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Department Philosophy

Department Philosophy

  • Human beings are born with the capacity for wonder.
  • Human beings are social beings who learn from and with others.
  • Human beings construct their understandings over time by connecting the new to what is already known.
  • Human beings have a multiplicity of intelligences.
  • All knowledge is connected.
  • Wisdom comes from the way in which knowledge is held.
  • Thinking is central in coming to know.
  • Communicating is the matrix of thinking.
  • Teachers are also learners, and students are also teachers.
  • All students can learn.
    • Teachers should be committed to the value of all individuals as unique, responsible, and worthy human beings.
    • Teachers should be committed to the intellectual, social, emotional, artistic, and moral growth of all learners.
    • Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection.
    • Teachers should be committed to role of inquiry and to reasoned discourse in the search for truth and wisdom.
    • Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment.
    • Teachers should be committed to an ethic of service through teaching that extends beyond the classroom.
    • Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives, especially with respect to the articulations of pedagogies and school culture.
      • Teachers demonstrate their understanding of the centrality of inquiry in a learning community; the critical role of communication in inquiry; and the confidence that grows with the development of our ability to participate in a community of inquiry.
      • Teachers demonstrate both a general knowledge of all subject matter in the school curriculum, in order to understand the interrelationships among disciplines, and an in-depth understanding of the subject matter for which they are directly responsible, including the origins, development, and structure of each discipline; its core concepts and principles; its pedagogical framework; and its application to daily life.
      • Teachers demonstrate that they understand that authentic learning requires experience (direct and vicarious), inquiry, time, interest, self-correction, and external criticism.
      • Teachers demonstrate understanding of the foundations of education through their ability to plan, implement, and assess developmentally appropriate learning experiences for all students.
      • Teachers demonstrate their understanding of the importance and role of cultural diversity in constructing meaningful pedagogies for all children.
      • Teachers demonstrate understanding of and the ability to employ appropriate technological tools for developing students’ knowledge, understandings, skills, and dispositions.
      • Teachers demonstrate responsibility for their own professional development and for their own learning as a lifelong process.