When I began this series, I thought it would be both enjoyable and helpful to revisit my very first written educational philosophy. That statement was part of the teaching portfolio I compiled when applying for my first job. Interestingly, educational philosophies articulated in formal education often resemble those found among homeschoolers. The labels may differ, but the core beliefs, aims, and values are remarkably similar. In the end, classroom teachers and home educators are on the same team: united by a shared passion to help young people develop toward the potential God has given them. Our paths and constraints might vary, yet the mission remains the same.
Here is that first educational philosophy, written when I was young, eager, and just starting out. Over the years it has guided me in many classrooms, with many ages, and in many settings. Each time the aim was unchanged: to encourage growth in students. I still believe this early philosophy holds value. My hope in sharing it is that it offers insight, sparks new ideas, or gives someone the encouragement they need to begin their own journey in teaching or learning.
Teaching Philosophy: My Job Is to Help You Know
As a teacher, my role is to help students truly know. But what does “know” mean? It helps to challenge the narrow way education often equates knowing with the ability to recall facts. Much of contemporary schooling emphasizes retention and measurable outcomes, sometimes at the expense of meaningful learning. When grades and test scores become the primary indicators of success, we risk replacing deep understanding with the quest for right answers.
I don’t mean to invent a new definition so much as to recover an older, fuller idea of knowing. Consider how children learn before formal schooling: they absorb an astonishing amount of information through everyday life. From newborn reflexes to a preschooler’s growing grasp of language, social interaction, and environment, young children become knowledgeable without ever setting foot in a classroom. How do they do it?
Before school age, children are naturally motivated to learn because they want to do things — to speak, to tie shoes, to ride a bike — not simply to accumulate facts. Authors Roger C. Schank and Chip Cleary, in Engines for Education, argue that this desire to act drives early learning. If that idea is correct, it helps explain why learning sometimes becomes less engaging once children enter school: the emphasis shifts from doing and participating to memorizing. For young children, to know is to be able to do, and that capability enables active participation in life.
Young learners learn by observing, asking questions, experimenting, and repeating. They learn through experience and are not afraid of mistakes; failure is naturally part of their process. No toddler gives up on talking simply because the first attempts are imperfect — they try again. Experiences spark curiosity and make learning enjoyable.
Relevance also fuels motivation. When learners see that a concept is useful or connected to their life, engagement increases. Academic subjects sometimes obscure that relevance, so it becomes my responsibility to highlight connections and create contexts where ideas matter. As an instructor, I aim to design situations that stimulate curiosity and promote independent discovery. I answer questions, guide inquiry, supply facts when needed, develop skills, and help close knowledge gaps. Importantly, I must foster a safe environment where fear of failure does not prevent students from trying new things. Setbacks should be reframed as natural steps in the learning process so that continued effort builds confidence and competence.
In short, my job is to help students learn to know for themselves through discovery and experience. That kind of knowledge endures — it is meaningful, practical, and accessible in everyday life. It also places the responsibility for learning largely on the student, while the teacher provides information, guidance, relevance, and a supportive environment.
When I first submitted my portfolio at a job interview, the interviewer returned it with a yellow sticky note that read, “Good luck. Uphill.” He wasn’t exaggerating, but I did get the job. Whether teaching at home or in a classroom, helping students grow, learn, and think critically is challenging work. Despite obstacles, we must keep sight of the reasons we entered education: to inspire curiosity, nurture ability, and enable each learner to reach their potential.