HomeΦιλοσοφια: International Journal of Philosophyvol. 19 no. 2 (2018)


Juan Rafael G. Macaranas



My advocacy is teachers’ continuing professional growth, the practice and beliefs of which must be constantly fine-tuned with the school’s philosophy. One must purposely get out of the comfort zone to get a more philosophical view. I teach in a learner-centered school, which puts the learner at the center of the educative process. Some pedagogical techniques are recognized as more learner-centered than others, but other methods could be transformed as well. It helps to consult literatures on how to grow more learner-centered. In this article, I share how I used McCombs and Miller’s attributes of learnercentered leaders and best teachers, and Blumberg’s model for transitioning to learner-centered instruction. I realize that I have yet to improve on sharing the responsibility in learning with my students. I anticipate pleasure and pain in shifting my beliefs on the boundary between teacher and students. The exercise demonstrates that the learner-centered mindset compels planning and adapting; preparing the classroom, lessons and instruction; and seeking new information and technology, all for making a teaching moment more helpful to each learner. For this reason, the learner-centered pedagogy contributes not only to the learner’s growth but also to the teacher’s growth in his or her own pedagogy.