Learning Philosophy
In today’s rapidly changing educational environment, developing a distinct learning philosophy is essential for both personal and professional growth. My learning philosophy believes that education should be a dynamic, learner-driven process that promotes curiosity, problem-solving, and critical thinking. In having a bigger focus on learner-centered education, I see myself as a facilitator rather than a traditional teacher (Harapnuik, 2021). This philosophy aligns with my role as a financial aid software specialist in advocating for change and I seek to empower individuals to embrace new ideas and technologies through meaningful learning experiences.
Beliefs About Learning
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Learning is a continuously evolving process with a foundation that involves curiosity, experience, and reflection. I believe that learning should be dynamic, engaging, and adaptable to different circumstances and individual needs. I view learning as a student-focused experience, where learners take ownership of their learning journey rather than just receiving vast amounts of information only to be forgotten. This outlook focuses on the need for learners to engage in meaningful activities that help with critical thinking and problem-solving.
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Adopting a growth mindset is essential to this process, as mentioned by Carol Dweck (2006). When embracing the power of “yet”, it allows learners to look at challenges as opportunities for development rather than setbacks (Dweck, 2006). This has shaped my commitment to creating a learning environment where mistakes are seen as essential steps toward growth. This type of environment where learners can safely take risks can encourage deeper engagement and long-term success.
Beliefs About the Relationship Between Teaching and Learning
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The relationship between teaching and learning is mutual and collaborative. Traditional didactic teaching often assumes that knowledge is passed on from teacher to learner. Nevertheless, I still align with Dr. Harapunik’s claim that educators should act as learning facilitators. These types of facilitators guide, support, and mentor learners in discovering knowledge for themselves.
On adopting a constructivist approach, I will focus on creating a learning environment where staff can openly engage with automation tools hands-on, collaborate with each other to solve implementation challenges, and reflect on best practices. Looking at constructivism, which was mentioned by theorists such as Jean Piaget and Lev Vygotsky, set forth that learners build knowledge through experiences and social interactions (Piaget, 1970; Vygotsky, 1978). This framework lines up with my belief that learning is more effective when put into perspective and actively pursued. Creating an environment of shared respect and discovery can help strengthen the teaching-learning relationship.
Beliefs About Myself as a Learner
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As someone actively looking for new ways to learn, I will continue exploring new ideas, seeking innovative solutions, and reflecting on my experiences. My learning journey has shown me that curiosity and resilience are significant factors as a learner. Actively engaging with the COVA model in the ADL program has further strengthened the importance of ownership in learning.
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As I continue forward, I not only seek out learning opportunities but also contribute to learning communities. Collaboration and feedforward have been crucial in shaping me as a learner and leader in my organization. This philosophy allows me to look at my approach to promoting a similar mindset among staff and stakeholders. Being open to feedback and continuously challenging my assumptions allows me to adapt and grow as both a learner and a digital leader.
Learning Philosophy vs. Teaching Philosophy
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A learning philosophy focuses on how individuals engage with content, grow through experiences, and further develop skills. In comparison, a teaching philosophy focuses on the strategies, methods, and approaches educators use to further learning (Harapnuik, 2025). While both are similar, a learning philosophy prioritizes the learner’s perspective and agency.
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This differentiation is important because it puts emphasis on my role as a change agent and facilitator rather than a traditional teacher. Putting importance on learning, I can support the development of significant learning environments where innovation and creativity can flourish. Focusing on this approach also encourages adaptability and promotes ownership of learning solutions.
Identification with Constructivist Learning Theory
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I see myself as a constructivist because this theory emphasizes on active engagement, collaboration, and contextual learning. Piaget’s research on cognitive development and Vygotsky’s focus on social interaction have influenced my understanding of effective environments. Constructivism positions my belief that learners should be their own creators of knowledge (Vygotsky, 1978). This approach is relevant in my role as a change agent for implementing automation in Banner for financial aid staff. Creating an environment where staff are always participating in learning, can allow staff to achieve meaningful results. This also provides better opportunities for collaboration with peers and reflecting on the learning process while promoting innovation.
Connecting to Learning Theories
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Adding on to constructivism, other key factors such as cognitivism also communicate my learning philosophy. Cognitivism, introduced by Jerome Bruner, focuses on the idea of mental processes and scaffolding in learning (Bruner, 1966). By combining support and clear guidance, I can help individuals build their knowledge continuously.
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When I first introduced automation processes, I first began providing guidance and resources before gradually allowing staff to take ownership of their learning. This type of approach will allow individuals to foster confidence and competence. When we begin to understand how learners process information and retain knowledge, it will enable me to tailor instruction and support systems to boost their success.
Impact on Innovation Plan and Role as a Change Agent
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My learning philosophy directly impacts my innovation plan to bring automation to Banner for financial aid. I will adopt a constructivist and growth mindset approach, in which I can create an environment where staff can feel empowered to learn, innovate, and adapt. This philosophy will allow me to implement the design of training sessions, developing collaborative learning opportunities, and the combination of reflective practices.
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As a change agent, I will recognize the importance of addressing both cognitive and affective domains to create meaningful change (Sinek, 2011). Drawing into intrinsic motivation and creating a sense of urgency, I can help staff embrace new technologies and processes. Referencing the Influencer Model and the 4DX strategies, it will only further push engagement and accountability.
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Using the COVA model has greatly influenced my approach to leading change. When giving staff choices and ownership over their learning, they can begin to develop solutions that align with organizational goals. This approach not only supports the implementation of automation but also fosters a culture of continuous improvement. When we create opportunities that allow for reflection and shared learning, it will enhance collective growth and resilience.
Annotated Bibliography
Bruner, J. (1966). Toward a theory of instruction. Harvard University Press.
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​​Bruner presents the foundation of cognitive processes that are involved in learning and the role of scaffolding to help learners. Bruner's work supports discovery-based instruction to encourage deeper understanding.
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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
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Dweck shows how adopting a growth mindset allows people to see challenges and setbacks as learning opportunities. It also focuses on how changing one's mindset can impact both personal and professional growth.
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​Harapnuik, D. (2021). Learning philosophy. Retrieved from http://www.harapnuik.org/?page_id=95.
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Harapnuik's research supports his belief in learner-centered education and the role of educators to guide rather than control learning. His outlook challenges traditional teaching methods and focuses on empowering learners. His philosophy serves as the foundation for creating a meaningful learning environment.
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Harapnuik, D. (2025). Educational development philosophy. Retrieved from http://www.harapnuik.org/?page_id=4639.
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Harapnuik presents research that distinguishes learning and teaching philosophies and sets a focus on learning. Harapunik provides examples and strategies for shifting from teaching to facilitating.
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Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
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Piaget's research points out the importance of developmental stages in constructing knowledge. His research guides educators in creating age-appropriate learning experiences.
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Sinek, S. (2011). Start with why: How great leaders inspire everyone to take action. Portfolio.
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Sinek highlights the "why" statement, which allows for the creation of intrinsic motivation and pushes for meaningful action. His research brings forth the importance of purpose in driving meaningful change.
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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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Vygotsky points out the role of social interactions in learning and presents the concept of the Zone of Proximal Development. It highlights how learners can achieve understanding with guidance.