The etymology of the word “philosophy” is simply, “love of wisdom.” “Wisdom,” in my view, is the accumulation of knowledge, values, and experiences that guide us as we make decisions in life, and thereby bring a sense of order, meaning, and contribution.
For teachers, principals, school heads, and for all school personnel, developing and living by a philosophy of education is, perhaps, existential to our work. A powerful philosophy of education ensures our ability to inspire children; it allows us to more effectively develop a clear vision of our work for our parents and boards, thereby creating both excitement and trust in the educational process; and, most importantly, it provides a framework by which we may fashion the “story” of why Jewish education is the bedrock of Judaism’s profound and continuing contributions to our world.
To study the grand ideas and visions of great philosophers is, in a profound way, to improve our educational practice. Understanding Plato’s world of “ideas” drives the reasoning behind why we study great art and literature. Knowing Aristotle provides a framework for our work in science. Learning Rachel Adler’s interpretations of texts creates a unique view of our Jewish meaning and purpose. And, grasping the “I-Thou” moments as taught by Martin Buber, makes us better teachers, and better human beings. And there are dozens, if not hundreds more whose philosophies have shaped the world in which we now live, and whose works have created the vast variety of approaches to Jewish and secular education we find today within the democratic colossus of modern day America.
Indeed, I, for one, “love” wisdom, love education, and could not imagine teaching or leading a school without being grounded in the wonderful world of educational philosophy.