A Learning Philosophy • Why a Learning Philosophy?
Learning in the game of golf begins with the study of a conceptual and physical relationship required in voluntary actions. My learning philosophy is premised on this relationship of mind and body. I appreciates the art and science in learning and how it requires a working teacher-student relationship in a successful learning process. My Learning Philosophy is based on research and field testing of a curriculum designed for structured conceptual learning that is consistent with how students cognitively learn. There should be a strong correlation between Learning and Teaching Philosophies that can support one another in the challenges presented in instruction and student learning.
A thinker sees his own actions as experiments and questions – as attempts to find out something. Success and failure are for him answers above all.
Friedrich Nietzsche, German Philosopher, 1844 – 1900
My Learning Philosophy • The Art and Science of Learning in Golf
A Learning Philosophy must acknowledge the art and science in student learning in golf. There is a physical science applied in form and function and a psychological science applied in cognitive learning. This Learning Philosophy encourages student conceptual learning using a cognitive process of Critical Thinking, Observation, and Reflection as a means in achieving accurate and timely learning. This philosophy in learning stresses the significance of properly preparing students in knowing how to conceptually learn through developed skills in self discovery, development, organization, and assessment as their means of learning and owning technique.
Teaching Philosophy • Why a Teaching Philosophy?
The game of golf covers a very broad spectrum in the physical demands and psychological requirements in teaching. A Teaching Philosophy is based on how instruction utilizes the student learning process in instruction. A Teaching philosophy appreciates the art and science in teaching and how it requires a working teacher-student relationship in the instructional process. This Teaching Philosophy was formed out of research and field testing that demonstrated how students can experience accelerated learning when instruction is based on a curriculum that is consistent with how students conceptually learn in golf. Teaching and Learning Philosophies should support one another in the challenges presented in student instruction and learning.
My Teaching Philosophy • The Art and Science of Golf Instruction
This Teaching Philosophy has evolved through many years of research, study, observation, learning, and experience with students, mentors, teachers, and golf professionals. This approach to instruction utilizes a learning philosophy as a means for successful instruction and student learning. A student must be properly prepared to learn before teaching-learning can begin. Effective student learning requires a defined curriculum and an instructional approach that is appropriate to the manner in which students learn. Instruction must be based on understandings in the value of basics and required disciplines in golf. Short-term goals are to identify faulty student concepts and replace them with valid concepts of the golf swing. Long-term goals are to provide students with understandings, instruction, guidance and support in the learning process of building structured concepts in form and function of the golf swing. This philosophy in teaching encourages learning how to learn as a means to achieving personal ownership of skills and abilities in conceptualizing techniques in creative ways to meet the infinite demands of the game.
