Revising my Learning & Teaching Philosophy Statement
Layer 1a: Revisiting and rearticulating my approach to Learning & Teaching practice
Continuing on from my previous circa 2015 blogs in this series, I have reflected upon, and revised my Learning & Teaching Philosophy. This development emerged from an ongoing professional development commitment; specifically from my application process to the Advanced HE organisation – formerly Higher Education Academy (2020) for International HE Learning & Teaching accreditation.
As I have indicated in prior blogs “I have been fortunate in my educational practice career to have taught across different eras, across a diverse number of fields and disciplines, across different environments and situations, for different desired outcomes, and to vastly different sets of learners. I therefore, have had the privilege to develop a diverse range of educational practice, across many different learning theories” (Page 2004).
Millwood’s (2013) project Holistic Approach to Technology Enhanced Learning (HoTEL) visually highlights the many different approaches an educator or facilitator may approach a specific learning environment and group of learners. All are potentially useful depending upon the context, the desired outcomes, and the learners. As I stated previously, it “would be foolish, and I believe the voice of inexperience for anyone to suggest one discipline and learning paradigm as being superior to another. They are different, and have developed as a result of different needs in different situations with different practitioners for different learners” (Page 2004). Though with time and conscious development, I have developed my personal philosophical approach to not only life, but also to my educational practice. Fundamentally,
“my educational practice, how I engage within the site, and with my learners, and in fact how I approach all aspects of my life – my practice, and my self – is within a Learning Organisation paradigm” (Page 2004).
A Learning Organisation paradigm fits appropriately along side of the andragogical movement of adult educational practice (Knowles et al 2012). The andragogical movement differentiates itself from a pedagogical perspective of practice primarily around the age and dependence of the learner. Pedagogy, based on the greek word for child assumes the learner is a dependent, reliant upon the educator in the learning environment. In contrast, the andragogical movement defined as “the art and science of helping adults learn”, assumes the learner is self-directed, and responsible for their own learning (Knowles in Merriam 2001, 5).
The Benefit of a Higher Degree Research study
However, since 2015 I have engaged in Post Doctoral studies in Creative Industries. My auto-ethnographical study has involved an in depth look at my Creative Practice: how I engage within that practice, how I derive meaning, and how that informs Self (Page 2020a; Page 2019).
Emerging from this study, I accepted the extent of my multi-disciplinarian approach to all practice given my extensive experience (and studies) across Business Management,Creative Practice,Learning & Teaching, Leadership and Stewardship, and Community Projects (Page 2020b). As a result, I revisited my Educational Philosophy and Practice, examining it through a more rigorous academic lens.
The result is a series of blogs with the extended title of Learning & Teaching Philosophy – aptly named Part 4 – which builds upon the previous 3 Part series. I trust though, with considerably more crystallisation and refinement reflecting my developed Higher Degree Research skills and voice.
This blog series continues with Learning & Teaching Philosophy & Practice Part 4b.
Page, David L. 2019. “Music & sound-tracks of our everyday lives: music & sound-making, meaning-making, Self-making.” Paper presented at the ACM 14th International Audio Mostly Conference: A Journey in Sound (AM’19), Nottingham, United Kingdom, 18th September 2019. ACM (Association of Computer Machines). doi: 10.1145/3356590.3356613.
Peters, Thomas J. 2003. Re-imagine! London: Dorling Kindersley.
Peters, Thomas J and Nancy Austin. 1985. A passion for excellence. The leadership difference. London: Dorling Kindersley.
Peters, Thomas J, Robert H Waterman and Ian Jones. 1982. In search of excellence: Lessons from America’s best-run companies. London: Dorling Kindersley.
Pieper, Martha Heineman and William Joseph Pieper. 1999. Smart love: the compassionate alternative to discipline that will make you a better parent and your child a better person. Boston: Harvard Common Press
Robbins, Tony. 1991. Awaken the giant within: how to take immediate control of your mental, emotional, physical and financial. New York: Simon and Schuster.
Roth, Robert. 1989. “Preparing the reflective practitioner: transforming the apprentice through the dialectic“. Journal of Teacher Education 40 (2): 31-35
Ryan, Mary Elizabeth. 2014. Reflective practice in the arts. In Literacy in the Arts, edited by G Barton, 77-90. London: Springer.
With over 20 years experience in the arts & post-compulsory education, David has lived, studied and worked Internationally including Japan, India, Fiji, the US and NZ.
David has extensive interests as per the extensive blogs hosted on his site (see below).
Additionally, David has published in both lay texts and academic (peer-review) publications.