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Neil Hokanson Philosophy
My Philosophy
(ITEC 5160, Fall 2004)
My learning/teaching philosophy is that there are many roads to the
objective. With a varied learning population it is important to develop
and create multiple learning opportunities for students to succeed and
meet overall objectives. A teacher serves as a facilitator in the
process of education and evaluates the effectiveness of developed
learning modules and lessons. Learning and teaching are processes that
must be valid, authentic, varied, flexible, and as individualized as
possible.
My Credo
(ADED 5240, Summer 2005)
I believe that as an adult educator I must respect the wealth of life
experience that adults bring to any educational setting and facilitate
the ability of learners to recognize where they are in learning
situations (Taylor, et al., 2000, p. 313). I believe that
“adults experience situations, problems, and changes that are
opportunities for and the basis of learning; and development is one
possible response to these internal and external changes”
(Taylor, et al., p. 9). I believe that learning is change, and I
have a responsibility to assist adult learners in the transformative
process and in developing learning that lasts via reflection (Taylor,
et al., pp. 9-10). I believe that as an adult educator I should
facilitate deep learning that goes “beyond conceptions and
practices related to learning as information…toward conceptions
and practices that focus on the possibility of learning as
transformation” (Taylor, et al., p. 14). I believe that
“how I approach the learner’s real needs will affect what
is really learned” (Taylor, et al., p. 15). I believe in
the importance of “critical reflection” and the development
of the ability to carry out self-assessment and consider the question
“Why do I think this way?” (Taylor, et al., p. 28). I
believe it is vital that adult learners engage in dialogue where
“learners inquire into and respond openly to others’ ideas,
at the same time thinking about and being willing to surface and
question assumptions underlying their own and others’
statements” and in effect, become more aware of how they
construct knowledge, recognize the sources of the ideas they currently
hold, and engage with others in order to more effectively reconstruct
knowledge as new experiences and reflections warrant (Taylor, et al.,
pp. 34 & 36). I believe it is important to model
self-discovery and nurture the ability to reflect on one’s
experience and to take responsibility for how one will be in the future
(Taylor, et al., p. 38). I believe that the learner inevitably
decides their learning goals, seeks appropriate resources, and actively
engages with the process of learning and I should be there as a
resource to provide advice, input, expertise, and directions (Taylor,
et al., p. 39). I believe that learning is a developmental
process that is self-constructed but dependent on communal interaction
to be effective (Taylor, et al., p. 43). I believe in
Daloz’s statement:
When we no longer consider learning to be primarily the acquisition of
knowledge, we can no longer view teaching as the bestowal of it.
If learning is about growth and growth requires trust, then teaching is
about engendering trust, about nurturance—caring for
growth. (Taylor, et al., p. 326)
I believe ultimately that as an adult educator I serve as a mentor that
prepares the learner adequately for the journey of learning, blazes the
trail, provides a map, allows the learner to set the pace, provides a
lifeline when challenges arise, and offers support and challenge to the
adult learner (Taylor, et al., pp. 330-333). Teaching adults is a
shared journey and one that an adult educator must be willing to travel
in order to have a lasting influence (Taylor, et al., p. 335).
This is what I believe.
Reference
Taylor, K., Marienau, C., & Fiddler, M. (2000).
Developing Adult Learners: Strategies for Teachers and
Trainers. San Francisco: Jossey-Bass.
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