Education. Nonviolence. Love.

Friday, August 27, 2010

My Philosophy of Teaching

Preface: It occurred to me after writing the following philosophy of teaching that compared to the philosophies of teaching I am accustomed to reading, my philosophy is stated in much more general terms. While broad purposes, ideals, and objectives could indicate I invested little thought in my philosophy before writing it, in my case it means just the opposite. I devoted a great deal of time and thoroughness to my philosophy of teaching, and after reflecting on my conversations, observations, and studies regarding education I adopted a common belief, that every child is unique. From that widespread belief I further realized that when one groups children together in a classroom one creates a unique mix of backgrounds, deficiencies, interests, needs and skills, and that such uniqueness demands different curriculums, assessments, management techniques, schedules, etc. It is for this reason I cannot fully endorse a student-centered curriculum over a subject-centered curriculum or teacher-guided Creative Conflict methods over telling students to figure out how to resolve a conflict by themselves. I cannot bring myself to believe that Company X produces the best cursive handwriting course, or that students who are (n) years old must read at level (m), or that the highest qualified teachers are those whose students score the highest on standardized tests.

What I can tell you is this…

My Philosophy: Education is helping an individual grow and develop self-awareness. It is helping people come to respect and engage in the world beyond themselves. It requires taking risks and is an agent in reducing inequality. It also requires a commitment between the student and the teacher and between the student and himself/herself. Education should be assisting individuals in developing personal integrity and social awareness, as well as academic proficiency. While learning how to gather information and synthesize it into knowledge is important, education should also guide individuals to a better understanding of themselves. It should assist them in realizing and utilizing their strengths and weaknesses, in such areas as their personal learning style and adapting to different environments.

I am convinced that every individual has the ability to learn and deserves the opportunity to be taught, or guided. Therefore, my objective as an educator is to deliver quality education to every student in my classroom. I will do this by offering a wealth of experience, encouraging self-discovery, and planning lessons based on my students’ interests. As previously stated, learning requires risk taking. For children, taking risks in education requires a caring and patient environment. To create such an environment, I look forward to tuning in and listening to the mind and heart of each one of my students so as to develop an awareness and sensitivity to my students as individuals. Believing in the commitment that education demands, I sincerely want my students to know that I am not going to give up on them, nor let them give up on themselves.

In order to most clearly communicate my philosophy of teaching, I will close with my education creed, or statement of belief.

I believe that every child has the capacity to learn.

I believe that every child is unique and therefore has unique needs.

I believe that every child deserves the opportunity to be challenged in a caring, patient, safe, and stimulating classroom environment.

I believe that every child deserves the assistance of an educator in discovering his/her unique learning style.

I believe that once a child understands his/her unique learning style a rich love for learning will develop.

I believe in offering students diverse approaches to learning.

I believe in setting high expectations.

I believe that developing proficiency in life skills such as, self-reflection, conflict resolution, self-confidence, gratitude, respect for all that is both inside and outside oneself, and self-discipline are just as important as academic proficiency.

Sunday, August 15, 2010

The Saddest Yard: The Reality of Punishing Prisoners, Punishing Ourselves


The United States has the highest incarceration rate in the world. Our nation is home to less than 5% of the world's population and 23.4% of the world's prison population (Walmsley, 2009). In some states “the state's prison population is ‘growing so fast we can't keep up,’” (Biedka, 2010). My main issue with this is that at least 61% of the men and women in our prisons are repeat offenders, which we are paying for with our bank accounts and otherwise (1998). It is ironic that for over half the people currently serving time in our prisons they have gone through the entire “correctional” and “rehabilitation” experience at least once before. And “ironic” is me speaking softly. So, why is this our reality and how can we change it? Because it is OUR reality collectively and OUR responsibility to change it.

Some do recognize the ineffectiveness of our prison system and spend energy and money attempting to improve it. I hold a high regard for those people’s efforts, but I mostly see them wasting their time on the symptoms, rather than the source.

As we all know coercion and violence dominate our state’s actions. We spend over half our budget on military expenses. Add to that our tax money going to prisons and the administration of criminal law and… well you get the point. Our state also spends our money on many things to be proud of, such as schools, parks, libraries, and community centers. However, there is a gross imbalance. In addition to the money we throw at violence, we must become aware of our violent actions. We allow our nation’s men and women, our neighbors, to endure poor medical care, rape, gang violence, and being pressured into sexual activity in severely overcrowded buildings where these inhumane conditions cause unnecessary deaths. And we endorse it. We do this because we want revenge and we believe that this method of treatment will “teach them a lesson,” that it will deter them from further criminal activity.

However, these actions of our state (which are a reflection of our actions as individuals) “are founded upon a mistake, namely, the idea that fear is the strongest and best sanction for group action and association” (Gregg, 1960). In reality, violence and severe punishment have proven unavailing and damaging to our prisoners and to our society. Fear is disruptive and therefore cannot be the foundation for unity, and without a strong sense of unity our society will continue to produce criminals and endure the suffering they create. We must admit this and demand a different way.

When a criminal does reform his/her life it is not the result of forceful punishment or suffering, but rather the “stimulus to some latent for potential goodness in the individual.” Such positive stimulus comes from positive treatment, and not from force. “If force were the true cause of rehabilitation, its effectiveness would increase with repetition.” Instead, we know that it does just the opposite and we know this because 61% of people behind bars are second-time offenders. If violent methods are not the way, then might we consider nonviolent ones?

For incarcerated individuals such methods may include, though are not limited to, proper medical care; a healthy diet; psychiatric treatment; general education; training in an occupation and assistance securing employment once released; respectable living quarters; and opportunities for normal living. Some of these methods are being implemented and are contributing to genuine reform in individuals. I propose we take it a step further. It is commonly believed that a group is only as strong as its weakest link. It follows then that we must serve and rise up the weakest in our society. In order to do this let’s offer the resources to our lowest that we do to our highest. Let’s train prisoners in music, a visual art, dance, or theater and give them the opportunity to express themselves through this medium, rather than through violence. Let’s give them the opportunity to engage in personal development and team building through ropes course exercises known to enhance cooperation, decision making, trust, self esteem, leadership, goal setting, teamwork, and self confidence. Let’s instruct them in the invaluable practices of meditation, self-reflection, prayer, and centering. Or better yet let’s offer such services to every young person in the United States and in doing so invest in preventative methods necessary to keeping our citizenry out of prison. (Preventing the members of our communities from committing crimes and being incarcerated a first time is a topic I will explore in a different blog post).

For those who do not commit violent crimes, or even contribute to violent crimes occurring, we should not send them to prison…as we did a couple of men for ten years who used packing materials formerly considered illegal when exporting lobster from Haiti to the United States (2010)! We should only incarcerate violent offenders. This will save you and me millions of dollars, as well as allow quicker reform of criminals so that rather than sitting in prison they become cooperative members of society. I do not want to pay for the food, clothing, bedding, electricity, water, security personnel, judges, judicial clerks, and so on for a person caught performing insider trading to hang out in a prison yard. I do not think you do either.

Overall, I do not care whether the crime committed is blue-collar, white-collar, or tie-dye. I do not care whether it is violent or nonviolent. I would prefer we reformed criminals and guided them into roles in which they can benefit society through their skills and talents, rather than pay for them to sit in jail for an arbitrary amount of time, and then be released in the same or worse condition as when they entered the jail cell only to continue engaging in criminal activity, because they honestly see no other way to survive.

We must also create a wiser court system. Our criminal courts should decide whether or not a crime took place and the facts. Nothing more, and nothing less. From there each case should be logically and humanely handled by doctors, psychiatrists, psychologists, teachers, employment agencies, and others trained in the area of rehabilitation, not fear and punishment. We need people who hunger and thirst to help criminals become good citizens, not good prisoners.

With that said prison reform is dependent upon an overall much needed social reform, as the violence acted out by our state is a direct result of our own attitudes and tendencies. No doubt there are incurable criminals among us who “are the inevitable product of existing defective familial and social processes and penal systems” (Gregg, 1960). This will not change unless our society changes. The primary condition we should devote ourselves to, including our energy, money, and time, is the unity of mankind. We must learn to transcend differences and promote the common welfare of all. Once we develop a permanence of these societal elements we will stop producing criminals and we will enjoy the fruits of a healthier society.

I challenge you to release your confidence in punishment, your desire for revenge, and your belief in the lie that threatening violent punishment deters crime.


(1998). One Reason So Many Felons are Repeat Offenders and How to Fix It. Retrieved from http://geekpolitics.com/one-reason-so-many-felons-are-repeat-offenders-and-how-to-fix-it/.

(2010). Too Many Laws, Too Many Prisoners. The Economists.

Biedke, C. (2010). Program Aims to Prevent Repeat Offenders, Cut Jail Populations. Retrieved from http://www.pittsburghlive.com/x/pittsburghtrib/news/pittsburgh/s_690991.html

Gregg, R. (1960). The Power of Nonviolence. Retrieved from NonviolenceUnited.org.

Walmsley, R (2009). World Prison Population List. International Centre for Prison Studies. Retrieved from http://www.kcl.ac.uk/depsta/law/research/icps/downloads/wppl-8th_41.pdf.