Avery Tuggle

Philosophy of Education
Philosopher Socrates once wrote how education is the kindling of a flame, not the filling
of a vessel. These thirteen words are especially true for the Social Science educator. Meaningful
learning requires that the educator influence students toward a path of lifelong learning.
Therefore, the primary goal of Social Science educators is to contribute to the development of
responsible citizens who continue learning about current events. The essential role of a Social
Science educator leads the class in a way that allows students to see historical value. The Social
Studies educator provides a learning environment that is student centered, and mentor supported.
Where adolescent development is concerned, it is imperative that the educator develops and
practices sensitivity towards students developmental stages. The Social Science educator uses
teaching, learning, and adolescent development as a means for encouraging students to become
active citizens in society and to reach his or her unique potential.
The Social Science educator instructs the classroom as a guide, empowering students to
develop their own opinions and cultivate a higher value towards history. In the classroom, Social
Science teacher acts as a metacognitive coach, serving as a model, thinking aloud and practicing
behavior that students will use. The Social Science educator draws a clear line of authority, but
creates an atmosphere of mentorship. Forming a mentorship allows the Social Science educator
to truly know students needs and challenge them to become active members in the classroom
and in society. Since learning and knowledge go beyond the classroom and textbooks, the Social
Science educator incorporates the use of current events, projects, role-play, Problem-based
learning, and Socratic discussion. The variation of teaching approaches instills a deeper value for
history. The educator connects history to students lives. Philosopher John Dewey described the
business of teachers as the business to be on the alert to see what attitudes and habitual

tendencies are being created. He must be able to judge what attitudes are actually conducive to
continued growth and what are detrimental. He must, in addition, have that sympathetic
understanding of individuals as individuals which gives him an idea of what is actually going on
in the minds of those who are learning. Teaching in a fashion sympathetic to the needs of
students allows the Social Science educator to know the social and intellectual level of each
student. Knowing the goals of students enhances the development of a curriculum that best
serves society. Earning respect from a mentorship also allows the Social Studies to further
connect with students.
Motivated by objective of mentorship, the Social Science educator will find it optimal to
approach learning with each student in mind. Effective Social Science teachers help students to
discover and develop their personal values, even when those values conflict with traditional
ones. With an objective of continued learning, the Social Science educator creates a curriculum
catered to the varied learning style of each student and incorporates the use of both technology
and books. The variety of resources encourages students to develop familiarity with traditional
applications and perpetuates the learning process. A student-centered classroom gives the
opportunity for students to discover identity as a learner and student. The individualized method
practiced by the Social Science educator allows students to grasp and gain a greater appreciation
for history. Learning comes through a variety of teaching practices, not just a lecture. The Social
Science educator engages students with lessons that personalize the curriculum. The educator
uses a myriad of teaching styles to enhance student responsibility, which prepares lifelong skills.
A classroom environment that makes it safe for innovative thinking and experimenting with new
ideas also contributes to lifelong learning. The mindset of continual learning allows a student to
see how they learn and how to transpose that knowledge beyond the classroom walls.

It is crucial that that the Social Science educator include developmental issues towards
the accomplishment of the lifelong learning goal. The Social Science educator recognizes
changes in development and skills between the generations of students as well as the differences
between middle and upper adolescent populations. The Social Science educator understands
adolescent development as another way to form realistic expectations for the classroom. The
awareness of how middle adolescents develop allows for the educator to implement teaching and
learning methods suitable for the students needs. Examples of this in practice would be the
rotation of lessons as well as group work. The upper adolescent develops at a higher level, so the
use of lecture, discussion, and projects is essential. The Social Science educator also configures
the classroom differently for the two adolescent populations. The middle population classroom is
structured in a way that creates an environment for social learning whereas the educator
configures the upper adolescent classroom in flexible manor suitable for discussion, projects, and
lectures.
The Social Science educator acknowledges the goal of education as the development of
lifelong learners. Consequently, educators will practice teaching methods aimed toward
developing students who are active participants in society. The educator takes on a role as mentor
to assist students with effective learning practices. Mentorships create an environment sensitive
to the needs of students including diversity in student learning, teaching methods, and resources
that support differences in middle and upper adolescent development. The effective Social
Science educator creates an approach that develops lifelong learning, a value of history through
an accommodation of the adolescent perspective.