Running head: Personal Philosophy Paper 1
Personal Philosophy Paper-
Draft Gerald Gregory
L27504550
201630 Summer 2016 EDUC 305-D01 LUO
Rebecca M Lunde
Running head: Personal Philosophy Paper 2
Abstract
My personal philosophy of Neo-Scholasticism puts all faith in the Truth that God is in control.
A Christian Teacher can leave a profound mark on a student by displaying high morals and
values and by improving overall education quality through building positive self-esteem. The
Theory of Social Cognitive Learning is based on the effect of environment on a person’s
personality and how they then perceive their ability to learn. A student’s moral foundation can
and will have a profound effect on their ability to learn. Because God is ultimately in control of
everything in the universe, man can only have what God allows in terms of effecting the life and
learning of a student. God allows man to have the willpower to make his own decisions but
holds each man accountable for those decisions. Because man is allowed to make choices, the
observation of others can also play a role in the development of that person’s learning and be a
positive or negative influence. Motivation to learn can be determined by the environment, peers,
interest in a subject and the student’s belief in their own ability. Social Cognitive Theorists hold
onto the belief that self-motivation and the personal ability to regulate one’s own thoughts and
behavior can be taught. Schools can foster a positive learning environment for Social Cognitive
Learning by promoting educational opportunities that promote self-regulation and the chance to
discover and improve skills. This can be done by providing the opportunity and curriculum that
allows students to make independent decisions, learn new and different strategies and solve
problems independently but most importantly by setting a basis for morality.
Introduction
Thomas Aquinas played a major role in promoting the values of Scholasticism and was
influential in its development as an education philosophy. His philosophy aligns well with the
teaching style of Social Cognitive Theory which places the learning process into what an
individual observes from others and the environment and places this into reflection with their
own thoughts and behavior and then applies this to a learning conclusion. This theory and
viewpoint of how individuals react to each other and the environment encompassed the work of
Bandura (1986). A great deal of Banduras viewpoint is based on how people perceive
themselves which is believed to be a result of the influence of their environment. Bandura
describes this as self-efficacy which is the belief that one is capable to organize and execute a
course of action to control a specific situation (Bandura, 1997). An example would relate to a
specific subject such as math. A student could believe that extra study would produce the
outcome of a higher grade but doubt in their mind that they are good at math because they have
never been good at math in the past. Motivation in the belief that a person can perform a task or
reach a certain goal is key in Social Cognitive Theory. According to research, motivational
skills can be taught and regulate their self-efficacy which improves achievement (Pintrich &
Maehr, 2002).
Worldview
Instructional Practice
Instructional practice is a key element to consider when structuring curriculum and
organizing a classroom when using social cognitive theory. The environment in the classroom
and how it is organized for social interaction can vastly affect the outcome of learning. Teachers
must also take into account the influence of the environment that the student lives in outside of
the classroom. In social cognitive theory, people learn from observing others within a particular
environment. This environment and the people around them have a major impact on the
development of their personality. Part of this development is due to whether or not a person
believes in himself or herself and is confident in their ability. The support a person receives can
also affect their learning. If a person is rewarded for learning a particular behavior they will
learn quicker and be more likely to repeat this behavior. If the environment around a person is
not conducive to learning and have the appropriate classroom materials then that person will
have a more difficult time learning. Much of the students’ early classroom development comes
from observing the teacher and peers and having a change in behavior because of what they
learned. The peer group itself can influence a student's self-efficacy and be a motivating force if
the student views those peers as similar to himself (Burney, V. H., 2008). Teachers have to take
into account these theories and structure the classroom to provide the support and learning tools
necessary for the application of a particular lesson.
Teacher-Learner Relationships
Classrooms are blended, which means, not every student has the same learning speed,
social environment, background or learning style. Teachers have to observe their students and
modify their curriculum and teaching style to meet the needs of all of the students. Teachers
should structure their classroom so that students have the opportunity to learn from those peers
near their own level of learning. Student who socially bind to those students who perform at a
higher level tend to be more motivated in their own studies. Teachers who allow the students to
have different avenues of discovery will produce students who are more confident is their own
ability and will develop the skills necessary to perform at a higher level.
Diversity
Motivation in learning a subject or a task is more than just feeling confident in ability.
Students need to have a reason to continue to perform a task at a high level either by developing
an interest in that subject or by development of the skill to successfully completing a task over
and over again. The student must feel there is value in the learning. This process is described by
Csikszentmihalyi, Rathunde, and Whalen (1993) as a concept of flow, which is a student being
immersed in an activity to the point that the activity becomes rewarding in itself. This to me
perfectly describes why some students become so engaged in video games for hours and hours. As
they reach certain levels and attain specific goals they are motivated to continue. Teachers need to
have a plan in place that keeps the student interested in an activity and does not let them become
bored.
Conclusion
Teachers that understand Neo-Scholasticism and the importance of instilling sound
moral character in their students will find greater success in teaching. Being a positive rold
model can boost self-esteem in their students. We learn through Social Cognitive Theory that
how a student feels about themselves affects their motivation towards learning. I can relate to
this understanding because I have seen firsthand how low self-esteem can affect a person’s
behavior and personality. The bible teaches us in Psalm 55 to cast your cares on the Lord and
he will sustain you (Psalm 55:22, NIV). I would use this knowledge of Social Cognitive
Theory to observe my students behaviors and performance and adapt curriculum and the
environment to improve results. Bandura (1986) explains that how people feel about
themselves can affect their own behavior. If a classroom can provide a supportive environment
that allows discovery with successes that motivate a student will develop their own confidence
in their ability.
Teachers and schools need to plan a learning strategy that lets students use self-
direction as much as possible with different strategies to solve challenges which the end result
is a more motivated student.
References
Burney, V. H. (2008). Applications of social cognitive theory to gifted education. Roeper
Review,
30(2), 130-139. Retrieved from http://ezproxy.liberty.edu:2048/login?
url= http://search.proquest.com/docview/206717222?accounti
d=12085
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Pintrich, P. R., & Maehr, M. L. (Eds.). (2002). Advances in motivation and achievement (Vol 10).
Greenwich,
CT: JAI Press.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of
success and failure.
New York: Cambridge University Press.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
