executing this in my classroom, I will need to get to know my students on an individual basis. I can execute this by scheduling student-teacher conferences where I get the chance to have one-on-one time with all of my students. Most students are terrified of speaking in large groups, and talking with each student individually will give students a more confident opportunity to define themselves. This will also provide a sense of welcoming and show that I am here for their interests. While it may be ambitious, it is a goal

that I hope I can fulfill one day. This approach supports experimentalist thinking because I can fully center myself on my students. My educational philosophy exhibits flexibility, student-centered learning, learning by doing (Grant & Gillette, 324), and an education for the whole child (Grant & Gillette, 303). An educational philosophy is very important as you cant understand others if you dont understand yourself. Your educational philosophy determines how you will teach one day, and how you will influence your students. Accommodating my philosophy encompasses problemsolving activities, experiments, projects, and group discussions (Grant & Gillette, 324). Experimentalism is a great philosophy that centers itself on students and allows students to determine what they want to learn (Grant & Gillette, 304). I believe that schools should educate students to become productive members of society according to their own interests. Becoming a culturally responsive teacher is hugely important in todays diverse society, and experimentalism fosters diversity, differences, flexibility, experience, and most importantly inclusion. Everyone needs to be involved in order to learn and most importantly gain new experiences. While academics and basic principles like reading, writing, and arithmetic are necessary, students can find ways to learn those principles through their own interests and learning styles. Experimentalism is all about facilitating student growth and experiences (Grant & Gillette, 302). As a prospective future geometry teacher, coming to the realization of my educational philosophy brings about the hard work and tediousness that I and all other teachers are required to face. Becoming a teacher is hard work, and now knowing more about myself brings me one step closer to becoming that great educator that I strive to be.

References

1. Grant, Carl, and Gillette Maureen . Learning to Teach Everyone's Children: Equity Empowerment, and Education that is Multicultural. Belmont: Thomson Wadsworth, 2006. 5-9, 75, 302-324. Print. 2. Lane, Carla. "Multiple Intelligences." Distance Learning Technology Resource Guide (2004) Web. 15 Mar 2011. <http://www.tecweb.org/styles/gardner.html>. 3. Simons, Janet, Donald Irwin, and Beverly Drinnien. "Maslows Heirarchy of Needs." Psychology- The Search for Understanding (1987) Web. 15 Mar 2011. <http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.h tm>. 4. Rothstein, Richard, and Rebecca Jacobsen. "The Goals of Education." (2006): 264-272. Web. 15 Mar 2011. <http://cc.csusm.edu/file.php/6667/Readings/goals_education_article.pdf>. 5. "NEA- Code of Ethics." National Education Association. 2002- 2011. Web. 15 Mar 2011. <http://www.nea.org/home/30442.htm>.