What does it mean to be innovative in our teaching and learning practices?
Self-reflection
My philosophy of education is rooted in a few different ideas that stem from my personal growth as a teacher, my understanding of the role of innovation and creativity, my strong belief in the importance of self-reflection, consistent dialogue with colleagues, and the need to treat the field of education like the interdisciplinary field it is; a field where multifarious perspectives can teach us how we can evolve our teaching and learning practices of inquiry.
Self-reflection
Self-reflection enables one to become innovative as it provides one to constantly evolve as a teacher; know what works for students in our current society, and what they will need to be equipped with to excel in their futures. Self-reflection also enables one to create a community of inquiry where theorists and teachers work together to help students discover new approaches to already existing ideas, and not just consumers of information. Self-reflection also requires one to become philosophically minded in the sense that one thinks pragmatically, practically, and teaches students that absolute truths are not necessarily the goal of learning, but the ability to assess one's own beliefs/assumptions. Thus, innovation is developed through the limitless opportunities that are provided when one reflects on how to improve.
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Collaboration
Collaboration enables one to become innovative as being in constant dialogue with other educators and educationalists (stakeholders of education) allows one to scaffold ideas, build upon one's own ideas, and build a community of learning where different parties (students, teachers can provide different perspectives into education. Thus, innovation is created in teaching and learning through the "new insights" that are provided by different people-leading to an endless amount of potential ideas.
Valuing multifarious perspectives
Multifarious perspectives from different theories and schools of thoughts enables one to become innovative as it provides a holistic understanding of education where morality is taught, empathy is mirrored, psychology is valued, human development is understood, sociology is applied, and history is assessed so students and teachers optimally develop as life long learners.
Creativity
Innovative mindset
Inquiry-based learning
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Works Cited
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Christou, T. M., & Bullock, S. M. (2012). The case for philosophical mindedness. Paideusis, 20(1), 14–23.
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Christou, T. (2012). The complexity of intellectual currents: Duncan McArthur and Ontario’s progressivist curriculum reforms. Paedagogica Historica,49(5), 677-697. http://dx.doi.org/10.1080/00309230.2012.73918
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"Fostering innovation and creativity through inquiry" (2014). Learnteachlead.com
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llich, I. (1970, July 2). Why we must abolish schooling. The New York Review of Books, 15(1), 9–15
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Kliebard, H. M. (Unknown). Why history of education in teacher education? Unpublished manuscript, University of Wisconsin-Madison, Madison, WI. Lagemann, E. C. (19)
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Martin, J. R. (2003). What should we do with a feminist educational theory when we have one? A response to Audrey Thompson. Curriculum Inquiry, 33(1), 67–77. doi: 10.1111/1467-873X.00250
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Smeyers, P. (2006). What philosophy can and cannot do for education. Studies in Philosophy and Education, 25(1), 1–18. doi: 10.1007/s11217-006-6427-x