James Hann Professional/ Philosophy Statement As the quest towards becoming an educator nears, I can only imagine what

narratives will define me. Choosing multiple narratives or gods proved to be essential in the formation of my lifes purpose, both personally and professionally. One of the key narratives which Neil Postman underlines is the foundation of this countrys development and progression through democracy. Democracy, one of the narratives which Postman believes to be embraced by the American culture, is just a singular narrative encompassing Americas history. It has many factors which affect its functioning and its ruling throughout the country. The narrative of Jesus, like the democracy narrative, ties also into the bigger American narrative. These two narratives among many have been the key essential narratives for functioning of our country and its many institutions, education being one of them. By understanding how these narratives uphold my personal and professional goals, I aim not only to stimulate my students, but hopefully motivate them, as well. As Postman states, Within the context of schooling, motivation refers to a temporary psychic event in which curiosity is aroused and attention is focused (Postman, Neil. Necessity of Gods, pg. 4). The educational system as a whole creates a foundation for ones society ergo a public. As a teacher it is my responsibility to take my own narratives and apply them to my teaching; changing my students, colleagues and fellow citizens around me. It is directly through the democracy narrative, that I can relate my subject matter, history, to my students. Thomas Jefferson, the author of the Constitution of the United States and one of the Founding Fathers, sought out to ensure liberty for all in this newly formed nation. Jefferson knew the importance of school, not only to expand on ones knowledge,

but to ensure that citizens would know when and how to protect their liberty (Postman, Necessity pg. 13). He believed that as a people, we had unalienable rights: life, liberty and the pursuit of happiness. These rights, I believe are unique to our country and are understood differently throughout many communities. It is how we as educators teach the ideals of liberty, which we must approach with caution and clarity to students. This liberty our fellow countrymen so passionately fought for rings through history from the American Revolution to current day. Teaching my students to think critically about history and to be engaged in a lesson fully resembles their rights. I am also aware that students may take advantage of these rights and speak out of terms; it is under these situations alike any other that a true educators experience and learning takes flight. The second narrative which emulates the grand American narrative is the narrative of Jesus. It is through this narrative that dictates the diversity of the American culture. This melting pot of so many cultures, sooner or later must identify with fellow Americans to form a new American culture. This American culture is constantly changing from generation to generation, but to remind us of where we have been, schools provide the answers to the future and to the past. It is no question that assimilating from ones past culture to a newly formed one is a challenge, but if educators are willing to utilize their knowledge to assist and form a new public, it should be done. The connections between the Jesus and democracy narratives are uncanny and resemble the importance of learning history to understand the present and the upcoming future. The democracy and Jesus narratives have and always will be essential in the grand American narrative as a whole. I am not knocking other narratives, because each one possesses both a positive and negative affect on the grand narrative. These in

particular I hold dear certainly because it applies to my concentration, history, and the passions which lie deep in my heart. In forming a public through schooling, it is my duty to ensure that children of the community are constantly learning about the liberties they and I have been so graciously given. Just like Thomas Jefferson, I want to remind the public of the need to know about our liberties and when to fight for them. Without this knowledge, we cease to be free and if we cease to be free, then the American narrative is no longer. Our liberties as Americans ensure many rights, but aside from liberties, a public must have inert respect for other cultures. As a country we are known to be a melting pot, full of people with different races, creeds, religions and traditions. It is by this diverse foundation we gather under a system for the people and by the people. Each of these peoples holds dear their own narratives to contribute to this growing public. It is essential the inclusion of all these beliefs, or the American grand narrative would be biased and unmoving. Let the wheels of justice and liberty keep moving and be emulated through education to form the public.

Here, I will say only that the idea of public education depends absolutely on the existence of shared narratives and the exclusion of narratives that lead to alienation and divisiveness. What makes public schools public is not so much that the schools have common goals but the students have common gods. The reason for this is that public education does not serve a public. It creates a public. - Neil Postman, The Necessity of Gods pg. 17-18