EDUCATIONAL PHILOSOPHY STATEMENT

Educational Philosophy Statement: The Gateway to Effective Adult Education

Alesha Perrin
AHE 554

EDUCATIONAL PHILOSOPHY STATEMENT

For an adult educator, defining an educational philosophy is of paramount importance.

This philosophy will guide and inform the choices a person makes within the context of their
classroom or other place of adult learning, and is key to the success and effectiveness of teaching
or helping adults. Elias & Merriam state that, ...philosophy inspires ones activities, and gives
direction to practice. The power of philosophy lies in its ability to enable individuals to better
understand and appreciate the activities of everyday life (p. 5). By first determining, and then
by honing and applying an educational philosophy, adult educators are able to use their
philosophy to guide their actions and be continually inspired by its tenants. When defining an
educational philosophy, it is important to first identify the key principles which give a
philosophy its structure.
Elias & Merriam define principles as ...the foundations or basic structures by which
phenomena, events, and realities are understood (2005, p. 3). They go on to state that The
philosopher of education is interested in certain general principles: objectives of education,
curriculum or subject matter, general methodological principles, analysis of the teaching-learning
process, and the relationship between education and the society in which it takes place (2005, p.
3). Identifying key principles of my own education philosophy is not something that I ever
would have thought to do. As an adult educator who is not actually a teacher, and not planning to
become one, I find myself in a unique situation. At first I found myself wondering what kind of
principles would be important to me, and why I would need them outside of a classroom setting.
As I reflected more, I realized that defining the principles of my educational philosophy would
be both important and helpful in guiding my actions as an adult educator, no matter the arena in
which I choose to work with adult learners.
Principles
1. Effective adult education should honor a students lived experience and utilize this
experience to create meaningful learning opportunities.
When working with adults, we are working with fully formed individuals who bring their
life experiences, presumptions, and understandings about the world and the subject
matter being taught to the educational table. In my experience, adults learn best when
they are able to connect and apply their learning to the world outside of the educational
setting in which it takes place. While learning for learnings sake may work for some
adults, I believe that the most meaningful learning takes into account the experiences of
the learner and integrates them into the educational process.
2. Adult education should not be solely confined to a traditional, formalized classroom
setting.
Just as the experiences that adults bring to an educational setting are diverse, so should be
the learning environments they occur in. Many adults have not set foot in a classroom for
years, and the thought of being behind a desk again can be intimidating. I think it is
important to create a more informal and non-threatening environment that sets students at
ease, which may mean changing the structure of the traditional classroom. This could
take the form of incorporating class meetings that occur in places outside of a school
classroom (ex: outside, over a meal, etc.), or even just changing the classroom set up to
reflect a more informal environment.

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3.

Adult educators do not have to be teachers.

This principle works in two ways for me. The first way is that adult educators do not have
to be teachers in the traditional sense, handing down preselected knowledge to
students. Instead I believe that teachers should collaborate with students during their
learning process to create productive learning experiences. Secondly, I believe that adult
educators come in all different shapes and sizes, and serve many different purposes in the
broader field of adult education. They occupy different spheres of learning outside of the
traditional classroom environment, and may be counselors or advisors as opposed to
actual teachers. In my opinion they play an equal part in a students learning journey,
and should also focus on honing their philosophy and methods of educating.

4. Adult education should empower adult learners to take charge of their educational and
career journeys.
Much of what each of us does in life is often determined by those around usour loved
ones, co-workers, supervisors, and also teachers. We hold ourselves accountable to each
of the aforementioned individuals, but I think that it is often more difficult to allow
ourselves to be guided by what we may really want. I think adult education should be an
opportunity for adult learners to define and pursue their educational and career goals
independently. By empowering students, adult educators can help to develop students
self-efficacy, which will serve them in all aspects of their lives, particularly those that
relate to both their educational and career journeys.
5. Adult education should challenge adult learners to confront and take action against unjust
societal issues.
In the world today it is often easy to turn a blind eye to the many societal ills that exist
without being challenged to address them. Adult education should be a space that pushes
adult learners to examine and dissect the issues that plague our society, for those adults
who continue to learn are the best hope we have of making progress and bettering the
world. Adult educators should be prepared to facilitate the difficult conversations that are
often associated with hot button issues in order to assist adult learners in grappling with
these difficult societal issues. Beyond confronting societal issues, adult education should
also challenge adult learners to take action against unjust societal issues. Bridging the gap
between confrontation and action should be a process that is facilitated and encouraged
through adult education.
6. Adult education should honor and celebrate diversity.
By its very nature, adult education draws learners who come from diverse backgrounds
and bring with them diverse experiences into the learning environment. I believe that a
key component to effective adult education is the honoring of differences and celebration
of the complexity they bring to learning situations. In order to honor and celebrate
diversity, adult educators should be culturally competent and prepared to accommodate
each learners diverse needs.

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Applying My Philosophy
Much of my philosophy is shaped by the fact that I do not see my professional area being
focused on teaching. In the future, after obtaining my masters degree, I hope to become a career
counselor or academic advisor, which I think has a significant influence on how my educational
philosophy is developing. The principle of my educational philosophy that states Adult
educators do not have to be teachers is one that I think especially stems from my career goals.
Most career counselors and academic advisors occupy a portion of the academic sphere that lies
outside of the role that is traditionally assigned to a more traditional classroom teacher. I do not
think that someone has to be a classroom teacher to be an adult educator. Since I do not want to
be a classroom teacher, I dont see myself being focused on learning outcomes or philosophies
on lesson planning, but instead I am more focused on how as an adult educator I can help
develop students self-efficacy and practical skills (career planning, decision making, etc.). I
think that applying my educational philosophy to my future professional area will be important
because it can help guide the way that I interact with and help students. Keeping these principles
in mind will ensure that I am being the kind of adult educator that I want to be, and allow to me
to focus on the aspects of adult education that I believe are the most important. Particularly when
counseling students regarding their major or career plans, it is important to keep diversity issues
in mind so that the advice and education provided is culturally sensitive and inclusive of all
different backgrounds. I also think that applying the principles of my philosophy around student
empowerment and honoring students lived experiences are particularly important when in a
counseling or advising role. For many students, receiving counsel around majors or career plans
can be stressful, and can cause them to question their skills, abilities, and experiences.
Counselors/advisors should be sensitive to the concerns students may bring, and should be
receptive to and accepting of each students lived experiences. I also believe that
counselors/advisors should help students acquire the tools most meaningful to their educational
and career experiences in order to empower them to make their own decisions, market
themselves well, and make their way into the realm of the working world.
In my current professional area, I am not working directly with students, but instead I
provide administrative, back-end support for my department. At this point, it would be difficult
to hone and apply the philosophy I am forming because I would not have the ability to actively
use it. I would imagine that as I transition into an arena where I am actively working with
students, I will be able to apply and adapt my philosophy according to my experiences and the
needs that arise.
Philosophic Traditions, Historical Trends, and My Philosophy
My philosophy is most consistent with the humanist and progressive philosophical
traditions, with just a hint of the radical tradition peeking through. I think that all of these
traditions complement each other well, which is an assertion that is defended by Elias &
Merriam (2005): It could be argued that humanistic, radical, and behavioristic adult education
are all in some ways dependent upon progressive education for some of their chief ideas (p. 75).
While my alignment with the progressive education tradition and radical tradition are more
limited than my alignment with the humanistic tradition, it would make sense that there would be
overlap between and among them.
Throughout this quarter, I found myself connecting most with the humanist philosophy
and its tenants. Historically, the humanist philosophy can be traced back to the days of
Confucius, Aristotle, and Plato. It began as a revolt against a world dominated by churches that

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attempted to control knowledge, and has continued the pattern throughout history of revolting
against such forces. One such revolt developed around humanistic psychology. Humanistic
psychology was a revolt against the tenants of behaviorism, and was very focused on
individuality, potentialities, creativity, and freedom of the person (Elias & Merriam, 2005, p.
115). I think this historical trend aligns well with the principles of my educational philosophy
because it is focused on individual empowerment and freedom, two themes which I think really
presented themselves in my philosophy. I would say that my philosophy is a kind of revolt
against my own education, which was largely situated within the liberal philosophy, and focused
on the teaching of the great books, direct knowledge transmission, and no regard for learners
individuality.
The humanist philosophy places a high value on people as individuals, and their potential
for growth and development when they are treated as such. It also places an emphasis on ones
responsibility to his or her fellow (wo)man, and the recognition of the common humanity of all
people (Elias & Merriam, 2005, p. 122). As a learner, I feel that I have had the most positive
experiences when I am in an environment that is supportive and cooperative, and where I am
allowed to have learning experiences based on subjects and material that feel relevant to me.
Another key component of humanistic education is that it is student-centered, with the
responsibility of learning falling to the student and with the teacher as a guide and facilitator
(Elias & Merriam, 2005, p. 124). I feel that I have an emphasis on such human qualities as
choice, creativity, valuation, and self-realization (Elias & Merriam, 2005, p. 118). I think I tend
to lean toward the humanistic philosophy because the kind of work I want to be doing really falls
within the realm of the humanist jurisdiction. Being a counselor or advisor involves respecting
each students choices, and their ability to arrive at said choices through a process of selfrealization. In this line of work it is also important to acknowledge each persons individuality or
uniqueness, as this is what will shape their academic and career choices, which aligns with the
humanist belief that this individuality and uniqueness should be recognized and valued (Elias &
Merriam, 2005, p. 120).
Another component of humanist philosophy which I think aligns well with my
educational philosophy is the concept of student-centered learning. Elias & Merriam (2005)
state, In this orientation the teacher does not necessarily know best, especially when working
with adult learnersHumanistic education places the responsibility for learning with the student
the student is free to learn what he or she wants to learn and in a manner desired by the learner
(p. 124). I think this concept aligns well with the principle of my philosophy that says that
Adult educators do not have to be teachers. Unlike other educational philosophies particularly the liberal and behavioral humanistic education views the adult educator as more
of a facilitator and less as a teacher in the traditional sense. According to Elias & Merriam
(2005), A teacher can guide or facilitate the process, but the emphasis is upon learning rather
than teaching and on the student rather than the instructor (p. 124). This concept also aligns
with the principle of my philosophy that states Adult education should empower adult learners
to take charge of their educational and career journeys. In regards to the counseling and
advising fields, the student-centered approach makes particular sense. While there is some need
for knowledge transmission regarding basic skills (resume writing, registering for classes,
interview techniques, etc.), the student really is in control and responsible for their own
development, and the counselor or advisor is there to support and assist.
An additional humanistic belief that resonated with me is that Educations assistance in
the development of persons leads to a better society which I think is a belief that is borrowed

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from the progressive philosophy and built upon (Elias & Merriam, 2005, p. 125). From a
progressive perspective, adult education was a means by which to inspire learners to bring about
change in society. Elias & Merriam (2005) state:
Progressives believed that the function of education was not merely to prepare learners
for fitting into the existing society, but also to educate persons who would be interested in
changing society. For the progressives education was to be directed at fostering creativity
and stability, as well as individuality and social consciousness (p. 72).
It seems as if the humanists took this belief one step farther, not only believing that education
should be for those who were interested in bringing about social change, but believing that by its
very nature education and its effect on people that it would bring about social change. The
principle of my educational philosophy which states Adult education should challenge adult
learners to confront difficult societal issues, is aligned with this concept. Particularly in this day
and age, I think that society is in desperate need of adult learners (and also adult educators) who
are interested and invested in bringing about social change. With the number of human rights
violations that continue to occur on a daily basis, it is essential that adults returning to education
become active and engaged in order to be a fully participating citizen of the world.
There is also one component of the radical philosophy that lends itself well to my
educational philosophy. Paolo Freire, one of the most prominent radical educators to date,
expressed a belief in praxis action with reflection which aligns closely with the principles of
my educational philosophy. According to Elias & Merriam (2005), The human task is to break
through these problems and to act to change the social reality in which one lives (p. 155). I
believe that adult education should be a space which encourages learners to connect their
learning with action in order to affect social change. This seems to be an extension of both the
humanist and progressive views on using learning for social change, and as such seems that it
would be a natural extension of my educational philosophy.
Current Policies and My Philosophy
I do not think that my philosophy is in sync with all of the current policies of the day.
One way in which my philosophy is in discord with current policies is that I do not believe that
standardized testing is conducive to learning. It discounts learners individuality and holds all
learners to a defined set of standards that do not take into account the diversity among adults.
Standardized testing plays a particularly prevalent role in K-12 education, but it also plays an
essential role in some facets of adult education. One of the most high stakes examples of
standardized testing in adult education is the GED. For many adults, the GED is the gateway to
further education, a better job, and a better life. The adults who take the GED come from
extremely diverse backgrounds, they may speak different languages, and have had varying
qualities of education prior to taking the test. Instead of evaluating these adults in a way that
honors their diversity and life experience - key components within my own educational
philosophy - we subject them to all taking the same test, which, due to a recent overhaul, is now
harder than ever to pass. My philosophy is very much focused on the diversity and empowerment
of individual learners, which standardized testing definitely ignores.
Another way in which my philosophy does not align with the current policies is in
regards to what is being taught. Particularly in higher education, my chosen field, there is still a
great amount of emphasis that is placed on the teaching of the great books, and a definite
tendency toward teaching within the liberal philosophy. While this is not true of all majors or
departments, I think it is still the educational norm. Because my philosophy is geared toward the

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humanist, progressive, and radical traditions, it would make sense that the liberal-leaning
educational trend would not be in sync.
One policy trend that my philosophy does align with is the movement toward education
that includes service learning. Service learning allows students to connect with organizations that
align with their interests, gets them out of the traditional classroom setting, and empowers
students to gain relevant experience while giving back to real-world organizations. Service
learning incorporates many of the principles Ive developed in my own educational philosophy
including empowering students to take charge of their educational journeys and encouraging
students learning outside of a traditional classroom setting.
Popular Education Project and My Philosophy
One thing that surprised me as I was writing my philosophy statement is that I kept
revisiting it as I proceeded through the stages of completing my popular education project. I feel
like my philosophy statement evolved alongside my popular education project, and the things I
took away from my project ended up being reflected in my philosophy statement. Each of the
principles I came up with definitely arose as I was working through the stages of my popular
education project, and as we were doing our reading in The Handbook of Race and Adult
Education by Sheared et al. Because of their evolution together, I think that my educational
philosophy and popular education project align very closely. One theme that I saw emerge in
both my popular education project and also within my educational philosophy is a focus on
empowerment. The organizations that I researched this quarter were very focused on
empowering the population I chose to focus on, Latina women, to take charge of their own health
and wellness. The Whatcom Alliance for Health Advancement (WAHA) does this by providing
access to healthcare resources for both women and their families, as well as providing them with
the necessary information to successfully interface with the various healthcare organizations in
our community and elsewhere. Community to Community empowers Latina women to take
charge of their own and their familys health by teaching them how to incorporate healthy foods
into their culturally traditional kitchens, and by teaching them about the connections between the
food we eat, exercise, and overall health and well-being.
The principles of my educational philosophy that most closely relate to my popular
education project state, Adult education should challenge adult learners to confront and take
action against unjust societal issues and Effective adult education should honor a students
lived experience and utilize this experience to create meaningful learning opportunities. The
work I did on my popular education project, and learning about my classmates topics really
inspired me to incorporate these particular principles into my educational philosophy. I feel like
each of us tackled some really difficult issues this quarter, which was a really beneficial
educational experience. For me, part of being both an educated adult and adult educator is
utilizing education for the greater good, which I think this project really accomplished. I also
found that honoring and incorporating students lived experience is a concept that I was wellrepresented throughout my popular education project. WAHA handles each case with respect and
sensitivity to each individuals situation. Cocinas Sanas incorporates Latina womens lived
experience through the cooking of food that honors their cultural background. I really
appreciated learning about each of these organizations, and discovering the connections between
their educational philosophies and my own.

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Influence of Class and Small Group Discussions

I think that my small group discussions were particularly influential in the shaping of my
philosophy, and in helping me to realize which philosophies I was most aligned with. I expected
the small group discussions to be overly analytical in nature, diving in and going through the
concepts of each tradition with a fine-toothed comb, but instead they allowed me to really
explore which philosophies I connected with on a deeper sort of gut level. The week we read
about humanism, I found myself excited to discuss the reading, and eager to share its
connections to my own opinions and beliefs about adult education. For me this was the largest
indicator of which tradition I aligned most with. Conversing with my small group also provided
insight on how each of my group members felt and aligned with each of the philosophical
traditions, which challenged me to look at them in a new way.
As we proceeded into the latter part of the quarter, long after the reading and discussion
of each of the philosophies independently, I found that the discussion of my popular education
project was causing me to re-visit my educational philosophy, which I had not expected to
happen. Diving in to popular education, doing my own research, and hearing about the research
done by my group mates for the project inspired me to spend some more time looking at the
philosophy chapters again with more context around their motivations and accomplishments, and
also to re-visit how what I had written at the beginning of the quarter had evolved and changed
over time.
Conclusion
Exploring and defining my educational philosophy has helped me to realize what kind of
adult educator I can see myself being. The work that Ive done on this philosophy statement is
only the gateway into what I imagine will be an ongoing process of solidifying what principles
are important to me as an adult educator, and how I am able to apply them in my professional
life. While I didnt see its applications at first, I now realize that defining an educational
philosophy can be just as important for those adult educators who operate outside of the
traditional classroom setting. I am excited to continue developing my educational philosophy,
and eager to apply it after finishing my graduate degree.

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References
Elias, J., & Merriam, S. (2005). Philosophical foundations of adult education. Huntington, N.Y.:
R.E. Krieger Pub.
Sheared, V. (2010). The handbook of race and adult education: A resource for dialogue on
racism. San Francisco: Jossey-Bass.