Philosophy of Education Molly McCollum Rudolf Steiner, father of anthroposophy and influence to Waldorf Education said, Our highest

endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility- these three forces are the very nerve of education. The Social Science educator plays a crucial role in the development of free human beings, namely through careful attention to teaching practice, how students learn, and to adolescent development. By approaching best teaching practices and the classroom environment through the lens of a Social Reconstructionist, the Social Science educator will aid the student in the development of their personal sense of purpose, truth, and responsibility. Similarly, they will improve the process through placing special attention on teaching practices that will develop and foster a mentoring relationship with classroom students that caters to the myriad of students needs, both in and outside of the classroom. Educators with the desire to focus on the nerves of education outlined by Steiner will choose to approach student learning through emphasizing the individuality of every student and therefore approaching student learning with sensitivity to the multiple intelligences and varying learning styles represented in every group of students. The Social Science educator will likely also acknowledge the importance of active learning and the benefits that result from approaching every student with an individualized education plan. Where adolescent development is concerned, the Social Science educator will develop and practice sensitivity towards students developmental stages, in addition to how needs and characteristics fluctuate across gender and varying socio-economic influences and then work to create realistic expectations of student performance. Shaped by the desire to aide in the development of free human beings with an ability to determine their own purpose and direction, the Social Science educator will take advantage of numerous strategies and approaches to teaching. Through approaching classroom instruction as a Social Reconstructionist, they will find that students are themselves empowered to begin removing any existing obstacles to their own freedom. While the educator plays a significant role in the environment, the teaching practices used here allow the student to develop and practice responsibility for their own education as well as engaging with issues that will allow them to contemplate and discuss social issues that influence the direction their lives will take. The approach simultaneously allows students to impart for themselves a sense of truth and purpose, as well as providing the opportunity to engage their imaginations. Teaching practices best suited to the approach are Problem Based Learning, case studies, role-playing, and guided discovery. Although explicit instruction will be a feature in the classroom, strategies utilized by the Social Science educator influenced by Social Reconstructionism primarily center around communitybased learning and bringing the world into the classroom through strategies that are more student-centered. Therefore, the classroom environment is therefore ideal for inquiry, dialogue and approaching controversial issues through multiple perspectives.

A Social Science educator who pursues the opportunity to assume a mentoring position will see their role as a guide in the students journey gain greater importance. Students have needs on many different levels. Mentoring allows educators to approach their teaching practices with an increased knowledge and awareness of emotional needs as well as areas where extra academic and learning support is required. Mentoring relationship strengthen the role of the Social Science educator as a facilitator of student discovery of knowledge, purpose, and truth. If students know their teacher is invested in their well-being outside of the classroom, then there will be an increased value added to the guidance and discovery gained in the classroom. As a result, the knowledge will contribute towards students becoming free, creative, independent human beings. Social Science educators practicing in the type of classroom environment described will find it best to approach student learning in a very specific, individualized way. Their teaching practices vary because they understand student learning to be a very personal, unique process. These educators approach the development of curriculum constantly keeping in mind that there will be a need for practices that provide students opportunities to grow their intellectual understanding, practice personal judgment and responsibility, as well as provide students opportunities for engagement with abstract thoughts about social responsibility. The Social Science educator will therefore see learners benefit from careful planning of lessons that incorporate and engage the varying multiple intelligences represented in each class as well as the different learning styles of each student. There is undoubtedly a significant amount of work created for the educator. However, having an increased awareness of individual needs and strengths in the classroom will help teachers to see students master the content material as well as foster the strengthening of their preferred learning styles and intelligences. Exposure to a variety of different learning styles and methods suitable to the different multiple intelligences will also see students experiencing growth in new areas as well. By approaching student learning with the understanding that every pupil requires individualized attention, the educator is also helping to remove unique obstacles that impede the development of students gaining those characteristics attributed to free human beings. With methods targeted to their specific style or intelligence, students will experience greater success with aligning themselves with the nerves of education. An understanding and sensitivity to the stages of adolescent development also complement the goal of removing obstacles to freedom. Having an understanding of the varying stages requires that Social Science educators dedicate themselves to the process of continued learning. Therefore, a commitment to the initiative influences how they will also approach their teaching practices and understanding of student learning. By maintaining the status of a life-long learner and modeling that they have themselves developed in to a free human being that has established both purpose and direction for their own life, the Social Science educator will experience several positive results. Of these, they will find that they create an environment where students are more enthusiastic about learning, less bored as they are able to engage in ways that they understand, and are able to grow confidence in their abilities as they consistently receive

personalized opportunities to succeed. Social Science educators will experience greater success in the classroom by familiarizing themselves with how needs and characteristics will fluctuate across gender and varying socio-economic influences. Using the detailed knowledge will allow the Social Science educator to construct realistic expectations for student performance and achievement within the classroom. While there are multiple ways to do this, the most feasible of these is that the educator takes advantage of Professional Development opportunities. Outside learning, centered on gaining mastery of the most effective methods and practices that incorporate a deeper understanding of the varying stages of adolescent development, is of utmost importance. With knowledge and an applied sensitivity, the educator will find that there is an increased likelihood of independent student success. Educators will acknowledge the importance of pursuing the highest endeavor of education, to develop free human beings. Consequently, they will see the benefits of structuring a classroom environment and developing teaching practices that are best suited for fostering the growth of imagination, a sense of truth, and acquired self-responsibility. The Social Science classroom provides students with the opportunity to engage with broad concepts, abstract ideas, and significant amounts of specific detail. There is a distinctive opportunity to approach the content from the perspective of a Social Reconstructionist and to implement practices that thrive under the use of activities specific to students unique learning style of intelligence. Given that the educator continues to grow professionally and personally and that they dedicate themselves to the task of careful, individualized planning, it becomes increasingly difficult to argue against the point that the approach will develop strong and confident learners prepared to participate in society as successful citizens in the growing global community.