Philosophy

Philosophy of Learning Over the years parents, educators, friends, colleagues, and, eventually, our own selves continually tell us "no," and we learn to oppress, deny, and bury our egos and sense of self. We conform to societal norms without an appreciation for how they align with our personal desires. Passion and individuality are not celebrated and encouraged; rather they are tempered and eventually atrophy. As educators, we are now considered to possess the knowledge; we are the ones expected to "mold minds." We convince ourselves that by "telling" students and making sure they know some pre-defined set of socially, agreed-upon objectives that we are preparing them to succeed in the world. However, society's virtuous commitment to aiding all students in attaining the same objectives may actually inhibit, rather than promote, human development. This commitment reinforces and validates those individuals who silent their personal perspectives and, instead, adopt those perspectives deemed important by society. I believe that such an emphasis discourages individuality and, ultimately, atrophies the spirit. My task as an educator, friend, colleague, and fellow human being is not to "tell" or "socialize" others into some shared perspective, but rather to foster a passion for unique passions. Clearly, I do engage in didactic lectures or even lapse into pedantic instants. However, these pedagogical periods are couched within the context of a larger goal. In other words, they are not ends onto themselves but serve as tools to assist in the attainment of some larger goal to which the students are engaged. It is with the mission of exciting personal passions within the context of a social world that I have chosen the career of professor, and find myself committed to: (a) helping students appreciate varying perspectives; (b) encouraging students to ask why; (c) aiding students in developing the tools required to answer why; and (d) awakening students' unique passions to become life-long learners. Role of Technology Working for two years as a computer teacher in an urban high school, I becaome interested in using the computer both as an instructional tool and a measurement device. I developed an appreciation of technology as one means of facilitating rich interactions that are both engaging and complex, potentially assisting students in learning the "whats" in a manner that provides insights into the "whys". My dissertation built on current literature regarding situated cognition and focused on the use of multimedia as one practical means of connecting classroom knowledge to its functional and social context. Specifically, it focused on anchored instruction, and the use of anchors for establishing goals that enable problem solvers to detect the raison d'etre of the information being learned- that is its reasons for being. In related research, I have explored various means of assessing thinking and problem solving within these open-ended contexts. Computerized log files (time-stamped records of students' navigational choices on the computer) offer one means of capturing the dynamic processes inherent to learning and problem solving without intruding on the processes themselves. Drawing on this research, I have presented at conferences, as well as written several manuscripts accepted for publication. When working with students of all ages, as well as university faculty, I am continually impressed with the power of technology. Technology has the immediate benefit of making the dissemination of large amounts of information (e.g., World Wide Web) more efficient. Computerized learning has an even greater potential to afford the learner an opportunity to direct his or her own learning process, thereby transforming learning from what is all too frequently rote memorization to a process of exploration and delight. This is not to imply that "good" teachers and designers require technology in order to stimulate enthusiasm, rather that technology is a unique tool with the added potential to promote conceptual change. More importantly, I am not committed to technology for the sake of technology. For me, it is simply one of many tools whose importance can only be appreciated within the context of the educational and research opporunities it affords.