Nothing can be taught

 

The heart of my philosophy comes from Sri Aurobindo’s principle ‘Nothing can be taught’. 

The teacher is simply a facilitator for growth of the student (Thuruthiyil, n.d.). Hidden in the heart of this principle is the meaning that being an educator is to create a space where learning blossoms in the learner and the teacher.

The way of teaching that finds the best space for expression of this philosophy is hence Progressivism. Progressivism as I have understood is about creating an experiential space for students to progress naturally as per their own nature towards what they feel to be their best. There are several aspects of progressive education that I find appealing and resonating such as an emphasis on (a) cooperative learning, (b) critical thinking, (c) experiential set up, (d) project based work and personalized learning (Amidon, Monroe, & Ortwein, n.d.).

I like it for it resonates with my core belief system that education is as much about building an attitude as it is about an aptitude about learning the subject. Progressivism gives me the space for both. For it is impossible to prepare a child for the future (Amidon, Monroe, & Ortwein, n.d.). The future is unknown. What is possible is to give him or her set of right skills and attitudes that help him or her to face life with intelligence.  Progressivism is based on problem-solving approach that teachers can provide their student (Lynch, 2016).

A progressivist classroom is a student-centered classroom and hence less rigid or concerned about drilling academics and more focused on training students for facing an ever-changing world. Students and teachers engage in a dialogue on what should be learned, as well as how this can best be achieved (Lynch, 2016). This makes it a space where relationship is the core skill to develop in a teacher and hence a space for lifelong learning for a teacher. I feel safe in such a space for I will never be caught in the ‘power walk’ that is so easy for teachers.

Instructional Models

The progressivist classroom is about exploration and teachers act as facilitators.  Common instructional models therefore would be: small groups’ discussions, hands on activities, and learning stations. Teachers would walk freely among the groups, interacting and guiding students using thought-provoking questions. (Lynch, 2016). Projects would an important teaching tool for the teachers.

My focus is to build an eco-system in my classes where everyone learns. For this it is differentiated using best practices from multiple sources. I alternate between solo work, group work, projects, drill, writing stories or comprehending stories in math. For me every strategy is a tool that can be used by us to build a class atmosphere where everyone experiences a space to grow. My ever-present focus is to differentiate my lessons for building the capacity to accommodate the widest variety of learners possible. I differentiate content, process and product (Teachings in Education, 2017).

References

1. Amidon, J., Monroe, A., & Ortwein, M. (n.d.). Progressive education. In Education, society, & the K-12 learner. https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/
2. Lynch, M. (2016, November 03). Philosophies of education: 3 types of student-centered philosophies.  http://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/
3. Thuruthiyil, S. (n.d.). The Educative Proposal of Sri Aurobindo Ghosh. https://www.academia.edu/33889830/The_Educative_Proposal_of_Sri_Aurobindo_Ghosh
4. Teachings in Education. (2017). Differentiated instruction: Why, how, and examples. https://www.youtube.com/watch?v=8BVvImZcnkw (5:30)