MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 2
Abstract
Mary Mcleod Bethune was an educator, an activist and a world changed. Bethune’s educational
philosophy stemmed around one central theme: head, heart, and hand (Long, 2011: McCluskey,
1989, Johnson-Miller, 2006). This paper explores the educational philosophy and the life of
Mary Mcleod Bethune and how her educational philosophy impacted the development of whole
and well-rounded students. Bethune’s commitment to education and empowering women, and
African Americans, through access to education and knowledge is an example to educators still
today (Johnson- Miller, 2006).
Keywords: Head, Heart, Hand, “whole” student
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 3
Mary Mcleod Bethune’s Educational Philosophy and its impact on developing the “Whole”
Student
Mary Mcleod Bethune was an educator, civil rights leader, and women’s right advocate.
The three articles above connect the central theme of the educational philosophy of Mary Mcleod
Bethune: head, heart and hand. The educational philosophy of Bethune connects back to
Christianity and service always (Long, 2011; McCluksey, 1989; Johnson- Miller, 2006). The
focus on head, heart and hand is central to theme of Bethune’s philosophy as well and is clearly
explained in all articles discussing her educational philosophy. Bethune, lived a life, that
contributed to her educational philosophy and how she interacted with her students in education
(Long, 2011; McCluksey, 1989; Johnson- Miller, 2006). As stated by Johnson-Miller( 2006),
“her life epitomized her philosophy.” Living a life devoted to your educational philosophy seems
to be the best way to approach education. It can be seen that, by life experience, students can
achieve life transforming education and become the students they are truly destined to be
(McCluskey, 1989; Johnson-Miller, 2006). Bethune’s philosophy of education can be connected
to Augustine’s philosophy of education, where both faith and reason were required for true
learning ( Smith, 2020, p.14).
Bethune’s education philosophy provides an example for modern educators, at all levels,
who wish to develop “whole’ students with a foundation in character development and purpose.
Head, heart and hand philosophy is more than just a focus on Christian education. It is a directive
to all students and educators on how to navigate not only education but life. Leading from head,
heart and hand guides educators to developing into “whole’ and well-rounded students. The life
and philosophy of Mary Mcleod Bethune impacted the development of “whole” students in a
positive way (Johnson-Miller, 2006).
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 4
Background and Cultural Context
Johnson- Miller (2006) describes the life of Mary Mcleod Bethune’s life as the epitome
of the educational philosophy. Bethune’s experiences growing up through adulthood and
developing her faith, led to her increased educational philosophy over the years. Bethune was a
visionary who was highly focused and understood the limitations of the African American race,
in particular, the female gender as African Americans. She used her understanding of those
limitations to educate and truly pursue the mission of educating African Americans, in a time,
that was very difficult and filled with racial oppression (McCluskey, 1989). The post
reconstruction South placed African American women in particular roles, it was Bethune who
forged her own agenda for Black women and helped them find their identity (McCluskey, 1989).
Bethune believed women were the key to educating children. Bethune had a true belief in
education and understood its transformative power for the African American race (McCluskey,
1989; Long, 2011). Bethune “made education the centerpiece in her lifelong work to achieve
racial and gender equality” (McCluskey, 1989). The life of an African American during the time
when Bethune, was making such strides in education cannot be taken lightly. In a time of racial
oppression, Bethune still pushed to fulfill the call on her life and mission (Johnson-Miller, 2006).
Philosophy of Education
Bethune’s educational philosophy was to integrate into teaching holistic development,
character education and empowerment. Bethune was a model of servant leadership and she
modeled that for her students (Long, 2011). Bethune’s educational philosophy is seen on full
display through her institution and, in particular, the Moody Bible Institute (McCluskey, 1989).
Her model of heart, head and hand is the central focus of the educational philosophy.
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 5
According to Johnson-Miller (2006), “Mary Bethune promoted education for the whole
person, and training the heart according to the principles of Christian was central to training of
minds and hands.” Bethune modeled experiential learning and her philosophy of education
centered around spiritual life and direct life application (Johnson- Miller, 2006). In her
educational philosophy, servant leadership and Christianity were interwoven into all that was
taught and visibly seen through the students of her school. The educational philosophy of
Bethune connects back to Christianity and service always (Long, 2011; McCluksey, 1989;
Johnson- Miller, 2006). It is also seen today in modern education, by those who study her
philosophy or even attend one of her institutions such as Bethune Cookman College
Theory to Practice
Bethune’s educational philosophy is seen on full display through her institution and, in
the Moody Bible Institute (McCluskey, 1989). Bethune’s educational philosophy
connects to the scripture in James that says, “If a brother or sister is naked and destitute of daily
food,B16'andBone of you says to them, “Depart in peace, be warmed and filled,” but you do not
give them the things which are needed for the body, whatdoes itBprofit?B17'Thus also faith by
itself, if it does not have works, is dead” (King James Bible, 1769/n.d., James 2:15-16).
Bethune’s educational philosophy leads students not just learn but to be active in their
educational process and put what is learned into action. Bethune’s life was her educational
theory into practice. Bethune modeled experiential learning and her philosophy of education.
centered around spiritual life and direct life application (Johnson-Miller, 2006). Bethune infused
active participation into her philosophy. As an example, students were required to participate in
active field service. They were taught evangelism and then were taken through the City of
Chicago to share the gospel ( Johnson-Miller, 2006).
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 6
Perspectives on Diversity
Bethune was passionate about helping women. Not only was she a civil rights activist and
educator, but she was also a women’s right activist (Long, 2011). Bethune believed by teaching
women, this was the quickest way to influence the next generation of children and teach them.
As told by Johnson-Miller (2006), in the article, Bethune became the most influential black
women of her times in the United States. Her drive is a force that can never be forgotten and is
often mentioned with some of the greatest names in African American education such as WEB
Dubios and Booker T Washington. To quote her in her own work, Bethune explains the Black
woman stood side by side with that of their male counterparts in a time when often overlooked
( Bethune, 2001). She was the true essence of this statement.
Critical Analysis
Bethune saw the world from a place of oppression and then through her eyes as woman.
She was a consistent advocate in her practice and through her educational philosophy. Long,
2011; McCluksey, 1989, 1994; Johnson- Miller, 2006). Bethune and her understanding of her
gender and oppression was shown in the institutions she built, and the causes she espoused
(McCluskey, 1994). Although Bethune identified and brought to light oppression towards the
African American race and gender, one can be led to ask if she was too focused on the
oppression and could have led the women to be more in line with society as a whole. Bethune is
often not claimed by true feminists because of this (McCluskey, 1994). Bethune believe educated
black women should give unselfishly to uplift their sex and race but, there was so much more to
being a woman that was not focused on in Bethune’s teachings ( McCluskey, 1994). The
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 7
experiences Bethune lived drove her to focus intently on this cause. She believed that education
was the cause of the difference between black deprivation and white entitlement (McCluskey,
1994). Some called Bethune proud and arrogant because of the confidence and focused she led
with and taught African American women to live with (McCluskey, 1994). Additionally, to that,
there is not much scholarly focused research on Bethune. Although she is remembered for her
impact to the African American race overall, she is absent from scholarly studies and as
McCluskey says this may be due to her lack of ideological purity (McCluskey, 1994). She played
the “game” to get what she needed. She opposed racial segregation but, downplayed her views
when dealing with white racist from whom she needed cooperation (McCluskey, 1994).
Although seen as strategic to some and almost admirable, to others it could be taken as her not
being as much as an activist and advocate at times she should have been.
Implications and Conclusions
Bethune was an amazing force in education and the history of African American and
Christian education (Long, 2011; McCluksey, 1989,1994, 1997; Johnson- Miller, 2006). This
can never be removed from who she was a person. Born in the post- reconstruction South,
Bethune’s experienced influenced her life and her educational philosophy. Bethune’s educational
philosophy impacted the development of all students and educators in her sphere. She helped
develop a student that was more than just someone in the classroom, but one that could enter the
world and help change it (Long, 2011, McCluskey, 1989, Johnson-Miller, 2006). Bethune’s
commitment to experiential learning, cultural responsiveness, community engagement and
inclusivity can resonate with today’s education system. Modern educators should use Bethune’s
example of leadership and passion in servant leadership to educate their students. It is a prime
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 8
example of teaching students to operate not only from their head, but from their hands and heart
as well. If educators, today, move closer to realizing the goal of true equity and empowering our
next generation embracing Bethune’s educational philosophy is a no brainer.
Studying Bethune’s life and her educational philosophy is a reminder of how much
African American leaders and women, in particular, lived lives of service to push forward their
race and education as a whole ( McCluskey, 1997). Leading from the head, heart and hand is the
best way to develop the whole student and Bethune’s educational philosophy, life and institutes
showed that (Long, 2011; McCluksey, 1989,1994, 1997; Johnson- Miller, 2006). It is because of
her, educators have someone to refer as an example in leadership in the midst of oppression.
Educators also have an example, of what it means to pursue the mission that God has placed on
your life, to educate the next generation of youth. Keeping the mission and the purpose at the
forefront is key and Bethune demonstrated that through her educational philosophy and life.
MARY MCLEOD BETHUNE’S EDUCATIONAL PHILOSOPHY 9
References
Bethune, M. M. (2001). The sacrifices and achievements of African-American women. The
Journal of Blacks in Higher Education, 32, 35–35. https://doi.org/10.2307/2678758
Johnson-Miller, B. (2006). Mary Mcleod Bethune: Black educational ministry leader of the early
20th century. Christian Education, 3(2), 330-342.
King James Bible. (n.d.). King James Bible Online. https://www.kingjamesbibleonline.org/
(Original work published 1769).
Long, K.C. (2011). Dr. Mary Mcleod Bethune: A life devoted to service. Forum on Public
Policy Online, 2011(3)
McCluskey, A.T. (1989). Mary Mcleod Bethune and the education of black girls. Sex Roles, 21,
(1-2) 113-126. https://doi.org/10.1007/BF00289731
McCluskey, A.T. (1994). Multiple consciousness in the leadership of Mary Mcleod Bethune.
NWSA Journal: National Women’s Studies Association Journal, 6(1), 69.
McCluskey, A.T. (1997). “We specialize in the wholly impossible”: Black women school
founders and their mission. Signs: Journal of Women in Culture & Society, 22, 403-426.
https://doi.org/10.1086/495166
Smith, S.J. (2020). Windows into the history & philosophy of education. Kendall Hurt
Publishing Company.
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