School of Education Philosophy and Purpose

Hamline School of Education (HSE) is committed to developing educators and leaders who promote equity in schools and society, build communities of teachers and learners, construct knowledge, and practice thoughtful inquiry and reflection. These are further defined as follows:

Promote Equity in Schools and Society

The HSE has two fundamental beliefs:

First, that there is interdependence between schools and that society and schools should exist to promote social equity. Therefore, program participants develop an understanding of the role education has played and plays in shaping society. They learn to recognize that gender, ethnicity, and socioeconomic status often determine both the quality and quantity of education individuals receive. As a result, the programs’ current and future educators and leaders actively seek to counter forms of racism, sexism, classism, and other types of discrimination.

Second, program candidates are encouraged to act as agents of change in their classrooms, schools, and communities. They are to enhance learning by utilizing social and cultural backgrounds and the variety of ways individuals learn; by challenging the notion of expendability of children; and by valuing children and youth inclusive of race, class, gender, exceptionality, home language, or other social, physical, or cultural characteristics.

Build Communities of Teachers and Learners

Teaching and learning are socially and culturally interactive processes. Professional educators are at different times teachers and learners. As a result, they both shape and are shaped through their interactions with students and with each other as co-learners. In the classroom, educators are encouraged to place a high value on learning as a process and an equally high value on student self-esteem by constructing supportive communities with learners and colleagues. Program participants develop an awareness that they are among the many adults who influence children and youth by creating physically and psychologically welcoming environments. They foster a positive self-worth, guiding students to recognize and develop their capabilities as lifelong learners.

Construct Knowledge

Program participants develop an understanding that accumulated bodies of knowledge are constructed and interpreted, and thus are influenced by the historical and cultural contexts in which they evolve. To improve educational practice, students engage in the critique of bodies of knowledge drawn from various foundational, theoretical, and pedagogical perspectives. This knowledge is supplemented by current thinking about best practices, in the construction of teaching and learning, including educational technology. Students intentionally make connections and transfer theoretical knowledge to practice to understand how innovative teaching builds upon and challenges previous ways of understanding.

Practice Thoughtful Inquiry and Reflection

Program participants engage in professional inquiry, explore, examine, and study issues of educational theory and practice.  Pre-service and practicing teachers and administrators bring knowledge and experience about the processes of teaching and learning to the University setting. This knowledge informs their current thinking and is a critical base for reflective inquiry and in-depth study designed to improve teaching and learning. Together, thoughtful research and reflective critique guide the transition from a new to an experienced professional and leads to the intentional improvement of educational practice.