Education: Personal Pedagogic Creed

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Kylie Bass
My Pedagogic Creed
University of Georgia

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Article One. What Education Is
I believe that education is the acquirement and development of knowledge, skills, and
attitudes. Everyone is born with different powers and through the acquirement of information
children develop and master those powers to benefit society. Thomas Jefferson (1786) said,
Preach, my dear Sir, a crusade against ignorance; establish and improve the law for
educating the common people. Let our countrymen know that the people alone can protect us
against these evils, and that the tax which will be paid for this purpose is not more than the
thousandth part of what will be paid to kings, priests and nobles who will rise up among us if we
leave the people in ignorance. (p. 100).
I believe that the purpose of education is to enlighten citizens of a nation to preserve the
form of government in which they serve under. This enlightenment begins at birth and is
developed through different processes as one matures. The Politics of Aristotle (1885) said, “the
character of democracy creates democracy, and the character of oligarchy creates oligarchy; and
always the better the character, the better the government” (p. 244). Education works to build a
person’s character and powers to operate in whatever form of government they serve. Education
is a way to enlighten the public and strengthen the government and society. Education is a
variety of knowledge and values of a society which creates a certain character and framework of
government.
I believe that education is the transfer of knowledge and information that works to serve
everyone. Children begin to retain information from birth, through adolescence, and into
adulthood. As this educational process takes place the concepts become directly related to the
social conditions that one will face as a citizen. Education relies heavily on psychological and
social conditions because both play a key role in how a person will behave and learn. Einstein

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(1950) said, “the aim must be the training of independently thinking and acting individuals, who,
however, see in the service of the community their highest life problem” (p. 32). We all have
different powers and abilities, but it is important to train those powers in a way that benefits
everyone. This is a lot like a team mentality. For example, each player on a sports team has
individual talents that must be trained and exercised, but done so for the success of the whole
team. Education is like this in the way a child’s powers are being developed and exercised in the
school and into society.
Article Two. What the School Is
I believe the school is a social institution that educates and socializes children into
different roles. Functionalism asserts a viewpoint that identifies that all aspects of society serve a
function, and the school socializes children into these roles. Feinberg and Soltis (2009) said,
“functionalist argue that if we want to understand a certain social practice or institution, we must
consider the way in which it serves to further the survival of the social system as a whole” (p.
13). The school is the place where children are formed and educated to serve in society, which
will benefit the entire social system. Everyone within the school system should be educated to fit
into the existing conditions of life outside of the school. The school is the institution which
allows for students to prepare for taking part in their role of within the industrial economy.
I believe that the school must allow for children to expand upon their powers and reach
the level of success they seek to earn. Feinberg and Soltis (2009) said that “role differentiation
and social solidarity are the two primary requirements of social life” (p. 14).

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Children are educated to become citizens and learn different skills that socialize them into
different job positions. The school is the backbone for ensuring that children receive a general
diffusion of knowledge to prepare them for the future.
I believe the school must promote equal opportunity for all, and one must earn what they
desire. Feinberg and Soltis (2009) described equal opportunity as, “individuals are to be chosen
for certain roles and rewarded based on achieved, rather than ascribed characteristics” (p.18).
Achievement is a major part of the school because individuals believe they earn their level of
success rather than being unfairly given or denied an opportunity based on other factors. This
idea of achieved over ascribed status transfers from the school setting into the student’s future
life in the workforce as a member of the community.
I believe that the school should teach children how to become members of the society in
which they live. Dreeben’s Norms are a crucial part in implementing values of a society within
the school. By doing so it teaches children certain skills and attitudes that must be present to
function in a democratic and industrial society. Dreeben’s Norms include independence,
achievement, universalism, and specificity. Each of those should be embedded within the school
as part of the hidden curriculum because each norm has a role of socializing children into
society. These norms can be seen and applied from a young age through adulthood.
Article Three. The Subject-Matter of Education
I believe that the subject matter of the school should prepare the child for future
experiences. The curriculum should not introduce the student to too many special studies at once
because that could potentially be overwhelming. The curriculum should be future-oriented and
well balanced.

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I believe that subject matter and different criteria can offer strengths and weaknesses.
One of the benefits is that by incorporating core subjects such as English, math, and science in
the curriculum it enables students to identify different strengths and weaknesses in themselves.
One student’s strength may be another student’s weakness, which works to socialize them into
citizens to fulfil their role. Horace Mann (1957) claimed, “the great moral attribute of self-
government cannot be born and matured in a day; and if school children are not trained to it, we
only prepare ourselves for disappointment, if we expect it from grown men” (p. 58). Children
must begin the educational process at a young age and develop their knowledge through the
means of the curriculum.
I believe that special studies such a mathematics should not be valued higher than
expressive or constructive studies. Each are important in socializing children into society.
I believe that teachers within the school should be focused on educating students on core
and vocational subjects, as well as training students to form universal values and habits that can
be used in future instances. Feinberg and Soltis (2009) referred to the hidden curriculum as,
One of the concepts that has been used to explain the school’s role in making possible
transition from life in the family to a life of work and citizenship. The hidden curriculum refers
to the organizational features and routines of school life that provide the structure needed to
develop the psychological dispositions appropriate for work and citizenship in industrial society.
(p.19).
Teachers should value the hidden curriculum to help the transition process from home life, into
the school, and eventually into their role in society. There is a great deal of overlap that transfers
from different stages of life. One must be psychologically fit to handle different means of life in
the workfoce.

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Article Four. The Nature of Method
I believe that the nature of method refers to the steps in which an educator takes to ensure
a child is learning information while also exercising his or her powers. These powers are
mastered and developed through a process that teachers must take into consideration.
I believe that nature of method has no clear or concise answer, but refers to the
development of the child. The method should be based upon experiences and development of
powers a child possess.
Soltis and Strike (2009) said,
Professionals are taught an ethic that emphasizes maintaining professional standards and
client welfare. Thus it is the training of professionals, their initiation into an ethic of professional
responsibility and service, that primarily serves to ensure that professionals serve the public. (p.
116).
The method should reflect what is believed to be ethical and best for the student. Teachers are
there to serve the child and community to seek the highest level of education possible. The goal
of all educators should be to educate students and prepare them for whatever their future life may
hold, and they must do so appropriately regardless of the method.
I believe it is important for the child to be engaged and interested in the material being
presented, because this means he or she is then expanding upon their powers. It is necessary for
the child to relate the material being taught to past or present experience in order to promote
development and growth.
Article Five. The School and Social Progress

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I believe that education is the means for social progress and reform. In Washington’s
(1966) Farewell Address he said, “Promote, then, as an object of primary importance,
institutions for the general diffusion of knowledge. In proportion as the structure of a
government gives force to public opinion, it is essential that public option should be enlightened”
(p. 222). Public opinion is enlightened through the schools and education. Enlightenment
prevails ignorance because it allows one to have a voice and make a change.
I believe the school ensures that students be provided with a diffusion of knowledge to
make social changes and impact the existing social conditions. Einstein (1950) asserted,
“knowledge is dead; the school, however, serves the living. It should develop in the young
individuals those qualities and capabilities which are of value for the welfare of the
commonwealth” (p. 32). The school is where change rests because that is where knowledge is
gained and expanded upon to promote different types of social change and reform. Knowledge is
dead until acted upon to make a change.

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References
Einstein, Albert, (1950) “On Education.” In Out of My Later Years. (pp. 32-36)
NY: Philosophical Library
Feinberg, W., & Soltis, J. F. (2009). School and society (5th ed.). New York: Teachers College Press.
Jefferson, Thomas. To George Wythe, August 13, 1786 [Letter]. In Gordon C. Lee (Ed.). (1961).
Crusade against ignorance: Thomas Jefferson on education (pp. 99-100). NY: Bureau of
Publications, Teachers College, Columbia University.
Mann, Horace. (1957). Ninth annual report. In Lawrence A. Cremin (Ed.). The republic and the school:
Horace Mann on the education of free men (pp. 58). NY: Bureau of Publications, Teachers
College, Columbia University
Soltis, J. F., & Strike, K. A. (2009). The Ethics of Teaching (5th ed.). New York: Teachers College Press.
Washington, George. (1966). Farewell address. In Daniel J. Boorstin (Ed.). An American primer (pp.
221-222). NY: Mentor.