K is for Kites

| April 12, 2014

My philosophies of Education are demonstrated in the process of flying kites. The idea of flying kites came from my childhood experience. When I was a child, my father once taught me how to fly a kite in a park. It was a sunny but windy day, so I brought my new rainbow kite to the park. I could not wait to fly my kite while seeing a variety of kites dancing in the sky. I rushed to place my kite on the ground and then grabbed the kite controller. I tightly held the kite controller and ran in front. Unfortunately, my rainbow kite did not fly high and it even turned over if I ran fast. When looking at others’ colorful kites in the sky, I was disappointed. My dad said, “Do not be hasty when flying a kite. In order to let your kite fly, it needs lots of preparations and observations.” Through my dad’s explanations and demonstration, I learned some criteria in flying a kite: two to four degree wind-force, sunny or cloudy day, moderate wind speed, contrary wind direction. I will give details in how the process of flying kites connects to my philosophies of Education as follows:

As I mentioned above, the process of flying a kite should not be hasty or rushed. It really connects to the learning process to some degree. Dewey deems that the aim of education should be focused on how we can think reflectively instead of overemphasizing how much knowledge we have learned. Like the process of flying a kite, teachers need to be patient about students’ learning because it is a long-term and developed process. Teachers should not focus on current learning outcomes at the expense of ignoring the learning process (practice of thinking) because we teach not just students’ presence, but more importantly for their future.

In my poster, there are four different types of kites flying in the sky, and each kite represents the uniqueness of each individual student. So education should be opened to everyone, no matter who they are and where they are from. Education should provide equal opportunities for each individual to achieve his or her highest potential. My four different flying kites show that everyone has the equality to fly in the sky, and each of them will be inspired to fly as high as he or she can.

As you notice in the poster, a kite controller is held by a pair of hands.  I consider a pair of hands as helping hands, and I assimilate the kite controller to the roles of teachers. I view the kite controller not as such a power that can completely decide or control the flying directions, the flying speed without the concept of student voices. Since the uniqueness of each kite (student), his or her flying height will be different from others. Some students may fly higher than other students; some students may fly slower when others have achieved more progress. We should not evaluate students’ achievement through comparisons with others. That means the student who flies at the lowest height is not less successful than others who can fly higher than him or her because each individual has his/her own flying pace.