This final reading calls for an examination of education research and a reframing of what is valuable in education literature. Personal inquiry and exploration hold important keys to educational insights. My experience as a student, teacher, mentor, friend, and human has yielded my approach to curriculum. My approach to learning and education has value to students and educators alike. It may not yield a specific result, but it has created value in my life that may be replicable.
This course has broadened my understanding of what is curriculum. I actively live a curriculum. As a person dedicated to self-improvement and continued learning, my lifestyle is a curriculum in and of itself. I would not have written such a sentence 4 months ago. My lived curriculum is investing in my community and neighborhood. Being an active citizen by remaining apprised of what happens around me and gifting my time and talents to the betterment of my city when possible. Further, it is choosing to engage in whatever piques my interest. It includes this Master’s degree, the Mandarin course I am enrolled in, the recipes I take on in my kitchen, and the ballet class I recently attended. Finally, it is in my dedication to sharing my experiences with other people, through mentoring, coaching, and teaching.
This summer, my sister traveled to visit me in Taiwan. It was the most meaningful time she and I have spent together as adults. We reflected on our childhood and what we see as a unique parenting style in our home. The happenings of our childhood and decisions made by our parents have led us to lead lives where we both believe in doing good for others and being committed to anything we find valuable or interesting. My curriculum starts with believing that anything I want to do or achieve is within my reach, and those things are made richer if I can share them or bring people with me. As I have grown up, seen the world, and interacted with people across cultures, I have developed a greater sense of how I want to live and teach.
As a child, my father asked me questions incessantly. He asked what I liked and why. He asked me what makes Harry Potter a good book. He asked me to justify my actions and support my ideas with evidence. Inquisition, critical thinking, and understanding of self were taught to me through his questions. By virtue of his questions, I was encouraged to be deliberate in finding what mattered to me. The ideas that excite me are the most valuable thing I have. I am constantly motivated to pursue them and indulge in whatever excites me. This is a critical piece of my living educational theory. What excites, intrigues, and interests me is important.
In middle and high school, through outdoor leadership programs led by Outward Bound, I felt compelled to protect and advocate for the incredible outdoor spaces I was privileged to access and explore. I was gaining an understanding of what was important enough to protect and fight for. Interrelatedness and general study of the environment are critical to being an engaged person on the planet.
In pursuing my interest in the environment, my understanding of the ways all lives are connected began to yield a sense that community is critical. Through learning about ecosystems and climate change, I came to understand that supporting and investing in communities is what makes experiences rich and impactful. Traveling internationally deepened my belief in the importance of community. Being in cultures less individualistic than the United States made a lasting impression on me. When people invest in their neighbors and their communities, everyone’s lives are better for it.
In maximizing my impact, being a teacher and facilitator of learning is where I shine. My curriculum expects that people in a community not only share resources but also their experiences and skills. A large part of the value of my living educational theory is the effort I put into spreading the knowledge, wisdom, and interests I garner throughout my life. Further, I see sharing my experiences as an acknowledgment that I have had access to experiences that not all people do. Acknowledging my privilege to travel and to receive formal education makes it important to share what I can with others.
This living educational theory is held up by my commitment to always be learning more. To be specific, I need to always understand people better for this way of life to be effective. Understanding the members of a community and the intricacies of the lives people lead positions me to be able to serve people and meet them where they are. Additionally, learning more about myself and remaining committed to self-reflection ensures that I am doing a better job of upholding this theory and fulfilling my curriculum.
I want to create opportunities for other students to take a similar path to me. Running a school of my own, maybe even out of my home is my dream. This school would work to foster a deep connection with the Earth and our local community. Using where we live as a lens through which to study all other things, I want students to see how all subject matter can connect to us and our community. In this exploration, I aspire to create an environment where not only can students understand how educational concepts fit into their community, but also they fit into their community. They will learn how to bring their interests, curiosities, knowledge, and skills to influence the world around them. I want students to explore different ideas and provide them with added context and inspire greater depth so that they may develop knowledge and skills all their own. By understanding the space they take up in the world and the role they can play in their community, I hope to inspire them to use that knowledge and skills to solve problems in the community.
I cannot say that I will achieve this vision, but moving forward, I will remain committed to always learning more and bringing more to the people around me. I hope that my living educational theory serves as a functional curriculum for many students.