Is a Doctor of Education Degree Suited to Me?

I had an epiphany some years ago. I was pursuing a Master of Science degree in mathematics, and furiously copying the equally furious blackboard writings by my professor as he lectured on an unmemorable topic. As I desperately tried to keep pace with his frantic scribbling, I suddenly stopped and stared; I didn’t care any longer! Awash in the realization that pure mathematics was meaningless when compared to even the smallest act of kindness, I withdrew from my program.

Ed.D. program at Walden University

I flirted with the Ed.D. program at Walden University for at least a year and a half before finally applying for admission. I was drawn to the Riley College of Education’s Vision Statement which called for “leveraging the power of teaching and technology” to create positive social change on a global scale (Laureate Education, Inc., 2008a, p. 1). After my awakening in Haiti to the need for adult education in developing nations, I was especially delighted to learn that Walden University was affiliated with the Laureate international network of colleges and universities; I saw the door opening to my my goals. At the same time, the Riley College of Education’s Mission Statement spoke to my desire to change the prevailing educational philosophy of my department: prepare adult learners as practitioner-scholars and leaders who can inspire, influence and impact their diverse communities (Laureate Education, Inc., 2008a, p. 1). The Riley College’s Program Goals even assured me I would be able to “Make a scholarly response to a local problem of practice” (Laureate Education, Inc., 2008a, p. 1).

Hopes and Fears

Laureate International Universities says in its matrix, Master vs. Doctoral Level Thinking (n.d.), that doctoral students synthesize previously attained skills and knowledge to create original thoughts and concepts. That is what I want to do as I follow my passion to teach adults in the developing world who have been left behind in the race toward globalization ; but what if I cannot? What will I do if I lack the creativity to develop new methods and theories? What will I do if I lack the talent to present my ideas effectively? What will happen if I lack the intelligence I need to thrive in a doctoral program? How can I make progress if no one wants to mentor me? How can I write papers and do research if my job remains so incredibly demanding in the wake of increased state government demands? How will I afford to travel to foreign countries in order to do research? So many fears beset me; sometimes I am immobilized.

New Paradigms

Clearly, I need to need to listen less to the voices in my head, the ones Dr. Catherine Marineau called “not always helpful” in her podcast (Laureate Education, Inc., 2008a). Dr. Annalee Lamoreaux, a Walden University alumna, discussed at length the ideas that helped her persevere on her doctoral journey. Lamoreaux came to think of herself as a mapmaker rather than a map reader; she learned to enjoy charting her own course while depending less on authority figures. At the same time, Lamoreaux learned to ask for help and feedback from Walden’s student support services and from her doctoral committee. She understood that what Marineau called “the Doctoral Journey” is a process to be savored rather than a final destination; she declared that she is still learning, but has gained so much self-confidence that she knows she can succeed at whatever she attempts.

I also need to look critically at my life and thoughts; I need to be more transparent to my colleagues so that they can act as mirrors showing me the assumptions that control my life and perceptions (Brookfield, 1987, p.29). At the same time, I need to redefine my concept of loyalty to include giving positive criticism to my peers in order to help them see their own assumptions (Brookfield, 1987, p.31); in this way, we can all free ourselves from the thoughts that keep us in bondage. Yet, according to Brookfield (p. 47) I need to realize that when I disagree with colleagues, I should do so carefully and tactfully because I am actually questioning the conceptual frameworks through which they organize reality. I should always try to walk in others’ shoes before I criticize their ideas.

Finally, I need to overthrow my self-destructive behaviors. Perfectionism causes me to take much longer than is optimal to write discussion postings (Kearns, Gardner and Marshall, 2008, p. 80). I need to stop taking weekends off to recover from job stress and leave the “credit card principal of life” far behind; borrowing time from today only increases my pressure tomorrow (Kearns, et. al., 2008, p. 83). I also need to stop overextending myself because I believe I can successfully complete any number tasks (Kearns, et. al., 2008, p. 80). I need to keep my eyes on the prize.

References

Brookfield, S. D. (1987). Developing critical thinkers. Challenging adults to explore alternative ways of thinking and acting. Washington, DC: American Psychological Association.

Kearns, H., Gardiner, M., & Marshall, K. (2008, March). Innovation in PhD completion: The hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 77–89, 13p, 3 charts, 1 diagram; DOI: 10.1080/07294360701658781; (AN 27541269).

Laureate Education, Inc. (2008a). Ed.D. Program Guide: Higher Education and Adult Learning Specialization, Administrator Leadership Specialization (effective January 2009 start), V01.09. Retrieved from http://inside.waldenu.edu/c/Files/DocsResearchCenter/EdDProgramGuidePost01-2009.rtf

Laureate Education, Inc. (Producer). (2008b). Voices from the field: The doctoral journey [DVD]. In Foundations: Higher education and adult learning. Baltimore, MD: Marienau, Catherine.

Master vs. Doctoral Level Thinking, (n.d.). Retrieved from http://sylvan.live.ecollege.com/ec/courses/53028/CRS-EDUC8000-4449336/Master_vs_Doctoral_Level_Study.doc