Just a Spoonful of Sugar: A Learning Philosophy

Just a spoonful of sugar, according to Mary Poppins, makes the medicine go down in the most delightful way. The medicine here is the philosophy I have on learning and the sugar is the environment I create for that to take place. When asked to write my learning philosophy I first had to look at each word individually. I looked at the meaning, the etymology, and the root of each word to better understand what I was being asked to do and offer a proper explanation of my thoughts. I quickly recalled feedback from a previous assignment which reminded me that learning is often messy and perfection, a proper explanation, may not/does not exist. Still, I took note of the definition of each. Learning is defined as the acquisition of knowledge or skills through experience, study, or by being taught. Philosophy is defined as the study of the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline. The looming question then became am I encouraging my students to seek knowledge through some type of discipline or am I disciplining my students to authentically seek knowledge through methods that speak to who they are? I understand that the brain is limitless. I also understand that a persons’ inner me is their greatest enemy when their emotions are not made to feel safe. The connector to this chain is boredom. I have identified these three areas as the focal points of my learning philosophy.

I believe learning exists to expand the mind, challenge our inner beings, and eradicate boredom in the classroom. Students are more than standardized tests, check marks in categories that do not actively reflect who they are, and bodies to fill seats for monetary gain. Students are people with feelings and emotions, hopes and dreams, desires and vision.

The relationship between teaching and learning lies in the ability to grow or expand the motivations of the learner and the facilitator collectively and independently. In a post by Dr. Harapnuik, he shares his thoughts on the difference between someone being a teacher and facilitator as giving learners information for them to take in versus creating an atmosphere where learners can seek information and experience it for themselves. As a learner, I appreciate an environment where I can explore the information I am being asked to absorb in a matter that is most beneficial to me. It allows me to digest it better thus giving me complete ownership in how I demonstrate what I have absorbed. I believe every students should have that experience. As a cognitive learner I need to know the why behind things. Processing information helps me function. I spend more time in my own head than anywhere else so the sorting of information is vital to the way I learn.

The cognitive learning theory has been credited to Jean Piaget. The theory is based on the idea that people process information they receive rather than responding to the things that stimulate them. Behavioral changes are observed internally and reflected on with prior and current knowledge and skills. In short the learner actively seeks ways to understand the information received and ways to relate it to the knowledge they currently possess.

The Focal Points: Limitless: If learners understand that they have limitless learning potential and actively engage in how they tap into that power; for example through holistically embracing the different ways learners learn, they have already began to align with this theory. Everyone has the capacity to learn. Not just learn but learn expansively. After all, anything that is not growing is dead.

Safe: When educators create an exploratory environment it requires us to reaffirm the emotions of our students. Often times emotions such as doubt, frustration, inadequacy, and lack create blockages in our ability to process. Students are unable to learn effectively and need assistance to gain confidence and self-worth. As facilitators we must ensure students feel safe enough to express themselves, fail forward, ask questions, and take ownership of their learning process. When students feel welcomed, comforted, and safe emotionally they are able to sort and sift information and make better connections to what they know. They also have the ability to self-motivate because they have been empowered to believe in themselves.

Engaged: As outlined in my innovation plan, the old sit-and-get method of teaching is archaic at best. It does not speak to the ingenuity of the learner nor allow room for ownership and creativity in the learning process. The information becomes nothing more than a bad cafeteria lunch regurgitated on demand to collect data. Students should not be forced to sit for x number of minutes, take lecture, then test. They have no voice and no authenticity; both of which are necessary components of learning. students should be actively engaged: peer editing, openly sharing and challenging one another, as well as motiving one another to tap into their greatest potential.

A spoon full of sugar, a limitless, safe, and engaged learning environment, helps the medicine, learning, go down. In the most delightful way.

References: Robinson, K. (2010, February). Bring on the learning revolution! [Video file]. Retrieved from https://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution/up-next.

In this TED Talk, Sir Ken Robinson, an international leading authority on creativity and education, proposes an educational revolution. He enlightens viewers on the concept that humans inherently have different talents and that those talents should be cultivated not ignored. He pushes for a philosophy toward non-linear, individualized education can be very persuasive and appealing.

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, KY.

This book speaks to a new form of educational culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. It encourages readers to pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite educators to imagine a future of learning that is as powerful as it is optimistic.