Philosophy and the Instructional Process

Abstract

Have you ever had a learner come up to you after a class, workshop, seminar or training activity where you were the instructor and ask you why you approach the learning encounter in such a way? I have, many times. While they don't always agree with my response, at least I can give them an answer to their question. What learners are asking me is to explain any vision or philosophy that guides my instructional approach. A working or guiding philosophy of educational practice provides the foundation for all decisions, processes, and actions made about the instructional and learning process. As Patricia Cranton (1998) explains, instructional practice without a rationale or a mission makes us technicians rather than professionals (p. 71). In this article, I will present some information that allows instructors to examine their philosophical stance as it relates to the instructional process. When I use the term instructor I am referring to it in the broadest sense; that is individuals who assist in the promotion of learning. Instructors accomplish their craft from within a wide spectrum of educational agencies and organizations including formal settings such as colleges or universities, for example, and in nonformal settings such as in cooperative extension, religious institutions, business and industry, libraries, literacy agencies, as well as an array of other community-based programs. I first discuss some principles of instructional practice and then move into examining beliefs, values, and attitudes that form the basis of a philosophical stance or vision for instructing. Next, I review some approaches that can be used to develop an understanding of your personal philosophy. Finally, I discuss the benefits of having a philosophy for the instructor and his or her practice. Principles of Practice Why start by examining principles of practice? The advantage is to allow instructors to examine their own practice and compare what they do with what the literature espouses as principles of effective practice. Adult instructors can review a wealth of practice principles in the literature. For example, Knowles' (1984) book, The Adult Learner, identified seven components of instructional practice that includes establishing a physical and psychological climate conducive to learning; involving learners in a mutual planning process; having learners diagnose their own learning needs; encouraging learners to formulate their own learning objectives; assisting learners in the identification of resources and effective strategies to accomplish stated objectives; helping learners to carry out learning plans; and engaging learners in evaluating their own learning. Galbraith (1998), in Adult Learning Methods, offered 10 principles of effective practice: 1. An appropriate philosophy should guide the educational encounter. 2. It is vital to understand the variability and diversity of adult learners. 3. A conducive psychosocial climate for learning should be created. 4. Reduce physical, social, and psychological behaviors or actions on part of the instructor that produce resistance to learning. 5. Challenge is an essential component if learners are to engage in scrutinizing, questioning and developing alternative thinking and acting. 6. Praxis should be fostered to enhance critical thinking and reflection. 7. A rationale and vision for conducting the educational process should be apparent. 8. Authenticity and credibility should be essential elements of the educational encounter. 9. Attend to how learners experience learning. 10. Independence should be fostered in an effort to encourage autonomy, empowerment, and self-direction. In an earlier, but still relevant work, Brookfield presented six principles of effective practice associated with the instructional and learning process in his 1986 book, Understanding and Facilitating Adult Learning. …