Essay on Philosophy And Philosophy Of Education

Essay on Philosophy And Philosophy Of Education

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Philosophy of Education
In the 35 years since I was graduated from college with my degree in education, I have undergone a meaningful transformation in my philosophy of education, through both my experiences in the classroom teaching, as well as my coursework at Marymount. I have always believed that a Catholic school principal should be dedicated to "the faith formation of all students, guiding them to a genuine practice of their faith, authentic involvement in their communities, and selfless service to others" (582 final). Where my personal philosophy has undergone the most growth is in relation to contemplative practice, and developing a principalship that reflects the union of the spiritual mission, and the academic mission, of Catholic education.
In her book, Character and the Contemplative Principal, Schuttloffel (2003) lists "four assumptions, that provide the substantive foundation of Catholic educational leadership practice" (p.56), unifying the spiritual and academic mission of Catholic education. Each of these assumptions describes a principal who acts reflecting the mission of the school, and a commitment to Gospel values. Understanding each of these assumptions contributes to the growth in my philosophy of education.
The first of Schuttloffel 's assumptions, included in my philosophy of education, is a commitment to my role as a "minister for the church" (p.56). By accepting this responsibility, I am committed to the faith formation and spiritual development not only of students, but of teachers, and the parent community as well. I see this as an awe-inspiring responsibility, and I agree that this role "provid[es] some of the most profound and motivating experiences…" (p.57). For example, this year, I have been bl...


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...ipal creates opportunity for adults to model a love for life-long learning. Furthermore, Garanzini, cited in Schuttloffel describes this holistic responsibility as an effort to create a "faith-centered and person-centered school" (p.59), and this concept is supported by ISLLC standards 2, 4 and 6, as these standards encourage the school leader to create a culture conducive to student and staff growth, build and sustain positive and productive relationships with families and community partners, and respond to social and community contexts.
Studying the four assumptions developed by Schuttloffel, and incorporating them, and the contemplative process, into my former "teacher-focused" philosophy of education has allowed me to grow that philosophy into a sustainable and consistent code of conduct for myself that will anchor me as I develop as a Catholic school principal.

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