BENCHMARK EDUCATIONAL PHILOSOPHY 1
Benchmark Educational Philosophy Assignment
Slavik W. Poznykov
Liberty University
“Portions of this paper were drawn from previous work submitted at Liberty.”
BENCHMARK EDUCATIONAL PHILOSOPHY 2
Abstract
Through education, we as a society are able to empower our future generations by
helping to inspire our youth. This is where they grow academically and form an identity of
whom they will become in adulthood. Students identify their strengths, form a reflection of
their identity, and connect with like-minded peers through class, clubs, sports, and many other
organizations inside the school walls. We as educators strive to give them a better
understanding of what to expect in the outside world and how to better be prepared by having
a plan in place and the knowledge to navigate obstacles presented through college or obtaining
a future career.
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There are such a wide variety of philosophies in the realm of education. As future
educators, we must be decisive about our purpose as an educator and what we hope to
accomplish for ourselves as well as the students whom we are serving. Educators should have
the best interest of students at heart and be willing to go outside of their comfort zone to
ensure that students leave their care better than when they entered it. Educators of current and
future generations should see their purpose as preparing students for the next stage of life by
focusing on their strengths and gifts through creating learning environments that offer variety
and choice to each student based on their learning styles and needs.
Philosophy of Schools & Learning
As future educators, we have a personal and ethical responsibility to identify and bring
out the qualities and strengths of our students not only to shape them into good future citizens
but to push them to achieve their goals. Learning can be seen as accepting something as truth,
which in turn influences behaviors, and a relationship is developed between the person and the
idea (Graham, 2009). A student’s experience in and out of school will impact their actions. Each
student may experience something different in school, which will impact what the student has
learned and how they interact with their world.
When God’s word is utilized as the foundation for education, it yields positive learning
outcomes for students. The talents, skills, and knowledge acquired in the school environment
should be done with God at the forefront. Furthermore, students have a Godly responsibility to
take what they have learned and apply it in the world as servants of God. As a result, students
can have a positive lasting impact on the individuals that they encounter because they will share
their creations and the things they have learned with others. Overall, implementing a
Christcentered approach allows students to learn about who they are as individuals as well as
the value of others (Graham, 2009).
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Instructional Practice
Educators have the responsibility of creating environments that foster learning by
maximizing choices, encouraging self-expression, and increasing awareness in students
(Ornstein et al, 2017). Students have the role of self-direction, participating, and accepting
responsibility for their choices. Educators and students have to work in a collaborative manner
in order to truly foster a learning environment. Schools and learning often have a long-range
impact on individuals and society. Education serves as a catalyst for growth. School should be
formulated with the intention of enhancing personal, emotional, social, physical, and
intellectual development. Learning, at its core, should provide students with opportunities to
develop their own values and skill sets through experimentation and doing.
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References
Graham, D. L. (2009). Teaching redemptively: Bringing grace and truth into your classroom.
Purposeful Design Publications.
Hazel, J. (2017, April 13). What does it mean to have faith and why is it so important?
NewSpring.Cc. https://newspring.cc/articles/what-does-it-mean-to-have-faith-andwhy-
is-it-so-important
Posnick-Goodwin, S. (2018, December 4). Teaching About Religion | NEA. Nea.Org.
https://www.nea.org/professional-excellence/student-engagement/tools-tips/teachingabout-
religion
Stloukal, M. E. & Wickman, S. A. (2011). School counseling programs as spiritual and religious
safe zones. Counseling and Values. 55(2). 157-170.
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