Matthew Spearing, Statement of Philosophy
- 1. Matthew Spearing, M.Ed. January 2016 Statement of Philosophy "I believe that the school is primarily a social institution… I believe that education, therefore, is a process of living and not a preparation for future living." -John Dewey, My Pedagogic Creed, The School Journal, Vol. LIV, No. 3, January 1897 As an educator I am drawn to the rewards and challenges of working with young people and adults in an institution that fosters interdisciplinary thought and a growth mindset. It is important for me to be part of intentional programs to support critical thinking skills, resilience, collaboration, and cultural competency. I aspire to build dynamic networks and agendas that are necessary for a more vibrant and compassionate community, therefore increasing overall institutional sustainability. It is advantageous to recognize and celebrate both personal similarities and cultural differences when cultivating progress through holistic educational programs. In order to generate successful programs I actively seek feedback using evaluation tools, curriculum design, active listening, and strategic planning. A healthy community helps young people grow beyond their inner thoughts and self-centric worldview to become visible, active members in the community as adolescents. It is imperative for adults to responsibly model and teach young people the tools and skills needed to actively and creatively participate in social, economic and political systems in an increasingly globalized world. The means to achieve these goals are nurtured by professional development enabling adults with the tools required to facilitate constructive dialogue in support of critical thinking skills, resilience, collaboration, and cultural competency. Along with professional development for adults, resources for thoughtful programming are important so that students have time and space to develop their identities and perspectives as they relate to these skills. As I design standards for age-appropriate academic, health, character-building, and equity programs I attempt to creatively address the many challenges we face today. Some persistent obstacles include racism and sexism; however, there are also new challenges like evolving forms of social media and interactions through technological globalization. I aim to mentor students so they can responsibly and bravely navigate these barriers as well as new technologies with effective communication, resilience, and sensibility. These are some of the characteristics I try to instill in my community through robust programs, speakers, field trips, and presentations. First-hand experience is an imperative aspect of any curriculum. Intentional facilitation of dialogue helps link past learning with real-life applications. Thus, experiential education is proven to enhance both a deeper understanding of a topic within a program or curriculum, and to improve standardized test scores if applicable. Tangible learning experiences keep the abundance of topics and content salient for both traditional and progressive academic programs. We can improve together by setting program standards with feedback mechanisms for all constituents. This capacity-building will lead to greater institutional advancement, which can further support enriching student programs. I look forward to continuing this kind of programming and capacity- building in collaboration with dedicated colleagues.