Creating a Learning Philosophy
January 28, 2025 | EDLD 5313 | Spring 2025
"Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family."
My Learning Philosophy
My learning philosophy is deeply rooted in the belief that education is the cornerstone of personal and professional success. Having worked in the education field since high school and with a wide range of age groups, from elementary students to those in higher education, I’ve seen firsthand how transformative learning can be. Education shapes individuals, empowering them to realize their potential and navigate the world. I view educators as the key players in this process, as they are the ones who provide the knowledge and skills that all other professions are built upon. Without educators, no other career paths would be possible, because it is through teaching that knowledge is passed on and progress is made. I believe that every learner, regardless of age or background, deserves the tools, support, and resources to succeed. By fostering a positive, inclusive, and growth-oriented environment, we can help students not only master academic content but also develop the critical thinking, creativity, and resilience needed to thrive in the world. Ultimately, education is not just about transferring knowledge—it is about inspiring and guiding each individual to become the best version of themselves.
I truly believe that learning is the key to everything in life. It’s not just about getting good grades or memorizing facts—it’s about growing, discovering new things, and becoming a better version of yourself. To me, learning is something that never stops. Whether 12, 22, or 52, there’s always room to expand your knowledge and skills. What’s amazing is that learning doesn’t just happen in a classroom. Every experience, every conversation, and every challenge teaches us something valuable. I also think that education is what lays the foundation for everything else in life. No other profession would exist without someone to teach how to do it. So, educators are the real heroes—they’re the ones who make all of this possible. I believe everyone deserves the chance to learn in a way that supports them, no matter where they’re at in their journey. Ultimately, learning is about more than just academics; it’s about shaping who we are and how we contribute to the world.
Beliefs About
Learning
Relationship Between Learning and Teaching
The relationship between teaching and learning is like a two-way street. Teachers provide the guidance, support, and tools needed for students to grow, but the magic really happens when students engage with what they’re being taught. It’s not just about giving information—it’s about creating an environment where students feel inspired to explore, question, and apply what they learn. A great teacher knows that learning isn’t a one-size-fits-all experience, so they adjust their approach to meet the needs of each student. This flexibility helps spark curiosity and encourages students to take ownership of their learning.
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On the flip side, teaching isn’t just about talking at students—it’s about being a part of their learning journey. Teachers learn from their students, too, through the questions they ask, the challenges they face, and the unique perspectives they bring. The best teaching happens when there’s a genuine connection between the teacher and the student. It’s not a passive process; both parties are active participants. When this dynamic is in place, teaching becomes a way to ignite a lifelong passion for learning, making it something that extends far beyond the classroom. Ultimately, teaching and learning go hand in hand, each one influencing and enhancing the other.
As a learner, I’ve always been hands-on. I learn best when I can dive right into something, roll up my sleeves, and really experience it for myself. Sitting and listening or reading instructions only gets me so far—I need to see how things work, try them out, and figure out the details as I go. I thrive in situations where I can experiment and explore different angles, especially when I get to ask, “What if?” That’s one of my favorite parts of learning—exploring possibilities and finding out what happens when you try something new or approach a challenge in a different way.
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I’ve always been curious, and I think that curiosity fuels my love for learning. I enjoy breaking things down and figuring out how they work or why they happen the way they do. To me, learning isn’t just about finding answers—it’s about the process of discovery. I enjoy the trial and error, the problem-solving, and even the occasional failure because it all helps me grow. I believe that every learning experience, no matter how big or small, adds a new layer to who I am. Being a hands-on learner means I’m constantly exploring, questioning, and pushing myself to see things from new perspectives.
Who am I as a Learner?
Learning Philosophy vs.
Teaching Philosophy:
What's the Difference?
A learning philosophy is all about the learner's experience and how they grow through the process of education. It’s centered on how people take in information, make sense of it, and turn it into something meaningful. It dives into things like curiosity, motivation, and what kind of environment helps someone feel confident and capable. It’s more about the journey of the learner—how they can thrive when they’re engaged, challenged, and allowed to explore at their own pace. It’s like looking at education through the lens of, "How do I grow and learn best?"
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A teaching philosophy, on the other hand, is about the person doing the teaching. It’s their approach to sharing knowledge, building connections, and inspiring students. It’s about figuring out how to make lessons stick, how to connect with diverse learners, and how to create a space where everyone feels supported. This is where educators think about the how—how to explain, how to encourage, and how to adapt so their students can succeed. It’s like stepping back and asking, "What kind of teacher do I want to be for my students?"
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Both philosophies are connected, but the focus is different. Learning philosophy is about the learner’s process, while teaching philosophy is about how to guide that process effectively. They go hand-in-hand, but each offers a unique perspective on education.
I identify with Behaviorism because I believe in the power of clear structure, reinforcement, and measurable outcomes in learning. Behaviorism focuses on how people respond to their environment and how external factors—like rewards, punishments, or repetition—shape behavior. I can see the value in this approach, especially when teaching skills that require practice and consistency. Sometimes, people learn best when there’s a straightforward system: do this, get that. It’s practical, and it works, especially in situations where building habits or mastering specific behaviors is the goal.
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The main theorist tied to Behaviorism is B.F. Skinner, though John Watson was also a big name in this area. Skinner really focused on operant conditioning, which is about using rewards (positive reinforcement) or consequences (negative reinforcement) to encourage or discourage certain behaviors. His ideas are especially effective in structured environments, like classrooms or training programs, where clear expectations and consistent feedback are key. While I think learning is more complex than just responding to stimuli, I do appreciate how Behaviorism can simplify things and create a solid foundation for skill-building. Sometimes, a clear reward system is exactly what’s needed to motivate and guide learners.
Learning Theory I Identify With
Impact On My Innovation Plan
My learning philosophy has a direct impact on how I approach implementing digital resources in higher education and my role as a change agent. At its core, my belief is that learning should be active, student-centered, and deeply connected to real-world applications. This shapes the way I design and advocate for innovation in education, particularly when it comes to integrating digital tools. I don’t see technology as just a flashy add-on—I see it as a way to empower students, encourage collaboration, and create personalized learning experiences that truly meet their needs.
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Since I align with Behaviorism, I focus on digital tools that provide structure, clear expectations, and immediate feedback to shape behavior and reinforce learning. Tools like learning management systems (LMS) with built-in quizzes, progress trackers, and automated feedback systems align perfectly with this approach. These tools can reward students for completing tasks, provide instant corrections to guide them toward mastery, and ensure consistent reinforcement of desired behaviors. Gamified learning platforms are another great example, as they motivate students through points, badges, and rewards for achieving specific goals. This structured, outcome-driven approach fits well with my belief in measurable progress and reinforcement as key to effective learning.
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As a change agent, my learning philosophy shapes how I approach resistance to change. I know that real innovation doesn’t come from just handing faculty and students a bunch of new tech tools—it comes from understanding their needs and showing them how these tools can enhance the learning process. My philosophy helps me frame innovation as an opportunity for growth, not an obligation. Whether it’s helping instructors rethink how they teach with digital resources or guiding students to take ownership of their learning, I aim to model how these tools can foster meaningful, lasting change.
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Ultimately, my learning philosophy keeps me focused on what matters most: the learners. Digital resources are just one piece of the puzzle, but when implemented thoughtfully and strategically, they can transform education into something more inclusive, engaging, and effective. It’s about balancing technology with pedagogy, and that balance is where real innovation thrives.
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Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86-97.
In this paper, Skinner outlines his principles of operant conditioning, emphasizing how reinforcement shapes behavior. His ideas about positive reinforcement influenced my understanding of the importance of providing consistent feedback and creating structured learning environments, particularly when teaching foundational skills.
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Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
This foundational text explores Jean Piaget’s theories on cognitive development, outlining how children progress through distinct stages of learning. Piaget emphasizes the importance of hands-on exploration and the active construction of knowledge. This resource strongly influenced my philosophy by reinforcing the belief that learning is not passive but rather an active, developmental process that builds on prior experiences.
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Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Lev Vygotsky’s work highlights the role of social interaction and cultural tools in cognitive development. His concept of the Zone of Proximal Development (ZPD) emphasizes the importance of guided learning with the help of more knowledgeable individuals. This aligns with my belief that learning is enhanced through collaboration and scaffolding, making it central to my teaching and learning philosophy.
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Bruner, J. (1960). The Process of Education. Harvard University Press.
Bruner discusses the spiral curriculum and the idea that any subject can be taught to any learner if it is structured appropriately. This book has influenced my philosophy by demonstrating the value of building knowledge progressively and revisiting concepts at deeper levels over time. His focus on discovery learning also resonates with my belief in fostering curiosity and active engagement.
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Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
John Dewey advocates for experiential learning and the importance of connecting education to real-life experiences. His ideas about the balance between traditional and progressive education inspired my belief in blending structure with flexibility to meet learners' needs. Dewey’s emphasis on reflection and problem-solving aligns with my view that learning should prepare individuals for practical and thoughtful action in the world.
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Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Freire emphasizes the importance of critical pedagogy and empowering learners through dialogue and reflection. His views resonate with my belief that education should be transformative and learner-centered, giving students the tools to question and shape their world. This resource reinforces my commitment to creating inclusive, equitable learning environments.
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Harapnuik, D. (n.d.). Learning Philosophy. Retrieved from http://www.harapnuik.org/?page_id=95
This page outlines Dwayne Harapnuik’s personal learning philosophy, emphasizing learner-centered approaches that foster active engagement and the development of lifelong learning skills. Harapnuik advocates for experiential and authentic learning environments where students take ownership of their educational journeys. He highlights the importance of creating meaningful connections between what is learned and its application in the real world. This resource is valuable because it connects theory to practical strategies for enhancing student learning. It challenges educators to rethink traditional approaches and consider how they can empower students to become self-directed learners.
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Harapnuik, D. (n.d.). Educational Development Philosophy. Retrieved from http://www.harapnuik.org/?page_id=4639
In this piece, Harapnuik discusses his philosophy of educational development, emphasizing the role of educators as facilitators rather than mere providers of knowledge. He underscores the importance of innovation and adaptability in education, particularly in the integration of technology and other tools that support active learning. Harapnuik argues that educators should model the kind of critical thinking and problem-solving skills they want their students to develop. This page is significant because it highlights the need for continuous growth and adaptability in education, encouraging educators to focus on outcomes that truly benefit learners rather than adhering to outdated practices.
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Faculty Focus. (2013). Developing Students’ Learning Philosophies. Retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/
This article discusses the importance of helping students develop their own learning philosophies as a means to encourage deeper engagement and self-awareness in their educational experiences. It provides practical strategies for guiding students in articulating their beliefs about learning, such as reflective writing assignments and discussions about their personal goals. The article argues that when students have a clear understanding of their learning philosophies, they are more likely to take ownership of their education and approach challenges with a growth mindset. This resource is particularly useful for educators who want to inspire students to think critically about their roles as learners and how they can actively shape their academic success.