What is my philosophical stance on teaching?
My philosophical stance is a blend of ancient Indian and modern practices. Putting them together, this would be a life focused on personal growth drawing from experiences of all systems and sects. There is a great heritage of knowledge and culture originating in India (Rothermund, 2002). However it did not stand the test of time, why?, a question I have always had in my mind as I was growing up in a city influenced by western thought and products. My education was very British Indian, in an 'English medium school'. But I was always restless, wishing for some roots to be grown and some practical tools to be learned. Having explored education as a teacher in all systems, I finally landed in IB and that is where I found the system that expressed most what I held in my heart as education! So I would say that my stance is a balance of ancient Indian education with international education as the expression for the same.
Which context would work for me to implement it?
I see two possibilities to implement the stance:
1.
The IB schools, especially the IBMYP program. As the IB schools talk about a perspective that is more than subject-oriented, that of the skills that we need for life (IBO, n.d.), focused on being lifelong learners, it appeals a lot to my heart. I believe that there is more to life than math. There is 'life itself!' and we need to teach the skills to live the same to the students.
2.
The Free Progress schools. The segue schools in India do not follow any curriculum and focus on developing individuals who develop and follow their own sense of clarity for life and confidence for the same. Schools that believe in the flowering of the human being as the chief focus (shibumi.org, 2020).
IB schools would give in a structured way space for me to explore the development of human beings as I grow. Free progress schools would give me an unstructured space to develop my own systems to develop students that I engage with. Both will allow also the space for growth and development of me as a person.
How will I imbibe from the global perspectives for the same?
The time when one country had a monopoly overall knowledge is over. Now is the time to be open-minded to each other and learn. There is only 1 way for it and that is to develop a global perspective. I can imbibe in two ways, depending on where I work:
1. The IB schools allow one to be an internationally traveling teacher. A lot of my colleagues are now in Europe or Africa. Indian teachers are welcome across the world as borders become fainter. This would allow me to engage in ecosystems that are international in nature. As I work side by side with others, I share and imbibe. I would love to explore Japan, a country that places a high premium on education (Kobayashi & Musslewhite, 2002).
2. The Free Progress schools by the very nature of exploration of human consciousness, invite teachers and students from multiple cultures to experience a life that takes them deeper into their own realms of existence. As the system asks questions forcing us to go deeper, bonding in solidarity over the human exploration, we absorb from each other and make our cultural shifts.
Conclusion
What I have learned over this short span of life and term is that none of the two systems - IB or Free Progress - will be enough for my growth. They can set the tone or give some knowledge. Finally, it depends on what I imbibe from all systems that I explore. It depends on how much of what I learn I live.
References
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