Running Head: Personal Philosophy Of Teaching I Believe That

Running Head Personal Philosophy Of Teaching1i Believe That Learnin

I believe that learning occurs when the character of the whole person (the student) is addressed. My perspective is based on Martin Buber’s philosophy of education. In this context, the student learns when the teaching environment fosters communion rather than total freedom (Schilpp & Friedman, 1967). This means that the instructor’s educative forces meet the student’s released instinct in an environment characterized by mutual trust. I believe that the student utilizes this mutual trust to develop themselves.

In my personal philosophy, I focus on understanding the uniqueness of each student by affirming their ability to develop themselves. My approach is not based on changing students but on enabling the right behaviors and attitudes to thrive in the most appropriate form. My goals as an instructor are diverse. I aim to maintain a dialogical relationship with students; however, I recognize that the teacher and student will not act as equals in all respects.

I also intend to guide and prepare my students to face life’s challenges with courage and maturity. Additionally, I seek to promote both individual growth and community cohesion by educating for solidarity, which involves teaching students the basics of living together harmoniously. As an educator, I value genuineness and integrity—crucial virtues that influence my teaching approach, ensuring that my messages are delivered appropriately and authentically.

To achieve these goals, I will utilize several strategies. Whole person education will be emphasized by guiding students to understand their positions and prepare them to confront various scenarios with courage and maturity. For instance, I will employ brainstorming techniques to help students identify their dominant viewpoints on specific issues. Throughout, I will promote the idea that courage and maturity are essential tools for navigating challenges. Even when students face unfamiliar or difficult situations, I will reinforce that these qualities are fundamental.

In fostering solidarity, I plan to implement strategies that bring together groups with differing perspectives and encourage advocating for understanding and respect without compromising one’s own beliefs. For example, I will encourage students to support diverse viewpoints, such as supporting gender-inclusive education, by recognizing the importance of exploring different perspectives and fostering open-mindedness. I will emphasize that respect for individual beliefs and the willingness to accept societal realities are key to living harmoniously in a diverse community (Internet Encyclopedia of Philosophy, n.d.).

Furthermore, I believe that developing my character is essential to my effectiveness as an educator. I plan to follow the principles of a chosen ethical role model, actively demonstrating virtues like honesty, fairness, and respect within the classroom. This consistency aims to build trust with students, creating a safe space conducive to dialogue and learning. My character, I believe, will significantly influence the classroom climate and students’ openness to learning.

In conclusion, I hold that addressing the character of the whole person through dialogue and trust is vital to effective teaching. By cultivating a trusting environment and demonstrating genuine integrity, I aim to prepare students to handle even the most challenging situations confidently. My personal goals as an instructor—focused on understanding students, promoting moral development, and fostering community—are supported by specific strategies designed to facilitate their growth. I am convinced that my character will be a fundamental element in creating an environment where trust, dialogue, and authentic learning can flourish.

References

• Internet Encyclopedia of Philosophy. (n.d.). Martin Buber (1878–1965). Retrieved from https://iep.utm.edu/buber/
• Schilpp, P., & Friedman, M. (1967). The philosophy of Martin Buber (12th ed.). La Salle: The Library of Living Philosophers.
• Additional scholarly references to be included based on in-depth research supporting the philosophical foundations and educational strategies discussed.