Anna Bastida

Philosophy of Science in Art Education
Alabama State University

The teaching process is both a science and an art. Teaching requires intuitive implementation of scientifically determined procedures. Learning is largely the result of internal forces within the individual student's experiences and cognition. It is the role of the teacher to facilitate and nurture this learning process. My philosophy of teaching is eclectic, drawing from three major orientations to teaching. In the following essay, I will explain my philosophy of education as being progressive, existentialist, and socially reconstructive.

In the field of art education, Dewey's progressive philosophy of child centered learning is applicable. Teaching and learning are active processes where the whole child is provided with experiential activities which emphasizes learning by doing. It is necessary to spark the students interests is art by relating art education to the students own interests.

The existential philosophy is also an important aspect of art education. Part of becoming a responsible adult is to find value and meaning in one's own life and be able to translate that meaning to society. Many students are lost to depression, substance abuse, and crime because they have not assigned meaning to their lives. As Sartre says, the task of assigning meaning to existence is the individuals alone. Yet, the teacher can be an essential vehicle for stimulating this process. A teacher should persist in posing questions that focus the student to self inquiry. Students should be taught to examine their own value system, to find out who they are, and who they want to be.

My philosophy of education is also socially reconstructive. The goal of education should be based on the continual quest for a better society. Students should be aware of the significant crises that confront the world. They can be equipped through education, to comment on societal issues and consider solutions. Field trips, community based projects, and guest speakers can bring the community and even the world into the classroom.

In conclusion, my educational philosophy is an eclectic one drawing from three major orientations to teaching. Beyond these and of utmost importance is that the teacher is in charge of the class. Effective disciplinary measures must be enforced by the administration so as the class culture can pursue active learning.

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