Last week, I presented a chapter from our weekly homework dealing with the philosophy of education. I was flatlining just thinking about dealing with this subject AGAIN. I realized that this subject in every conceivable curriculum for teacher education, because we need to think about how we approach our instruction. We are all influenced by our personal philosophies, whether we acknowledge them or not. I was that kid who wanted to know why were learning what we were learning. I was never the one with correct answers, a flailing hand in the air, and the gleaming look of love and approval from the teacher.
“Yes, Kim. What is it?”
“How will algebra help me in life? I mean, when do people use algebra?”
“You may get a job that requires you to do algebra.”
“But, I want to be a writer.” ( I was obsessed with the V.C. Andrews series. I was sure she never had to do algebra.)
This is where I would get the silent brush off that made me feel like an outcast, or maybe a burgeoning existentialist.
As I was presenting, I realized that I was a bit more excited about educational philosophy than the rest of the class. I was having an existential epiphany, and everyone else just wanted me to wrap it up, so they could go home. Again, I was THAT student who wanted to drag everyone through a mental maze of enlightenment. The Scream is usually one of the standard artworks that depicts the idea of existentialism. Although, it was about mental illness, volcanic eruptions, and mummies, the solitary person with ‘volcanic’ thoughts is alone. I’m going into all of this because we have those children, in our classes, who seem way off track. But, I believe that they may be so far down the track we started, that we can’t recognize it. BECAUSE WHAT THEY ARE ASKING WON”T BE ON THE TEST. Just putting that out there.
They have already passed us, and are on to the next big idea. I know this because when I stop and ask the Woody Allens in the class to explain their thinking, I am usually surprised with the depth of their connections. Then I feel like a big dummy for wanting to do the curriculum race to reach the end of the unit.
There are many philosophies that have influenced how we approach instruction. I learned, very early in my teaching career, that teaching requires metacognition. We need to think about how we think in regard to instruction. You know, the mental dialogue that occurs when we are teaching:
“Did that make sense?”
“Wow, they look like they understand, but the glaze in their eyes says something different.”
“Is this curriculum even developmentally appropriate?”
“I am I all alone?”
Yah, I’ve spent a bit of time, alone, researching. Thus, my existential self is becoming annoyingly vocal. Basically, the existentialist student asks about how what they are learning affects the world around them. These students rarely ask these overreaching questions at appropriate times.
This year, I have had the great opportunity to teach kindergarten through 5th grade. The innate questioning nature wanes as the students get older. I’m not saying, stop everything and address every anecdote that pops into each child’s mind. Remember the Eddie Murphy bit about having a child tell al story? We don’t want to go there. But, sometimes, their existentialism may inspire us to take the content into related, but unique directions.
Sometimes, I ask my class, “Why are we learning this?” If you teach, try this. You will need to sift through the “because it’s on the test” responses.
I completed my presentation with the fact that no educational philosophy is directly rooted in existentialism. I made the joke that there would only be one person teaching to one student who would be wondering why there are so many people in the room. I laughed. But, again I was alone.
If you are in a mood to question your life, here is a link to some though provoking films.
I have an existential map. It has ‘You are here’ written all over it.