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Philosophy of Education
Philosophy of Education
Sarah Orr
University of Colorado Colorado Springs

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Overview
Martin Luther King Jr. said “The function of education is to teach one to think intensively
and to think critically. Intelligence plus character - that is the goal of true education.” But how
should educators teach students to think intensively and to think critically? Teachers have their
own views of how students should be taught in school and what kinds of education work best.
My view is most similar to a Social Reconstructionist perspective. Students should be taught not
only about social problems in society, but they should also learn ways to solve them in the
future. Although traditional values of teaching and the needs of the students are important, it is
essential for students to learn that they are part of a system greater than themselves. One of the
main goals of education is to get students ready for college and the working world. In particular,
American society needs intelligent, responsible citizens who are aware of themselves and the
world around them. The curriculum, qualities of a good teacher and school choice are factors that
play a role in education and awareness of society.
My Philosophy
Education is important for students, because it helps them formulate their beliefs and
encourages them to become active members of society. As American journalist Sydney Harris
said “the purpose of education is to turn mirrors into windows.” Education opens windows; it
provides individuals with the tools to succeed in life. However, in order for students to learn
about society or any subject, their personal needs must be met. As described in Maslow’s
Hierarchy of Needs, one need must be met before an individual can move on to another. It is
difficult for a student to learn if they are struggling emotionally, socially, or academically. When
I become a teacher, I want to give students the support they need to succeed. This would include
extended time on tests, tutoring, and help with school work. Social considerations would be met

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as well, including being mindful of different learning styles and creating an accepting, safe
environment for the students.
As a teacher, I want to help all students feel successful, regardless of their backgrounds
and abilities. Therefore, my view fits with the Social Reconstructionist perspective. According to
David Sadker and Karen Zittleman, authors of Teachers, Schools and Society (2016), Social
Reconstructionism encourages schools, teachers, and students to focus their studies and energies
on alleviating pervasive social inequities and, as the name implies, reconstruct society into a new
and more just social order. Although this philosophy emphasizes the needs of students, the
teacher plays an important part as a role model for the students. The teacher’s job is to “explore
social problems, suggest alternative perspectives, and facilitate student analysis of these
problems” (Sadker & Zittleman, 2016). By having the students and teachers working together,
everyone can learn how to live in a democratic culture (Sadker & Zittleman, 2016).
In regards to the curriculum, I believe that educators and school boards should figure out
how to improve it, so that it fits the needs of all the students. Allie Bidwell states that the
Common Core standards “lay out what students should know and be able to do by each grade”
(Bidwell, 2014). Many of the topics in the reading and writing portions of the Common Core
reflect European American values of colonial times. As a result, students who do not share those
values may feel left behind. Jay P. Greene claims that “A fundamental problem with national
standards efforts, like Common Core, is that they are attempting to impose a single vision of a
proper education on a large and diverse country with differing views” (Greene, 2015). In
addition, some teachers may not agree with the material that is being presented by the Common
Core. They may be disappointed that the Common Core de-emphasizes other important subjects
like art, science, history, and physical education.

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As for testing, I believe that tests should be structured to support the needs of all students,
including students with special needs. Although having high educational standards is beneficial
for preparing students for the workforce, the way the tests are structured needs to be improved.
When students with different learning styles struggle with math and English on the tests, they
will not get good scores. As stated by Sadker and Zittleman, “…holding identical expectations
for all students place the poorer ones at a disadvantage” (Sadker, Zittleman, 297). Many poor
students do not have access to resources such as textbooks and technology, to help them succeed.
These standards have contributed to the achievement gap between white wealthy students and
students who face the obstacles of race, class, and/or ability. This is one of the reasons why it is
important to be aware of the testing standards and find ways to improve them. This leads back to
the value of addressing students about educational and societal issues.
In order for students to learn the material, there must be good teachers. As such, there
must be methods for evaluating teachers. One method is evaluating by observation. On the 2015-
2016 rubric for evaluating Colorado teachers, one requirement states “teachers demonstrate
mastery of and pedagogical expertise in the content they teach” (mainly mathematics and
literacy). According to the rubric, “effective teachers…have the knowledge, skills and
commitments needed to provide excellent and equitable learning opportunities and growth for all
students.” (2015-16). When teachers are properly evaluated, administrators can figure out what
they are doing well, or what they need to do to improve the next time. Effective teachers present
the required material in an organized way, in a clear and caring manner, while also providing
support for their students.
Another method of evaluation is by the calculation of student achievement, mainly by
scores on standardized tests. According to Linda Darling-Hammond, tools such as Value-added

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models (VAMs) should be used in teacher evaluation systems. With teacher evaluation, Darling-
Hammond states that “Value-added models (VAMs) for examining gains in student test scores
from one year to the next are promoted as tools to accomplish this goal” (Darling-Hammond,
2011). I believe that teachers should be evaluated by a combination of observation and student
achievement. Evaluating by observations is beneficial because it shows what teachers need to
improve on in different areas. Jay P. Greene claims “…I’d probably want to evaluate teachers
using a mixture of student test score gains, classroom observations, and feedback from parents,
students, and other staff” (Greene, 2013). Evaluating by test scores is beneficial because it
provides measurement of student growth that can be used to help teachers improve. However, I
do not think that evaluating by test scores should be a top priority. Diane Ravitch claims that
teachers and students perform more than standardized tests reveal and she says that evaluation
models like VAM, “leads to a narrowed curriculum, teaching to the test, and cheating” (Ravitch,
2014). As a teacher, I would want to be observed by students, principals and other officials so
that I would know what areas to improve in, such as Productivity and Positive Climate from a
rubric (Harme, Pianta, Karen and Para, 2012). One of the most important qualities on which
teachers should be evaluated is how they respect and support their students.
In order for students to learn, they need to feel like they are in a comfortable learning
environment. This is one reason why I find school choice to be important. Preparing students for
the workforce and exposing them to society’s values is one of the main goals of education.
However, from a Social Reconstructionist perspective, there is another side that is more
oppressive. To some people, “schools generally teach the poorer classes to accept their lowly
stations in life, to be subservient to authority, to unquestioningly follow the rules while laboring
for the economic benefit of the rich” (Sadker and Zittleman, 2016). Students and families who

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feel this is occurring would likely not succeed in schools that permit those values. Therefore,
parents should be given the opportunities to send their children to schools they think work best
for them.
There are a variety of programs that are used for school choice. According to the
Friedman Foundation, an Empowerment Scholarship Account (ESA) is a program that allows
parents to remove their children from public schools and allows access to their funding to help
pay for tutoring, private school tuition and other services. Friedman believed that competition
would produce better schools and his voucher plan attempted to “give every family the same
choice the wealthy enjoyed” (Sadker and Zittleman, 2016). However, like many other programs,
ESA is not beneficial for everyone. Diane Ravitch quotes Education News Network and states
“ESAs will erode already inadequate funding and budgets, reduce essential education resources,
widen achievement gaps and increase segregation” (Ravitch, 2015). I believe that school choice
should be available, but the issue of the achievement gap should be addressed. School choice is
beneficial, but it does not solve the race, class, and ability problems. Ravitch claims that
“Addressing the causes of low test scores is the answer, and choice does not address the causes
of low test scores: poverty and segregation” (Ravitch, 2013). Once again, this relates to the
values of Social Reconstructionism in education.
As teachers in society, I believe that it is our job to inspire students to learn about a
variety of subjects, become active members of society, and encourage them to make a difference
in their community. We should encourage individuals to set aside their “mirrors” and open up a
window to the world. As a teacher, I believe that the education system needs to start valuing
students of all backgrounds and abilities, to help them maximize their unique talents and skills.
This is why I believe in Social Reconstructionism.

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References
Author unknown. (2015-16). Rubric for Evaluating Colorado Teachers. Retrieved March 15
2016 from https://bb.uccs.edu/bbcswebdav/pid-2443218-dt-content-rid-
9424254_2/courses/2161_CUSPG_CURR_4800_SEC001_MASTER/2015-
16%20CO%20Teacher%27s%20Rubric.pdf?target=blank
Bidwell, A. (2014). The History of Common Core State Standards. USNews.com. (n.p). Retrieved
22 February 2016 from http://www.usnews.com/news/special-
reports/articles/2014/02/27/the-history-of-common-core-state-standards
Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2011, September
14). Getting Teacher Evaluation Right: A Background Paper for Policy Makers.
Retrieved March 12 2016 from https://bb.uccs.edu/bbcswebdav/pid-2376098-dt-content-
rid-
9045710_2/courses/2161_CUSPG_CURR_4800_SEC001_MASTER/2161_CUSPG_CU
RR_4800_SEC001_MASTER_ImportedContent_20160105112857/New%20Logo%20R
esearch%20on%20Teacher%20Evaluation%20AERA-NAE%20Briefing.pdf
Friedman Foundation. (n.d). Arizona—Empowerment Savings Accounts. Retrieved April 21 2016
from http://www.edchoice.org/school-choice/programs/arizona-empowerment-
scholarship-accounts/
Greene, J. (2013, January 9). Understanding the Gates Foundation’s Measuring Effective
Teachers Project. [Web log post]. Retrieved March 11 2016 from
http://jaypgreene.com/2013/01/09/understanding-the-gates-foundations-measuring-
effective-teachers-project/

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Greene, J. (2015, May 6). Testimony to the Arkansas Common Core Council. [Web log post].
Retrieved from http://jaypgreene.com/2015/05/04/testimony-to-the-arkansas-common-
core-council/
Ravitch, D. (2013, March 29). Vouchers Don’t Work: Evidence from Milwaukee. [Web log post].
Retrieved April 3 2016 from http://dianeravitch.net/2013/03/29/vouchers-dont-work-
evidence-from-milwaukee/
Ravitch, D. (2014, January). Why VAM Is a Sham. [Web log post]. Retrieved March 11 2016
from http://dianeravitch.net/2014/01/19/why-vam-is-a-sham-2/
Ravitch, D. (2015, July 14). Nevada: School Choice Harms Kids in Public Schools. [Web log
post]. Retrieved April 3 2016 from http://dianeravitch.net/2015/07/14/nevada-school-
choice-harms-kids-in-public-schools/
Sadker, D. M., & Zittleman, K.R. (2016). Teachers schools and society: a brief introduction to
education (4 ed.). New York, NY: McGraw-Hill Education. Print.

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