About twenty years ago, John Goodlad (an educator and philosopher) wrote a book, A Place Called School:  Prospects for the Future, an interesting book about effective schools and commentary about school improvement.  Borrowing from Goodlad's title, I'll summarize my educational philosophy with the metaphor of "place". A formal education occurs in the social setting in this place called school. A compass is the device that helps us find a place.  My personal educational philosophy is the moral compass I use to make decisions about what ought to be in this place called school.

A compass has four cardinal directions. My educational philosophy has 4 cardinal aspects:  1)the purpose of education, 2)what I believe about how students learn, 3)what I believe about how adults learn, and 4)what I believe about this place called school.

1) What is the purpose of education?

The purpose of education in a democratic society is to instill in students the values and core beliefs that through learning, students can overcome circumstance to become valid contributors to their community.  This means a quality education should provide students the skills and attitudes that allow them to become great thinkers, compassionate neighbors, creative artisans, effective workers, visionary leaders, and productive citizens who are effective stewards for the next generation of citizens. An excellent education arms students against oppression and more importantly prepares them with skills, adaptive learning and social constructs to face constant change, and increasingly complex amount of information, growing cultural diversity and globalization and the future in a ‘flat’ world.  Education must prepare folks for the amibuity of an unknown future as technology and information rapidly advance in the challenging environment of limited resources.

2) How do students learn?

I believe students learn when they are actively engaged in learning that is guided by caring professionals.  Students learn more from people they like or from people they trust.  Students learn in a variety of ways, which require a variety of methods for helping them achieve there potential.  Howard Gardner (an educator, writer and psychologist) believes there are eight ways that students learn.  I believe he has uncovered the tip of the iceberg about how the brain learns, but these eight ways of learning are a beginning, and all of these ways of knowing and learning should be firmly in place in a quality school system.  Gardner's multiple intelligences include learning through:  verbal-linguistic ways (reading, writing, speaking), mathematical-logical ways (the language of mathematicians and engineers), visual-spatial ways (the language of the arts, construction and design), bodily kinesthetic ways (the language of athletes, dancers, physical labor); interpersonal ways (communication with others), intrapersonal ways (self actualization and expression), through music, and through naturalistic observation (the method of scientists).  For many students, learning is a social activity, so speaking, listening, and collaborating are natural methods for students to learn.  Students learn through direct instruction, cooperative learning, individual tutoring, inquiring and through constructing their knowledge while solving authentic problems.  But mostly, students learn from teachers who are life long learners.  Those teachers must embrace a rapidly expanding definition of learning, as our students and leadership pursue learning in a 24/7/7 world (24 hours a day, 7 days a week, across 7 continents).

3) How do adults learn, and why is this important?

The adults who guide students must be life long learners of their subjects and the art and science of teaching.  The best teachers employ proven methods of teaching yet seek new, innovative, or alternate ways to teach so that all their students learn.  Fostering a sense of wonder and curiosity in the world is as important for educators as it is for students.  Adults learn in the same variety of ways that students learn, yet they also bring a wealth of experience into every new learning situation.  Activating prior knowledge is important for adults to anchor new learning.  Providing time for teachers and staff to dialogue, debate, collaborate and plan with each other is an essential element in adult learning and continual school improvement.  Adults will continue to learn and grow for leaders they trust, admire and respect.  A positive climate is essential to a productive, quality education for both students and the adults who teach them. Understanding adult learning is essential for school leaders to provide the time, ongoing professional development and organizational support that is so important to school improvement. Supporting future teacher leaders, school and district administrators in understanding how adults learn is critical to their success in educational leadership.

4) What I believe about this place called school.

Schools should be a place of learning where the hearts and minds of children and adults are engaged in learning.  Curiosity, creativity and competence all have equal value in a place of learning.  Understanding the life cycle of a butterfly, the malfunction of a combine, the beauty of a Shakespearean sonnet, the improvisation of a jazz quartet, the set up of a wireless network or wiki, or the effectiveness of an opponent's defense are all important in a well-rounded K-12 education.  The joy of teaching and learning should be evident in both students and staff.

Schools should be a place of wisdom. Access for all to the tools of learning: inquiry, questioning, debate, and discussion are essential in a place of wisdom, regardless of a student's native language or economic status.  Technology is an important infrastructure for gathering information,  honing research skills and most importantly collaborating with others to learn and produce quality work.   I believe effective communication in all forms is a demonstration of wisdom, and technology accelerates that outcome.

Schools should be a place of safety. Threat and worry impede learning.  I believe schools should be physically, emotionally and psychologically safe places for students, staff and community.

Schools should be a place of beauty where the grounds are not only attractive and well kept, but inviting and a place that promotes and inspires beauty through all of the fine arts, design, drama and music.

Schools should be a place for service to community. Schools must acculturate the value of service to its students in order to provide them with the leadership to guide the next generation of students to care about their community and each other.

Finally, my personal philosophy, or compass guides what I believe about education and how I support, lead and serve the community that is this place called school.