Philosophy of Education as Navigating a Hiking Trip

Positionality - "You are here"
As a cisgender, heterosexual, able-bodied, neurotypical, middle-class, white male born in the United States, the educational systems of this country (and most other systems) were designed to help me succeed. That level of privilege follows me wherever I go and creates power dynamics in every situation and interaction, regardless of how much I work to deconstruct them. These measures of unearned privilege and power afforded to me will always be a defing part of my identity in relationship to others, whether or not they are important within my own self-image. The position of “teacher” or “educator” also carries its own set of power dynamics and privileges over those I aim to “teach.” In order to be an effective educator, experiential facilitator, and life-long learner, I need to continually reflect on my awareness of this identity and the way I use it.

​Calibrate My Compass
My compass and map help orient my position in relation to my surroundings and intended destination. On the compass, cardinal directions provide a framing for every direction I go. Culture, identity, values, strengths, biases, and teaching style are just a few of the many points of the compass that help orient my approach to each educational adventure.

​Know My Group
Each member of the trip carries their own compass and I need to make time to learn about their strengths, abilities, interests, goals, and experiences. These are all important factors in how the group prepares for and engages with the hike. This is also an opportunity to help them calibrate and use their own personal compasses as they share what cardinal directions they use to navigate the world.

​Identify the Destination
The next step in planning the hike is to identify the destination or goal I aim to achieve. In the context of education, this equates to setting and clarifying the learning objectives for the time I am with participants. The goals and objectives might change as I gather input and feedback from the group and I need to take this into consideration when setting my expectations.

​Pick a Path
Once the destination is set and we’ve discussed it as a group, it’s time to use our compass and map to chart the best route there for everyone involved. As with any hike, there are many dierent ways to reach a summit or achieve a goal, but not all routes will be suitable for all hikers. I am looking for one that balances an appropriate level of safety and challenge and meets everyone’s needs while still achieving the goal. On the map, there is likely a suggested trail--established, marked, and well-traveled by many other hikers--but the reason for taking the time to calibrate my compass first, and helping all members of my group learn to calibrate and read their own personal compass, is that I don’t need to stick to the established trail. We can chart our own course, collectively as a group, while still maintaining our bearings and making our way toward our destination.

​Share the Lead
Another advantage of taking the time to help every member of the group learn about and calibrate their personal compass at the start, is that I don’t always have to be at the front of the line. I can share the map, give someone else a chance to lead, and allow them to navigate their own learning landscape. The destination might change as the group sets their sights on a new summit or goal and that’s ok--there’s opportunity for adventure and learning ahead in whatever they choose to achieve!