It is important to have a personal philosophy of adult education to guide and remind educators of what is essential to their core values in teaching. This philosophy can serve as a touchstone, providing clarity and consistency in one’s teaching approach while allowing room for growth and adaptation. It can also effectively communicate your values in teaching to learners, colleagues, and collaborators.

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The theories that will inform my personal learning and teaching philosophy and practice include constructivism, articulated by Jean Piaget and Lev Vygotsky, which emphasizes learning as an active process shaped by individual experiences and collaboration. I am also influenced by humanism, particularly Carl Rogers’ student-centered approach. These frameworks emphasize autonomy, reflection, and the active role of learners in shaping their educational journeys, aligning with my belief in fostering self-directed learning and collaboration.

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The concepts, principles, and theories that resonate with me as both a learner and a teacher center on the belief that students should have ownership of their learning and that education should occur in a safe and nurturing environment. I value humanism’s focus on meeting learners where they are and recognizing their hierarchy of needs. Students are more likely to thrive when their basic needs outside the learning environment are addressed, creating a foundation for meaningful engagement. As a learner, it has always been impactful when teachers or mentors ensure I feel supported enough outside the learning environment to focus on my growth within it. This motivates me to create spaces as a teacher that prioritize learners’ well-being and autonomy, where they can explore and build their understanding of what they learn.

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In my career and life, I plan to incorporate these principles by fostering environments that prioritize learners’ experiences and well-being. For instance, I will regularly check in with learners to ensure they feel supported within the learning environment. These practices will be especially helpful in courses I would like to teach like ones on academic success and career readiness, where external factors often impact learning. These check-ins may take the form of informal surveys or one-on-one discussions, creating opportunities for students to share their needs and challenges. This could also include gathering feedback about their learning experience, asking if there are external factors they would like me to be aware of, and providing resources as needed. Inspired by humanism, I aim to cultivate a supportive and empowering atmosphere that enables students to focus on their personal and academic goals.

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I view adult education as a bridge where the educator provides structure and support, while learners bring their experiences and perspectives to cross toward their goals. For learners to progress effectively, the bridge must be adaptable, strong, and aligned with their values and needs.

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This philosophy guides my approach to adult education, ensuring that I remain aligned with my core teaching values while empowering students to achieve their fullest potential in learning and life.