There is this lingering issue that life is work and that every step a person takes is to make him or her better at what he or

she is doing.  The last two years at Appalachian State University have centered around the purpose of education.  It

angers me to think that I am spending a minimal of sixteen years just to secure a job.  I am absolutely enjoying school and

willing to continue learning.  This world seems to take step and step without considering what steps were taken, alternatives,

and/or results.  One of my many questions is, then why care?  Why spend so much of one’s life researching, testing, sitting in

classes, reading books, and trying to make the grade?  It is hard for me imagine that so many people do not have a desire to

fill their mind.  The importance of education in the United States seems useless compared to the production of skilled

workers, or it is used as a medium for work.  If I was allowed one question to the world it would be, “What is the true

purpose of education?”  I believe that this nation has lost sight into why education exist.  We should instill into others and to

ourselves to have passion for knowledge; a passion we are continually seeking.  Objectives, commitment, and most of all

passion are what should make up schools and what makes up my philosophy of education.

     I can continue to sit in educational classes and complain about how horrible the system is, but having realistic goals are

essential.  This is the only way to insure that students are being taken care of in schools.  The easy part is pointing out the

needed improvements, but actually teaching students while incorporating different cultures, race, intelligence, ideas, interest,

etc. is the challenge.  A challenge I am up to fighting against.  I am determined to achieve a student teacher centered

classroom where my students will want to be active learners and will be motivated to be involved.  I would consider myself to

be part of the progressivism movement, because of future commitment for students in schools.  My mother has taught me over

the past twenty-two years to be a fighter for whatever I have invested my energy into.  She has supported me in every decision

and encouraged me to do my best.  Through her I have learned to be a strong force in all areas, and teaching will be no

different.

     I not only want to be a teacher, but a proactive teacher.  One that is: Passionate, cares for students, willing to work with

parents, uses cooperative learning to motivate students, acknowledges multiple intelligence, constantly changing learning styles

to fully equip the different levels of students, encourage the students to enjoy not only school, but learning, and has high

expectations for my students.?  I do not expect to enter the classroom always knowing what to do, where to stop a lesson,

how to get through to certain students, but will hopefully enter with determination to see achievement.  My grandmother, a

retired special education teacher, has always said that if you cannot make through a lesson then learn is occurring.  I will set

high expectations not only for my students, but myself.  I want to give all my energy to my students, I want to help them with

their struggles, I want to teach them all that I can about life, and I want to feel a sense of accomplishment for myself.

     If we as a nation are going to attempt to answer the purpose of education, then we at least have to get our hands dirty.

Greene states:

          The risks are great, as are the uncertainties.  We are no longer in a situation in

          Which we can provide character-training with the assurance that it will make our

          Children virtuous and just . . . Mustering their own resources, each one must

           Embark—‘through choice of action’ as Dewey put—upon the formation of

           Of self.?

Our focus cannot start with students if future teachers are being taught incorrectly or if presents teachers are not adapting their

lessons to the ever-changing world.  We must open our eyes to opportunities and forget about the possible mistakes.  We are

no longer enjoying happiness, smiles, family, and miracles that life brings, because we are “in the mechanical round of habitual

activities.”?  We become involved in events, positions, meetings, and circumstances without realizing the true values and ideas

of the world.  Time consumes our passion to appreciate our existence and importance of this earth.  We may en know what is

happening, but are too lazy, tired, or just want the easy way our to even care.  Our students depend on us as teachers, which

all of us are, to educate them to function in this difficult and confusing world.

     Reconstructionism, another path that I plan to take, involves changing though and actions of not only schools but also a

society.  Statistics fly daily over schools in North Carolina showing a large amount of irrelevant information being taught, a high

number of unprepared test takers, and minimal opportunities given to students.  This is one of the many reasons why I want to

be an administration.  The school that I will be a part of will produce a ripple effect throughout other schools.  I have learned

that it will take one step at a time to create a school system that will be known as well—developed and highly effective.  The

meaning of schools has been lost due to the debates of money, end-of-course exams, required classes, equality verses quality,

and many of the issues that will never be resolve.  We should be concerned with one of the many simple questions, “What are

schools for?”  A question that will never be answered unless people are willing to change.  My goal in becoming an

administrator will be a step up toward a direction of communicating to the world how important education needs to be.

     I have taken small pieces of opportunities and experiences throughout my life to create a philosophy that I am well satisfied

about.  My entire life, including people and events, have impacted my heart to be consumed with a flame of desire for the

future leaders.  I would like to conclude with two separate, yet similar ideas.  George Morrison stated, “Learning what others

have discover is not as important as discovering for myself,” which is seen vividly in my life.?  Secondly, a poem by James J.

Metcalf:
 
 

1  Purcell-Gates, Victoria.  Other people’s words: The cycle of low literacy.  Massachusetts: Harvard University Press, 1995.

2  Greene, Maxine.  “Wide-awakeness and the moral life.”  Pg. 224-5.  Handout.  FDN 3800, professor Dr. Dale.  ASU, 1999.

3  --------------------   “ Wide-awakeness and the moral life.”  Pg 221.  Handout.  FDN 3800, professor Dr Dale.  ASU, 1999.

4  Morrison, George.  “Philosophies of education and teaching.”  Teaching in america. Pg. 388.  Boston: Allyn and Bacon, 1997.