Sage Journals: Discover world-class research

Abstract

Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies. We review three elements of pure philosophy and five seminal educational philosophies to help readers ground their personal philosophies in both a theoretical and historical context. We illustrate how core elements of one's teaching philosophy can influence course design and the classroom environment. We suggest that teachers can develop greater authenticity in the classroom by deepening their understanding of their own philosophical ideas and beliefs.

Keywords

teaching philosophy educational philosophy philosophy personal development authenticity foundations

Get full access to this article

View all access options for this article.

References

Blake, N. , & Masschelein, J. (2003). Critical theory and critical pedagogy. In N. Blake , P. Smeyers , R. Smith , & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 38-56). Malden, MA: Blackwell.

Blake, N. , Smeyers, P. , Smith, R. , & Standish, P. (Eds.). (2003). The Blackwell guide to the philosophy of education. Malden, MA: Blackwell.

Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate . Washington, DC: Carnegie Foundation .

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Chism, N. Van Note. (1997-1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9, 1-2.

Cranton, P. , & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55, 5-22.

Donald, J.G. (1995). Disciplinary differences in knowledge validation . In N. Hativa & M. Marincovich (Eds.), Disciplinary differences in teaching and learning: Implications for practice (pp. 7-18). San Francisco: Jossey-Bass.

Donaldson, L. (2002). Damned by our own theories: Contradictions between theories and management education. Academy of Management Learning & Education, 1, 96-106.

Edgerton, R. , Hutchings, P. , & Quinlan, K. (1991). The teaching portfolio: Capturing the scholarship of teaching. Washington, DC: The American Association for Higher Education.

10.

Ferris, W.P. (2002). Students as junior partners, professors as senior partners, the B-school as the firm: A new model for collegiate business education . Academy of Management Learning & Education, 1, 185-193.

11.

Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education , 4, 75-91.

12.

Giacalone, R.A. (2004). A transcendent business education for the 21st century. Academy of Management Learning & Education, 3, 415-420.

13.

Godfrey, P.C. (1999). Service learning and management education: A call to action. Journal of Management Inquiry, 8, 363-378.

14.

Goodyear, G. , & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan & D. Lieberman (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development (Vol. 17, pp. 103-122). Stillwater, OK: New Forums Press.

15.

Grasha, A.F. (1996). Teaching with style. Pittsburgh, PA: Alliance.

16.

Hessong, R.F. , & Weeks, T.H. (1991). Introduction to the foundations of education (2nd ed.). New York: Macmillan.

17.

Hutchings, P. (Ed.). (1996). Making teaching community property: A menu for peer collaboration and peer review. Washington, DC: American Association of Higher Education.

18.

Jarvis, P. (1992). Paradoxes of learning: On becoming an individual in society. San Francisco: Jossey-Bass .

19.

Kenworthy-U'Ren, A. (1999). Management students as consultants: An alternative perspective on the service learning "Call to action." Journal of Management Inquiry, 8, 379-387.

20.

McKenna, F.R. (1995). Philosophical theories of education. Lanham, MD: University Press of America.

21.

Murray, H.G. , & Renaud, R.D. (1995). Disciplinary differences in classroom teaching behaviors. In N. Hativa & M. Marincovich (Eds.), Disciplinary differences in teaching and learning: Implications for practice (pp. 31-40). San Francisco: Jossey-Bass.

22.

Ornstein, A.C. , & Levine, D.U. (1997). Foundations of education. Boston, MA: Houghton Mifflin.

23.

Palmer, P.J. (1997). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.

24.

Pratt, D.D. (2005). Personal philosophies of teaching: A false promise ? Academe, 91(1), 32-35.

25.

Ramsey, V.J. , & Fitzgibbons, D.E. (2005). Being in the classroom . Journal of Management Education, 29, 333-356.

26.

Read, B. (2006). Can Wikipedia ever make the grade? Chronicle of Higher Education, 53(10), A31.

27.

Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(609), 1-28.

28.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

29.

Seldin, P. (1997). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions (2nd ed.). Bolton, MA: Anker.

30.

Van Petten Henderson, S. (1947). Introduction to philosophy of education. Chicago: University of Chicago Press.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

24.45 MB

0.00 MB