Teaching within a culture

Overview
The students learning and the teachers teaching just do not occur in settings that, to all intents and purposes, look the same across all learning environments. Every learning environment is different, just like every student is different and every teacher is different.

Every learning situation is idiosyncratic with its unique character determined, in part, by the general locality, the economic base of that locality, the profile of the people who live in the locality, and the nature of the prevailing community spirit.

The culture of a community, whether it be a remote community or a metropolitan suburban community, influences greatly the nature of the happenings within a learning institution. No learning institution functions in isolation from the community in which it is located. No teacher can work away in a classroom and believe that they are in no way being influenced by the community. The connections between classroom, university and community are inextricably interwoven and the adept teacher is one who takes time to "read" that community as he or she strives to be effective.

"Teaching in a Philosophical Context"

Introduction
Philosophy is the science or the study of thoughts. Every educational approach is driven by a particular philosophy.

Teaching practices are underpinned with a variety of philosophies. You might ask the question:

• What are the foundational thoughts about this approach?

Or break the question down into more specific questions:

• What does this approach suggest about learning?
• What does this approach suggest about teaching?
• What does this approach suggest about the students?
• What does this approach suggest about the teacher?
• What does this approach suggest about assessment?

So the philosophical context for your teaching is important.

The philosophy of a student-centred approach?

This particular approach was one that was articulated in the 1960's in a state school system in the United States.

• The emphasis must be upon learning, rather than teaching.
• A student must be accepted as a person.
• Education should be based upon the individual's strong, inherent desire to learn and to make sense of his environment.
• All people need success to prosper.
• Education should strive to maintain the individuality and originality of the learner.
• Emphasis should be upon a child's own way of learning - through discovery and exploration - through real rather than abstract experiences.
• The development of an individual's thought process should be primary.
• People should perceive the learning process as related to their own sense of reality.
• An individual must be allowed to work according to his own abilities.
• The teacher's role must be that of a partner and guide in the learning process.
• The development of a personal philosophy, basic set of values, is perhaps one of the most important of human achievements.
• We must seek to individualise our expectations of a person's progress as we strive to individualise the learning experiences for each person.
• The environment within which students are encouraged to learn must be greatly expanded.
• The school should provide a structure in which students can learn from each other.
• To provide a maximum learning experience for all students requires the involvement and support to the entire community.
• Schools should be compatible with reality. Learning which is compartmentalised into artificial subject fields by teachers and administrators is contrary to what is known about the learning process.

This philosophy of student-centred approach is presently driving teaching in Australia.