What?

I have gained an understanding of foundational ideas that influence teaching and learning through studying the philosophy of education. Many different concepts such as Freire’s focus on empowerment through education, Dewey’s approach to experiential learning and constructivist theories from theorists such as Vygotsky have helped mold and create my perspective (Freire, 1968). All of these ideas highlight the importance of nurturing critical thinking, individualized learning experiences and active engagement in the classroom (Bailey, 2014). 

So What?

Such understandings have made me think about the “why” behind my teaching ideals. Dewey’s idea of education as a process of living inspires me to create lessons for students which connect language learning to real life experiences. Principles from constructivist theories encourage me to utilise differentiated strategies, such as project-based activities and learning, to ensure all students are catered to their diverse needs and abilities.

Now What?

Going forward with my teaching experience, I will use and implement these philosophies by creating activities and lessons that encourage critical thinking and active learning. Continuous reflection on my practice will encourage me to strive to create more inclusive and engaging lessons and environments for students that will align my teaching and learning habits and ideals to those of these philosophical principles (Robinson & Robinson, 2022)(ChatGPT, 2024).

1. Description

The longstanding debate of nature vs. nurture explores the debate of whether genetics or environment shapes human development. Particularly, I reflected on how this debate affects education and learning, where students' innate abilities may interact with the teaching environment (Bailey, 2014). 

2. Feelings

While both sides present compelling arguments, it may be conflicting to fully decide which side you sway more towards. Research on inherited traits, such as intelligence, emphasises the influence of genetics. At the same time, studies, like those carried out by Bandura on social learning, highlights the significance of environmental factors such as upbringing, schooling and peer interaction (Robinson & Robinson, 2022). 

3. Evaluation

From looking at both arguments carefully I have come to decide that nature and nurture are interdependent. While some students may have talents in languages, their success often depends on access to resources, motivation and teaching. It is evident from my experience with teaching thus far how nurture can influence a student’s development and help them grow, regardless of their starting point (O’Farrell, 2024). 

4. Analysis

This research of nature vs. nurture has depended on my understanding of differentiation in teaching. The realisation that there are genetic differences helps to set realistic expectations, while focusing on nurture encourages me to create an enriching environment to help students reach their full potential (Bailey, 2014). 

5. Conclusion

From my reflection and research I firmly believe that nature provides the foundation, however nurture builds upon it. As a teacher in training, my role will be and is to nurture students abilities by providing tailored interventions and positive reinforcements.

6. Action Plan

Moving forward, I will integrate strategies that acknowledge individual differences while creating and maintaining a positive learning environment. I plan to utilise different teaching methods and provide feedback that aligns with students' individual needs and which embraces both nature and nurture (ChatGPT, 2024).

Another aspect of my philosophy which I feel is a key component is continuous reflection. As student teachers we are required to reflect weekly during our placement periods. This is something I will ensure to keep doing as I move forward with my teaching journey. By regularly seeking feedback and evaluating my methods, I will aim to adapt my teaching to meet their evolving needs (Robinson & Robinson, 2022). My ultimate goal is to nurture critical thinking and confidence in students who will embrace lifelong learning. I aim to do this through fostering curiosity, respect and resilience in my students, who will be prepared to not just have academic success but will be prepared to make a meaningful contribution to society (O’Farrell, 2024) (ChatGPT, 2024).

O’Farrell, Dr. C. (2024). Log in to the site | DCU Loop. Loop.dcu.ie. https://loop.dcu.ie/pluginfile.php/5768652/mod_resource/content/0/Sample%20Teaching%20Philosophies.pdf

Bailey, R. (2014). The philosophy of education : an introduction. Bloomsbury Academic.

Robinson, K., & Robinson, K. (2022, March 2). What Is Education For? Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/article/what-education/

Freire, P. (1968). Pedagogy of the oppressed. Bloomsbury Academic.

Walsh, B. (2011). Education Studies in Ireland. Gill & Macmillan Ltd.

What’s Education For? (2024). YouTube. https://youtu.be/HndV87XpkWg?si=-zWzRxazR17T5rhu