Joyful Learning:

The Heart of My Educational Philosophy

I can remember sitting in class in the fourth grade. We each had individual desks and although they weren’t in rows, they were in a square shape around the room. We were all singing the 50 States song. I remember thinking how important it was to be able to recall all of the fifty states and if I couldn’t do it, then I wasn’t smart. I can not remember a time we worked together in class and I could not tell you if I ever had to problem-solve or think past the information that was given to me. Now I can look at my own classroom and be proud to know that I have flipped the script. My students sit at tables and collaborate regularly in group work and in stations. We work on project-based learning assignments so my students are able to problem-solve and find deeper meaning in their learning and I hope that when they are looking back on their education in 20 years, they will be able to have a lot more positive memories and takeaways from their time with me. 

 Throughout my life, education has almost always remained at the forefront. I was a student, then an educator, and now, I am both. Learning is a lifelong journey, a continuous exploration of the world around us and ourselves. For me education isn’t just a destination, it’s a continuous process of learning, mistakes, and growth. Please note this will be a living document that I will come back to often as my journey continues to change and mold what my philosophy is. Through this journey, I hope it also inspires you to take a look at your philosophy and feelings on the exciting world of education. Together we will be exploring the essential questions that make my learning philosophy what it is. At the heart of every learner’s educational journey, there is a unique and complex set of beliefs and values that guide the way they learn, perceive, and process knowledge. Let’s explore, learn, and grow together as we take a look at the heart and soul of my learning philosophy.

Adventures in Learning

Growing up in the 1990s in America, my education was a mix of behaviorism and constructivism but during this time education was moving towards more constructivist views. By the time I was in high school, the way I received my education drastically changed. I attended our district’s only magnet school during my junior and senior years. Because we were such a small campus, teachers were able to experiment with teaching and we had much more freedom in our learning. We spent our entire senior year on one big project-based learning lesson. Our group had to come up with a serious problem and an essential question for our project. Then we were tasked with researching and finding experts in the field to interview for our project. I remember that our counselor drove us all up to Sam Houston University to interview a psychologist. Because of this, my view of teaching and learning has been significantly

shaped.  This process that we went through in high school was the first introduction, without even knowing it, to the constructivist theory of learning. Later on, when I went to college for the first time, I do think that I struggled with going back to the original “sit and get” method that most teachers use. I decided to take a break for a few years and when I went back to school, I knew what I was getting myself into and suffered through the lectures and papers knowing I was going to change that for my students when I became an educator myself.

As a learner, I think that the best way for me to learn is through the constructivist approach. Bruner and the Constructivist theory state that learning is an active process and the learner takes previous experiences into account when doing so. When I was able to spend my senior year learning and researching something that mattered to me that was a problem within our society, I was able to see so much more meaning and understanding in the act of learning. Bruner states 

“Being able to go “beyond the information” to “figure things out” is one untarnishable joys of life. One of the great triumphs of learning (and of teaching) is to get things organized in your head in a way that permits you to know more than you "ought" to. And this takes reflection, brooding about what it is that you know. The enemy of reflection is the breakneck pace - the thousand pictures” (Bruner, 1996).

When reading this it immediately made me think of my learning journey. I started elementary just trying my best to remember the information my teacher gave me and regurgitate it back to her. Then I moved into a much more significant learning environment in high school where everything had a deeper meaningful connection to our lives. Now that I am once again in school, I realize that my learning has shifted towards

more of an andragogy learning philosophy. The andragogy learning theory is much more centered around the purpose of learning and it is focused on adults. It states that adult students bring something different to the table that young learners do not. Those things include a sense of self, life experiences, being ready to learn, caring about how to apply the knowledge, and being self-motivated (Meyer, n.d.). As an adult I am able to plan my time better, so I appreciate the autonomy that andragogy offers as it gives me more of a sense of respect that others do not. In order to successfully integrate andragogy into the curriculum Malcolm Knowles, the founder of andragogy theory, suggests four main principles.

Those include:

  1. Adults need to be involved in the planning and evaluation of their instruction.
  2. Experience (including mistakes) provides the basis for the learning activities.
  3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
  4. Adult learning is problem-centered rather than content-oriented (Pappas, 2023).

Although I do believe that right now my learning philosophy is a mix of constructivism and andragogy. I feel that andragogy is a natural step up for someone who learns as a constructivist.

What’s teaching got to do with it?

As an educator, I know how closely teaching and learning are connected. Teaching can enhance and amplify the learning process and in turn, learning can change and shape your teaching strategies. Throughout the years, I have learned that although I am a teacher, my role in the classroom is more of a guide and facilitator of learning for my students. In order for my students to be successful, I provide them with what they need such as information, guidance, and resources to aid them in their own learning journey. By providing my students with a significant learning environment where they are able to make mistakes and meaningful connections, they are able to take ownership of their learning and be proud of what they have learned so far. Bruner states “To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product” (1966: 72).

Two Sides of the Same Coin: Teaching vs. Learning Philosophies

There is a difference between a teaching philosophy and a learning philosophy however they are still very connected. When you are looking at a teaching philosophy, it is centered on the educator and their beliefs and principles on how they facilitate learning with their students. It also shares their teaching methods, instructional methods, as well as their goals they have for teaching. However, a learning philosophy is obviously focused on the learner and how they learn most effectively as well as their beliefs on learning. Both are important because it gives the educator and the learner a clear understanding of how they best approach both situations. Having both philosophies is important in creating an effective and meaningful educational experience.

Connecting the Dots

 

While teaching over the years, I noticed that students don’t like to reflect on their learning or access prior knowledge regularly in the classroom. When selecting my innovation project for this program, I decided immediately that that is something I could hopefully remedy by using ePortfolios in the classroom. They would be an excellent way for students to reflect on their learning and incorporate important aspects of learning like COVA, which gives students choice, ownership, voice, and an authentic learning experience (Harapnuik, 2017).

There are many ways that ePortfolios align with the constructivism learning theory. ePortfolios are a tool to organize and collect information which is so important because constructivism focuses on how learners organize and store information in their mind. While students are creating ePortfolios they are also becoming active participants in their learning. ePortfolios are also highly personalized, showing each individual learner’s journey through education. ePortfolios align nicely with the constructivism theory. They make connections between new and old information, allow students to take ownership of their learning, and help students actively engage in their learning and reflection process. 

Constructivism is built into the main framework of my classroom. I am proud to say that I often allow students the opportunity to collaborate and participate in their own learning. I will continue to do this while also finding more significant and meaningful ways to do so while also being a guide in their learning journey. 

 

 

Annotated Bibliography 

Bruner, J. S. (1996). The Culture of Education. In Harvard University Press eBooks. https://doi.org/10.4159/9780674251083

In The Culture of Education, Bruner was able to share his constructivist theory of learning and in turn, I was able to learn more about the constructivist theory. By looking deeper into it I was able to realize that this is the main theory of my learning and educational philosophies. It allowed me to better understand why I learn the way I do and why I teach that way too. 

 

Cooper, P. A. (1993). Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism. Educational Technology, 33(5), 12–19. http://www.jstor.org/stable/44428049

It describes how teaching and instructional design have transitioned from behaviorism, which emphasizes external stimuli and observable behaviors, to cognitivism, which focuses on mental processes, and finally to constructivism, which centers on the active construction of knowledge by learners. This shift reflects a growing recognition of the importance of engaging learners in a more active and meaningful way, aligning with their cognitive processes and the construction of their own understanding. 

 

Harapnuik, D. (2021, November 10). Four Keys to Understanding Learning Theories. It’s About Learning. https://www.harapnuik.org/?p=6344

Dr. Harapnuik offered a great starting point for me to start thinking about all of the different learning theories and where my own fit them. He included a video as well as links to other useful sites that I was able to read through during this process. The list of learning theories was especially helpful. 

 

Harapnuik, D. (2017, October 17). CSLE+COVA vs Traditional. It’s About Learning. https://www.harapnuik.org/?page_id=7143

I looked at this page to refresh my memory on COVA and how it could influence my learning theory while teaching. COVA gives students a choice, ownership of their learning, and a voice in an authentic learning environment. This closely aligns with the cognitivism learning theory. 

 

Howley-Rouse, A. (2021, April 13). Piaget’s theory of education. THE EDUCATION HUB. https://theeducationhub.org.nz/piagets-theory-of-education/

Looking at other theorists who have similar theories in the learning process helped me understand the constructivism theory better. Piaget’s theory of education was used in the development of the constructivist theory. 

 

infed.org. (2012, December 6). Jerome Bruner and the process of education – infed.org: https://infed.org/mobi/jerome-bruner-and-the-process-of-education/

This website was a great introduction to Jerome Bruner and his life. It also gave me great insight into his books and his philosophy. It was a great way to begin my research on the constructivist theory. 

 

Meyer. (n.d.). Comparing learning theories. https://caitlinmeyer.github.io/idt-portfolio/100x/comparing-learning-theories

Looking at this portfolio, I was able to get a better understanding of the different types of learning theories. This site included behaviorism, connectivism, cognitivism, constructivism, and andragogy. It includes a graph that makes it very easy to understand. This is where I initially found the andragogy theory and it had me searching for more information. 

 

Pappas, C. (2023, September 8). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Learning about andragogy was interesting. I had never heard of that theory before and I really connected to it as an adult learner. This website provided a lot of information about how the pedagogy was developed. It also gave detailed information about the criteria of andragogy.