Running head: ALL-INCLUSIVE EDUCATION: A STUDENT CENTERED
EDUCATIONAL PHILOSPHY
ALL-INCLUSIVE EDUCATION
By
Sterling Harrison: L23377880
Dr. Parker
Education 504 Spring 2016
January 5, 2016
PORTIONS OF THIS PAPER WERE DRAWN FROM A PREVIOUS WORK
SUBMITTED IN PSYC 255.
ALL-INCLUSIVE EDUCATION: A STUDENT CENTERED EDUCATIONAL
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Abstract
Education is a gift that may be given, but will never be undone. However, education
may perhaps be the most diverse gift known to man. The process of education can be
explained by a progressive model that requires an all-inclusive approach. Quality
educational methodology adopts various principals from many diverse educational
philosophies. All-inclusive education may be entirely dependent on the individual needs
of the student. In order educators to adequately educate students, educators must initially
understand the student’s individual needs, and how the educator can meet those needs.
Education is personal, and the student must possess the desire to intake the information to
successfully retain the information. As educators, it is absolutely essential to understand
that learning is not a “one size fits all” philosophy. So what is the most efficient method
of achieving an education.
There are many characteristics of education that can make it a rather demanding
profession; aside from the complexity of the rules many schools enforce, educators also
have to find ways to work with students that have a challenging time taking in new
information. Many school systems start at the age of five. By the time educators come in
contact with students, they have already had at least 5 years of personal development on
how to process information. Educators are often given a set standard and told that they
have to meet these standards without being given the proper means to do so. Frequently
educators either fail to understand that there are multiple ways of accomplishing this
goal, or simply are not given the tools to be successful.
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In modern day education, it is rather problematic to determine what educational
philosophy is supreme for efficient training the next generation of society. The answer
key lies in variety.
This essay is going to dive into the talk the educational philosophy of Sterling
Harrison. This essay will explore my personal beliefs about worldview, institutional
practices, teacher and learner relationship, and diversity.
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Sterling Harrison: L23377880
Dr. Parker
Education 504 Spring 2016
January 5, 2016
According to the Public Reference Bureau, in the year 2000, married fathers spent
an average of 6.5 hours a week with their children (PRB 2007). Likewise, the PRB states
that in the same year, mothers only spent 12.9 hours per week with their children (PRB
2007). Comparisons show that this is less than half of the amount of time that parents
spent with their children in the year 1985 (PRB 2007). These facts show that in just one
school day, educators spent more time with children than their own fathers do, and after
three full school days, educators have spent more time with those students, them both
parents have combined.
Habitually educators may be the biggest influence in the life of a student, simply
because of the amount of time that spent with students. With these shocking statistics,
one has the right to conclude that educators may have a great impact on facilitating
students in their academics, and in preparing students for life after school. On the
contrary, a teacher may also be influential in the downfall of a student’s academic
progress if the teacher fails to put effort into reaching the student. Therefore, educators
must be intentional in every interaction with students.
Is there one dimension of educational philosophy that is applicable to every
individual? Does behavior or upbringing have an effect on how students perform
academically? Educators may be faced with numerous difficult questions. As educators,
one must be prepared to take a stance on personal beliefs regarding these questions.
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Because of the regulations in the educational system, it may be testing to establish
what the responsibilities of a teacher entail. While attending church one Sunday; I ran
into the pastor’s wife Cathy and asked her how things were at her school (she is a tenth
grade English teacher at a high school in the Lynchburg area). Her answer caught me by
complete surprise. She responded, “I am putting in my notice this Tuesday, I am done
with this glorified babysitting”. She continued, “I have spent more time as an
administrator engaged in disciplinary acts, monitoring and reinforcing the behavior of the
students, than I have spent teaching.” This reality has slowly ruined the education
system. I would imagine that this attitude held by many of modern day educators was not
the case when the first began teaching. Educators have lost their passion and this is
affecting students.
The primary character of the educator should be to nurture the student as an
individual to promote the nature of the student learning. Educators should also model
what it means to live a self- actualized lifestyle. When this is done effectively, this
allows teaching to be a very powerful role in molding the life of the next generation. As
Christian educators, we are called to take action in Titus 2:7-8. The scripture reads “In
everything set them an example by doing what is good. In your teaching show integrity,
seriousness and soundness of speech that cannot be condemned” (Holy Bible).
It is marveling that God would not only give us this responsibility, nonetheless,
would also be gracious to give us specific examples of what character to display when
striving to accomplish the calling. Interestingly enough, God did not restrict the method
of accomplishment, he allows us to do so however it may necessary. In order to
accomplish this calling, one must be willing to take multiple approaches to reach
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students. This is why I reiterate that education is a process that requires an all-inclusive
approach, in order to educate an individual, one must first understand who the individual
is and how the person functions.
PHILOSOPHY
Developing a worldview and a personal philosophy is absolutely essential in
understanding who the individual is and how the person functions to educate the
individual. Human beings spend a great deal of life in a precarious search for
significance. A student feeling significant as an individual, is step one in the ongoing
process of opening his or her minds to the necessity of education. I find my significance
in Jesus Christ and he is the start of me believing that I am capable of achieving
educational and life goals. The scripture tells us in Psalms “For you created my inmost
being; you knit me together in my mother’s womb. I praise you because I am fearfully
and wonderfully made; your works are wonderful; I know that full well” (Holy Bible).
Personal metaphysics could simply be defined as a Christ-centered worldview. I
truthfully have confidence that every aspect of the Holy Bible is accurate. The Bible
teaches that God created the universe in six 24 hour days, according to Genesis 1 (Holy
Bible). God created the universe out of nothing, using no preexisting material. Man is
naturally sinful as a result of the fall in Genesis 2 (Holy Bible). God gives us grace for
our sin and gives us free will to make decisions about our personal lives. In Acts 1:8,
God gives us the responsibility to spread this belief in all that one does. The scripture
reads “But you will receive power when the Holy Spirit comes upon you. And you will
be my
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witnesses, telling people about me everywhere in Jerusalem, throughout Judea, in
Samaria, and to the ends of the earth (Holy Bible).”
All truths come from these principles and define my personal epistemology. I
strive to challenge myself to compare of all personal goals, thoughts, and actions, to the
consistent with what is stated above. As an educator, it is an obligation to model a
lifestyle that reflects these principles.
Personal axiology closely identifies with similar values of a pragmatist. The
value lies in noble health, vocational and social skills and the ability to problem solve
(Knight 2006 p 23). Different from pragmatist, I believe that freedom to enjoy these
values come as a gracious gift from God, and without faith and action, one can not enjoy
these values.
As an educator, I will abide by three specific principles of ethics. The principle of
respect, the principle of integrity, and the principle of justice. As educators, one has a
duty to respect the beliefs, personal space and the decisions of every other individual.
Failing to do so may take away from the nature of learning for that individual. Therefore,
should not interfere with the decisions of competent individuals.
The Oxford Dictionary defines character as “the mental and moral qualities
distinctive to an individual” (Oxford 2010). Character should speak for itself in the action
of individuals and should be exemplified through honesty. My character should
demonstrate intelligence, which is essential in establishing credibility with students.
Finally, I would like to exhibit positive leadership skills by the modeling desired
behaviors. Modeling is one of the most useful tools in all aspects of learning. Research
has shown that students learn academic skills more effectively when models demonstrate
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not only how to do something, on the other hand, also modeling how to think about
specific ideas. This concept is known as cognitive modeling (Omrod 2012, p 135)
The third principle of justice leads to discussion of my philosophy of school and
learning. As an educator, it is absolutely compulsory that students are enabled to
understand that they have a fair chance and possess the capability of being successful in
life. Failure to do so may have a negative effect on a student learning and the student
developing self-efficacy. As an educator, it is essential to consider these things and ensure
that I am teaching with these specific principles and beliefs as my foundation.
Philosophy of Schools & Learning
Having a personal view of school and learning is unconditionally in considering
who the individual is and how the person functions to educate the individual. Modern day
secondary school systems are set up to the disadvantage of students. With class periods
ranging between 45 and 90 minutes, students do not acquire enough quality time to
understand the complexity of the subject matter. When students fail to become engaged
early in the class period, the rest of the period they spend trying to catch up, or quit trying
and have lost focus. With only a few minutes in between classes, students go from one
subject to another and hardly have time to process the information that her or she has just
learned. This may distress the student’s ability to move this information into their
working memory and stored memory.
In addition to the class length, class sizes are also an issue that contributes to
students struggling to learn. According to Berger in her textbook, The Developing
Person: Through Childhood and Adolescence, Berger quotes that the average student to
teacher ratio in American secondary schools is 18:1 (Berger 2009 p. 481). With class
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sizes this large, educators do not always have the opportunity to spend time explaining
the subjects to students who may not understand. Similarly, students may be hesitant to
ask questions out of fear of embarrassment when they do not understand things. This
may affect a students’ process of learning.
Modern day education system does not prepare students for the working world
that they will enter upon graduating. From an all- inclusive approach, my philosophy on
curriculum and methodology could be described as a mix between the views of
Pragmatism and Essentialism. Knight describes Pragmatists view of curriculum is
student centered, with a high focused on processed learning, problem based and hands on
learning (Knight 2006 p 43). As students learn by experience, they are capable of moving
on to learning more complex concepts that build off of previous experiences, this is the
same view that Essentialist share. The methodology would include a high focus on
experimental learning, field trips, film records, lectures, and discussion. The scientific
method is a respectable model to learn from.
In her book Human Learning, Jeanne Ellis Omrod defines learning as “a
relatively permanent change in mental representations or associations as a result of
experience (Omrod 2012 p 323). Different from Realist, who believe that learning is a
passive act (Knight 2006), I believe that learning may be both active and passive, just as
change may be both active and passive. In order for students to maximize their ability to
retain information, students must be motivated, information must be meaningful and
well organized.
According to Omrod, Social learning theorist and cognitivist have begun to
portray learning as a process that requires setting goals, choosing learning strategies that
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are likely to help achieve those goals, and then evaluating the results of one’s efforts
(Omrod 2012 p 326). Goal setting is the greatest at the peak of the student’s motivation.
For students who are fortunate, they have been taught to set goals by themselves, parents,
or other mentors in life. Unfortunately, some students have not had the same opportunity
and fail to set goals or find the motivation. When faces with students who have not set
goals, educators are presented with a great opportunity to set students with goals at the
beginning of a grading period, allowing the student to find the motivation to meet the
goals, and regulate themselves over the course of the term. The style of goal setting is
called co-regulated learning (Omrod 2012 p. 328). When students are motivated, they are
more likely to actively plan, they are more likely to try different learning strategies, and
they tend to be self-motivated (Omrod 2012 p. 328).
Successful students establish a set of goals they wish to obtain by a certain time
period. These goals also play a role in developing one’s self-efficacy. Zimmerman and
his colleagues conducted a study to assess the value of high school student’s self-
efficacy, beliefs, and academic goals in self-motivated academic attainment (Zimmerman
1992 p 663). The goal setting at the beginning of the year predicted final course grades.
The results showed that self-efficacy alone is not the only factor to determine final
grades.
Other variables such as preventative social and self-evaluative consequences contribute to
personal accomplishment (Zimmerman 1992 p 663). Educators have the opportunity to
lead these students to a place of personal accomplishment.
Frequently students struggle to store memory because they may find it to be
meaningless and irrelevant to their everyday lives. In order for students to find
information meaningful they have to be able to make a connection between the new
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information and some sort of prior knowledge. This is similar to how Knight describes
neo-scholastics view of the nature of learning. Neo-scholastics believe that learners have
a natural ability to acquire knowledge through reason, memory and will (Knight 2006 p.
25).
One way that educators may aid students to find information meaningful, is to
connect the new information that they are presenting, to information that the students
should already know according to their cognitive levels. For more abstract subject matter
this may useful to aid retention. It is also essential that students are able to ask any
questions that may be on their minds. Permitting students to ask questions assists students
in establishing their own system of truth. As an educator, this must be considered to
ensure that students stay motivated and engaged.
Instructional Practice
Instructional practices are an enormous element in what separate ordinary
educators from extraordinary educators. Developing a system of truth seems to be a life-
long task in today’s day and age. It seems as if many people believe in the existential
idea that there is no set truth, and truth it is whatever the individual desires for it to be.
While people are entitled to their respected opinions, I believe that truth lies in
knowledge. If individuals are able to empower themselves with knowledge, then they are
equipped to make decisions for themselves, and scrutinize pieces of information
according to previous knowledge. The proper instructional practices may be the tool that
enables students in establishing a sense of self-efficacy and expedites learning.
Pedagogic practice will include a variety of techniques. Lectures will be the staple
for introducing new subject ideas. Using the push- pull technique, I will present the new
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information to students while asking questions to assess their level of knowledge on the
subject. After the initial introduction of a topic, hands-on learning is the next step in
helping the students encode the information. This may be done by means of group
activities or experimental projects. The goal is that this will allow the students to develop
their own options based on experience.
Small group discussion is a technique that may be very useful in aiding learning.
Students are given the opportunity to take what they believe and compare it to that of
their peers. When comparing information students will either adjust their schemas and
take in the new information or reject the views of others. Either way, this guides
students in developing a personal system of truth. As mentioned earlier, learning through
social interaction seems to be a value that contributes to personal accomplishment.
While I have listed for you some techniques that I will use an educator, I would
like to go into further detail and give examples of how the strategies will be applied.
Let’s use a research project as an example. While working on research projects, the
students will select a topic to research and begin the initial research process and begin
taking notes. The outline given would present the proper format expected for the project.
Lev Vygotsky describes this technique as scaffolding; demonstrating a skill with the
hopes that the students will ultimately be able to perform the skill on their own (Omrod
2012 p. 171). Next, key ideas would be provided pertaining to what the students should
look for regarding their topics. Once the students have formulated their main points, next
they would create an outline, followed by a rough draft using the outline given as a model
for the proper format.
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After completing the rough draft students would be assigned to small groups
according to their academic levels to review and critique each-others work. Finally, I
would spend a classroom day presenting the same idea that was presented in the model
outline, allowing students to have a model of how to put the pieces together and share the
knowledge that they have acquired. Consistency and willingness to adapt is as an
educator is vital in ensuring that students stay motivated and engaged.
Teacher-Learner Relationships
The nature of the relationship between the teacher and the learner must be
of significance in order to consider who an individual is and how the person functions in
order to educate the individual. The interaction between the learner and the student
should be natural and effortless. Establishing respectable relationships with many of my
educators and professors helped mold my educational philosophy as a student.
Plato, a primary leader of the philosophy of Idealism, advocated that individuals
possess a natural desire to better themselves (Knight 2006. p 154). Plato stressed that
individuals work towards their ideal goals, according to their moral values (Knight 2006,
p. 154). Using the all-inclusive perspective, I believe these ideas of idealism to be true.
Without a student having the natural desire to accomplish a goal, the teacher may not be
able to influence the student in aiding the student in learning.
Similar to the nature of the student learning, Idealist views on the nature of a
teacher have also been very influential in developing my personal philosophy. Knight
describes the teacher’s role as “a model of an absolute and whole person (Knight 2006, p.
154). The teacher should pass knowledge to the learners and encourage the students to
strive for absolutism” (Knight 2006, p. 154).
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As a high school student, I truly struggled in the subject area of math. As a
freshman, I had to take one particular standard of learning test three times before I finally
got a passing score. As I struggled to understand the concepts, and at times chose not to
care, I ran into a teacher named Mrs. Vance that changed my entire perspective on the
subject and school in general. Mrs. Vance was the only teacher that I had during my four
years of school that made sure that her students were successful by giving her quality
time to her students. She would leave notes on students’ test assignments that said “see
me after class” if grades were low.
When she realized that her students were struggling with a subject, she would
make it a point to arrange that the student either see her during lunch or arrange plans to
stay after school. She and I spent three weeks reviewing every day after school and I
passed the test. Mrs. Vance did not force me to come to her during lunch or after
school, nevertheless, what she did do was give me an opportunity. She knew that I
wanted to be successful and she used her tools as an educator to enable me to be
successful.
As an educator, my students will know that I am also available and where I will
be if they need additional help. Co-regulated learning requires equal interest from both
the educator and the student. It is not simply giving the right answers or making
assignments easier. Instead, it is guidance in building the esteem and efficacy of the
learner to allow them to move towards self-regulation.
The goal of implementing these strategies is to prepare students for what is to
come. Whether it be post-secondary school or the working world, every individual needs
to be equipped with a system of values and knowledge about the world around them.
Diversity
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Diversity may be one of the greatest barriers to overcome in modern day
education. Historical, economic and social differences are legitimate factors that may
separate a student from effectively connecting with other students and educators. It
seems as if the missing piece of the puzzle comes from educators lacking the proper
equipment to effectively communicate with students from different cultures. Although
education systems may not always prepare educators to successfully bridge the gap
between the student and the educator, there are still several resources and techniques that
may be used; including giving students positive reinforcement when they display desired
behaviors, encouraging students of different ethnic backgrounds to get to know each
other, and referring students who may display learning disorders or speech barriers to
administration so that they are able to obtain the proper professional help.
Positive reinforcement involves presenting a stimulus after the desired response is
given (Omrod 2012 p. 60). Positive reinforcement has been one of the utmost useful
techniques in learning. For educators it may be a smile, verbal praise or even some sort
of incentive such as extra credit. When dealing with diversity students that do not fit the
norm of the classroom may be hesitant to participate in class activities. Encouraging
students to be open to thoughts and ideas may be essential in building their self-efficacy
as students. Students may be afraid that they will say the wrong answer which may lead
to being judged, this is where reinforcement comes in. If students answer questions
improperly then coaching is a way to redirect their train of thought. This will take away
from the shame of being wrong, and keep their mind engaged and interested. When
students answer questions correctly, then praise should be given. This will facilitate the
students in wanting to stay engaged and continue to answer questions properly.
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As mentioned in the instructional practice section, small group work is a great
way to promote learning. Small group learning may also be an instrument in breaking
down the obstacles of diversity. When students work in groups there seems to be an
expectation for each student to contribute equally, students may find incentive to work
harder and better themselves out of fear of consequences. Although this may sound a bit
irrational, this idea may be influential in a student building his or her self-efficacy and
ability to contribute to the group. More importantly, students may develop strong
relationships with other students from different cultural backgrounds as a result of a bond
formed in a group activity.
A third large factor in diversity may come from students who have learning
disabilities and emotional disturbances. How might an educator take action to allow the
student to be successful with learning? If students display behaviors that influence
learning, then it is imperative that educators take note of the frequency, the duration and
the severity of the behaviors. Once a teacher has taken note that these behaviors are
repetitively presented, then the student may be referred to administration for evaluation.
Upon evaluation the student may be given accommodations and adjustments may be
made to allow the student to be placed in the best environment suitable for learning.
Awareness of barriers of diversity is one of the many factors that an educator must
be cautious to ensure that students stay motivated and are continually learning properly.
Conclusion
Education is a progression that requires an all-inclusive approach. Many factors
that must be considered when it comes to educating individuals. As educators it is
indispensable to stay true to beliefs about worldview and life, however, it is equally
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significant to understand that not everyone may share that same worldview. Willingness
to adapt and adjust instructional practices to accommodate the student is equally as
essential. Despite rules and regulations that may make the profession increasingly
difficult educators must remember that a difference may be made in the future of
adolescence. As educators, one has a duty to serve the youth of tomorrow. If one stands
willing to answer the call, one must also be willing to take on the challenges. Since
learning is not a “one size fits all” philosophy, I am prepared to respond when I am
dealing with various situations.
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References
Berger, K. (2009). Adolescence: Child Development. In The Developing Person Through
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Do Parents Spend Enough Time With Their Children? Retrieved January 13, 2016, from
http://www.prb.org/Publications/Articles/2007.
Holy Bible: New International Version. (2011). Grand Rapids, Mich.: Zondervan.
Knight, G. R. (2006). Philosophy & education: An introduction in Christian perspective.
Berrien Springs, MI: Andrews University Press. ISBN 978-1- 883925-54-3
Omrod, J. (2012). Complex learning and cognition. In Human Learning (5th ed., pp. 135-
171, 326-333, 496-498). Columbus, Ohio: Merrill Prentice Hall.
Oxford Dictionary of English (3rd ed.). (2010). Oxford: Oxford University Press.
DOI: 10.1093/acref/9780199571123 .001.0001
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for
academic attainment: the role of self-efficacy beliefs and personal goal setting.
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doi:10.2307/1163261
