Philosophical Foundations of Teaching

 For another course I am taking this semester, we were asked to examine how we plan curriculum and, based on some readings, choose some stretches and see how we can address them going forward. I decided to incorporate sustainability and global responsibility in my curriculum planning. While reading Douglas Bourn’s Pedagogy of Hope: Global Learning and the Future of Education, I could not help but think of my planning goals. The approach to teaching and learning, when being re-examined through a sustainability lens, needs to adjust to “a new narrative around what is the purpose of education n; is now the time to reconsider the relationship of learning with the needs of securing a better and sustainable planet” (Bourn 66) As Orr points out, “we are becoming more ignorant of the things we must know to live well and sustainably on the Earth.” (Orr) This calls into question one’s philosophy of learning and teaching. What is the reason for all of this? I agree with Chanicka and Collages in their article An Inclusive Design Vision for Canada when they say, “We also have to facilitate students’ understanding that they have a responsibility to use their learning and experiences to have a positive impact on the world and that must be done with those whom they will impact as opposed to doing it to them.” (Chanicka et. al, 644) When done correctly, students should leave school feeling like they can make a difference in the world and have been given the tools to do so.

 

              Considering sustainability can be overwhelming due to many global challenges like climate change, ozone depletion, greenhouse gases, deforestation, and ocean pollution. This sense of immensity can lead to a feeling of defeat before starting. However, by embedding sustainable practices into our teaching, we can ensure our students are informed about these global issues and equipped with the skills and values grounded in social justice to drive meaningful, long-lasting change (Bourn 67). We need to be innovative in our creativity to empower “learners to be active global citizens, and posing a pedagogical approach that is learner centred, participatory and encourages challenging assumptions and dominant societal norms regarding global forces (Bourn 70). An example of having students think about sustainability and change would be to have them choose a goal from their 17 goals for sustainable development and do a project about the goal they have chosen to share with the class later. There are many opportunities to expose students to the struggles and shortcomings of our world to help them gain the needed perspective.

 

              To see a world that is flourishing with new growth and new ideas, we need to be “encouraging a sense that change and progress are possible through a greater understanding of the issues and having the skills and belief in taking social action.” (Bourn 67) As Bourn says, “All educationalists have to bring hope into their teaching because the essence of learning is about moving forwards – how it can enrich both the individual and society in general.” ((Smith, 2020) Bourn, 68) He suggests four key ideas to help bring hope into the classroom for your learners: sharing, listening, understanding and acting. (Bourn, 71) When we proactively combine these four elements in our classrooms, we allow students to be “experts within the classroom,” which helps motivate their involvement in social change.  “Children are thinkers and problem solvers, and learning must centre their voices and agency” ( Chanicka et al. 633). By following the four steps provided by Bourn, we not only give our students a voice and agency, but we let them know that we care what they have to say. When we start the conversation early about sustainable practices, it becomes part of day-to-day life, not a massive change in character later on.

 

 

References

Bourn, D. (2021) ‘Pedagogy of hope: global learning and the future of education.’     International Journal of Development Education and Global Learning, 13 (2), 65–78. DOI: https://doi.org/10.14324/ IJDEGL.13.2.01.

Chanicka, Jeewan, et al. “An inclusive design vision for Canada – schooling as a process for participatory democracy and responsible citizenship.” Intercultural Education, vol. 29, no. 5–6, Oct. 2018, pp. 632–646, https://doi.org/10.1080/14675986.2018.1508620.

Orr, D. (1991). What Is Education For? Six myths about the foundations of modern education and six new principles to replace them. The Learning Revolution. https://www.context.org/iclib/ic27/orr/