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Written Assignment 2

University of the People

EDUC 5810 Living and Learning Globally

Dr. Sajitha Rajan

27 November, 2024
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Written Assignment 2

The purpose of this essay is to connect my own teaching philosophy with that of global

learning. By examining how my philosophy can be implemented in classrooms and communities,

while addressing historical precedents and contemporary challenges, I aim to demonstrate how

education can empower students to embrace diversity, think critically, and contribute

meaningfully to a globalized society.

A philosophy of education

Through my teaching experience, I have developed an educational philosophy centered

on creating a classroom environment that fosters mutual respect, curiosity, and meaningful

engagement. By establishing clear expectations and a culture of respect, students feel empowered

to ask questions and pursue independent research. This encourages them to draw connections

across subjects, explore topics in depth, and relate their learning to real-world situations.

A key element of my approach is helping students recognize that there isn’t always a

single "right" answer. They learn to appreciate that multiple perspectives can coexist, and this

mindset helps to develop critical thinking, empathy, and adaptability - essential skills in an

interconnected world.

I also believe it is the teacher's responsibility to ensure that every student feels seen,

heard, and valued as a whole person. In some communities, societal norms may limit what

children believe they can achieve - for example, girls being discouraged from taking on

leadership roles, or studying STEM subjects (Piloto, 2023), or boys believing that they aren’t

good at English language and literature, or being steered away from studying drama and the arts

(Chaffee, 2020; van der Vleuten et al., 2016). Students from marginalized backgrounds may also

face harmful stereotypes that undermine their confidence and potential (Levi, n.d.). My goal is to
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help students leave all those labels behind, and so they see themselves as individuals with

limitless potential.

The role of schools in society

This philosophy connects directly to my view of schools in society. In 1636, Comenius

argued that violence resulted from the ignorance of vast segments of the population (Reimers,

2009). He might have written that today. Someone who grew up in an environment where respect

was given from all fronts (not just received) and who is open to views from different

demographics is more willing to accept diversity. Furthermore, there is a positive correlation

between diversity in school and learning outcomes (Gurin et al., 2002). So taking these aspects

into consideration, schools in society are an artificial space that would not otherwise exist, that

fosters interactions between students of different backgrounds and through constant contact and

learning, they become culturally competent and experience first-hand how people from all walks

of life have equal value. Learning in a diverse environment helps students succeed academically

and socialwise.

In my classroom, I implement this philosophy by prioritizing getting to know my students

on a deeper level. At the start of the year, I assign identity texts to better understand their

backgrounds, interests, and perspectives, helping them feel seen and valued. Creating a space

where everyone respects and acknowledges each other is key. An example of this is being

mindful of significant cultural or religious observances, such as avoiding tests during Rosh

Hashanah for my Jewish students. Additionally, I foster a collaborative learning environment by

encouraging open discussions, debates, and opportunities for students to present their ideas and

arguments, which helps us learn collectively while questioning and expanding our perspectives

(Drexel University School of Education, n.d.).

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Historical precedents

The rapid change of the world landscape forced educators to develop more ambitious

goals for their students and for themselves, which in turn has made their philosophies of

education more thorough and complex. A teacher’s goal in the late 19th century might have

validly been to teach students how to read and write accompanied by a philosophy of “la letra

con sangre entra” (a common saying in Spanish that can be translated into “letters enter the brain

with blood”, meaning a very strict education is needed to tame the students and have them learn).

Fortunately, this can no longer apply in today’s schools as the role of the teacher has changed

from a dictator and owner of knowledge to that of a facilitator and equal (Lanier, 1997). This

relatively new approach to teaching has shaped my own philosophy of education. In my country

I lived through this change of paradigm while I was a student. In elementary school my teachers

possessed knowledge and lectured us on what to do and how to do it. Middle school was a

transition in which some teachers were already adapting to change while others remained

traditional and high school, prompted by the IB, gave students a lot more freedom and made us

independent learners.

Contemporary issues

The 19th century brought about the foundation of national school systems. Nowadays, the

goal seems to be a world-system. However, cultural and economic differences represent a

challenge as well as trying to address local issues while remaining global. The hegemony of the

west is also evident in this trend. If one looks for international schools world wide most will

follow the American, British, French or German curriculum or the IB (which is European). I

have never come across a Chinese, Japanese or Indian curriculum school in my current milieu.

Thus, what we currently view as international is biased based on the prestige of the west.
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Bringing down those barriers is a modern challenge which can also be addressed by embracing

diversity and acknowledging our shared humanity.

In conclusion, by fostering inclusive, student-centered environments and implementing a

more 21st century pedagogy, educators can empower learners to embrace their potential, think

critically, and contribute meaningfully to global society.

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References

Chaffee, K.E., Lou, N.M., & Noels, K.A. (2020). Does stereotype threat affect men in language

domains? Front Psychol. 11(1302). https://doi.org/10.3389/fpsyg.2020.01302

Drexel University School of Education. (n.d.). The Importance of Diversity in the Classroom.

School of Education.

https://drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity-

in-classroom/

Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and

impact on educational outcomes. Harvard educational review, 72(3), 330-367.

Lanier, J. T. (1997, July 1). Redefining the Role of the Teacher: It’s a Multifaceted Profession.

Edutopia. https://www.edutopia.org/redefining-role-teacher

Levi, D. (n.d.). Breaking down old-school stereotypes: empowering families in marginalized

communities. School Avoidance Alliance.

https://schoolavoidance.org/breaking-down-old-school-stereotypes-empowering-families-

in-marginalized-communities/

Piloto, C. (2023). The gender gap in STEM: still gaping in 2023. MIT Professional Education.

https://professionalprograms.mit.edu/blog/leadership/the-gender-gap-in-stem/#:~:text=Th

e%20gender%20gap%20in%20STEM%20has%20been%20attributed%20to%20several,p

ursuing%20STEM%20education%20and%20careers.

Reimers, F. M. (2009). Leading for Global Competency - Educational Leadership. ASCD.

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van der Vleuten, M., Jaspers, E., Maas, I., & van der Lippe, T. (2016). Boys’ and girls’

educational choices in secondary education. The role of gender ideology. Educational

Studies, 42(2), 181–200. https://doi.org/10.1080/03055698.2016.1160821