1. MY PHILOSOPHYOF EDUCATION 0
My Philosophy of Education
Ms. Vicki Spears
ECI 611: Advanced Studies in Child Development
FRAMEWORK
Fall 2013 – Dr. Juanita Linton

2. MY PHILOSOPHYOF EDUCATION 1
For centuries, America has been plagued with inequality and social injustice. Slavery in
America has branded a sense of superiority and inferiority among Americans (i.e., one race in
particular is deemed worthier than any other race) who are also characterized as majority and
minority based on socio-economic status. Unfortunately, the minorities in America, who just
happened to be the inferior race, were enslaved and denied basic God-given, human rights such
as freedom, equality, and education and remained trapped in a state of oppression for hundreds
of years. However, upon learning to simply read and write, minorities were eventually able to
break the oppressive cycle and release themselves from the strongholds of slavery. Education is
such a powerful weapon that, if used properly, will defeat any enemy and change lives, as history
has proven. Consequently, my philosophy of education is founded on the principles of social
justice, equality, and opportunity for all.
The practice of denying human rights to minorities was addressed by Carter G.
Woodson, a renowned African American historian, author, and journalist who was called the
“father of black history” in an article written by Lerone Bennett, Jr., the editor of Ebony, in 2005.
In his book published in 1915 entitled The Education of the Negro Prior to 1861, A History of
the Education of the Colored People of the United States from the Beginning of Slavery to the
Civil War, Woodson explained how legislation passed prohibiting education kept minorities in
bondage and how imperative it was for them to learn to read and write. Once the skill was
mastered, they were ultimately able to free themselves from bondage. Woodson also explained
this bondage in The Mis-Education of the Negro. He wrote,
When you control a man’s thinking you do not have to worry about his actions. You do
not have to tell him not to stand here or go yonder. He will find his proper place and will
stay in it. You do not need to send him to the back door. He will go without being told. In

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fact, if there is no back door, he will cut one for his special benefit. His education makes
it necessary (Woodson, 2000, p. xvii).
Woodson’s quote demonstrates the influence of education on behavior. In order to
manipulate behavior, you must first infiltrate the mind. Similarly, Proverbs 22:6 reads, “Train
children in the right way, and when old, they will not stray” (New Revised Standard Version
Bible). Both passages implicate the importance of education because it is the essence for positive
behavior. That is, education brings out the leader in a person; it causes that person to stand for
justice, equality, and opportunity and encourage the less fortunate who are innocently ignorant.
Arne Duncan, the U.S Secretary of Education, referred to education as the great equalizer
in America in several of his speeches. During the 2010 commencement at Xavier University, he
said, “If you care about promoting opportunity and reducing inequality, the classroom is the
place to start. Great teaching is about so much more than education; it is a daily fight for social
justice.” I concur. If we as 21st century teacher leaders provide a quality education that releases
strongholds, we open windows of opportunity that will level the playing field and enable the less
fortunate to free themselves (and future generations) from oppressive behavior and bondage,
thereby creating a harmonious society that encourages education and equality. However, as Dr.
Cornel West wrote in Race Matters, “We must do better, but only if we muster the vision,
courage, and will to do so” (West, 1994, p. XIX).
The theme of the conceptual framework undergirding the programs in Shaw University’s
Department of Education correlates to my educational philosophy because the theme focuses on
critical thinking and problem-solving, advancing knowledge, and character development; some
of the qualities needed to be effective 21st century teacher leaders. Shaw University’s
Department of Education conceptual framework theme is “to produce graduates who are critical-

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thinking problem-solvers with the knowledge, pedagogical and technological skills, and
professional dispositions needed to function as effective teachers and leaders in a diverse world”
(Shaw University, 2013). Likewise, my desire is to produce “race-transcending prophetic
leaders who possess integrity, vision, judgment, defiance, and patience” (West, 1994, p. 61) to
effectively lead future generations because equal opportunity education is not an option; it is a
necessity for survival in this complex society.

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REFERENCES
Bennett, Jr., L. (2005). Carter G. Woodson, Father of Black History. U. S. Department of State.
Retrieved from
http://www.america.gov/st/diversityenglish/2005/June/20080207153802liameruoy0.1187
708.html
Woodson, C. G. (1915). The Education of the Negro Prior to 1861: A History of the Education
of the Colored People of the United States from the Beginning of Slavery to the Civil
War. New York: G.P. Putnam's Sons. Retrieved from
http://www.archive.org/stream/educationofnegro00wooduoft/educationofnegro00wooduo
ft_djvu.txt
Woodson, C. G. (2000). The Mis-Education of the Negro. Sauk Village, Illinois: African
American Images.
Meeks, W. A., Bassler, J. E., Lemke, W. E., Niditch, S., Schuller, E. M. (Eds.). (1993). The
Harper Collins Study Bible. New York, NY: Harper Collins Publisher.
Duncan, A. (2010). Speeches: Celebrating Success. U. S. Department of Education. Retrieved
from http://www2.ed.gov/news/speeches/2010/05/05082010.html
West, C. (1994). Race Matters. New York: Random House Press.
Shaw University. Department of Education Handbook for Master of Science in Curriculum and
Instruction with a concentration in Early Childhood Education. (2013).