Spring Blog

Friday, September 21, 2012

ED500 Foundations of Education

Spring Blog

Angelina Post
September 11, 2012 12:53 PM

My background is science and math so I tend to over analyze everything. My mind has been wired this way since birth. So it is easier for me to examine a reading without letting my emotions foster a strong point of view. However, I will state that it is appalling how the education system has been used to further subjugate groups even in today's society. Spring's goal to contrast education as a source of freedom and power to that of social control and political deposition is laid out for us in the first chapter. The Western forms of education as a form of social control had radiated out to the far reaches of the world. Max Stirner developed the term "Wheels in the Head” to describe how schools, media, and technology actively implant ideas as a means of controlling society as a whole. The reading made me think about the video by Pink Floyd Another Brick in The Wall and how it is a perfect example of how schools are used to create the ideal citizen based on using a factory model. Somewhere along the line I feel that the powers that be have lost sight of what is important. http://www.youtube.com/watch?v=YR5ApYxkU-U&feature=player_detailpage

 

The first chapter also discusses two classic ideas about education that developed during the same period of time. The first ideas came from China. Confucius believed through filial piety children would learn to obey their superiors and have compassion and empathy for those who were inferior to them. Women were considered second class citizens and of little importance. It was believed that women lacked intelligence and should be considered of the lowest class. The reality is that without women most men would not be able to function. Women can multi-task better than the vast majority of men. The other truth is that women are still treated as second class and inferior to their male counterparts in present day. Based on this information there has been little advancement of equality in modern society. The teaching of filial piety was to start at home and continue at the school of “lesser learning” for boys only. The students were taught how to be obedient during this time. The noble children, government official’s children, and gifted children would later transition to the “Upper Hall”. This created a cast society that is still wide-spread. One of the main differences I found between the Chinese and Greece is that the Chinese felt that everyone was born equal, but later they became unequal based on their schooling. The other classic idea about education was based on Socrates and Plato’s beliefs. Plato’s Republic was based on Socrates ideas that lead to ultimate truths of justice. The current trend during this period is that women were worthless and held little value...so much that homosexuality was justified for males because women were inferior to men. Socrates felt that women did hold a value, but their value was based on what they could breed. He felt that there should be no parents and that children should be raised by the group. He felt that only the best children should be kept and the rest disposed of promptly. This is survival of the fittest in the most barbaric manner. I would like to go back and time and promptly dispose of the men who thought women were like cattle.

 Marla's Reply

September 19, 2012 6:41 AM

While reading the opening chapters, I was blown away by how far back the beginning of the discussion about education goes. From the start, education was seen as a powerful tool. Some could argue as a weapon. A weapon to defend power, to control others. As with any weapon it can be used for good or for evil. I always thought of education as so pure. Teachers and administration were there to facilitate the purity of education, the written word. The readings have definitely opened my mind to consider looking at the history of education in a new light. And leaves me to wonder what my place as a future educator is?

Angelina Response
September 19, 2012 6:41 PM

I think the one thing that we must remember as we read and make judgments is that education initially was only for those who could afford it. It wasn't until compulsory school regulations that everyone was given the ability to learn regardless of social standing. This lead to an era where free appropriate education was introduced without much guidance or research as to what was the best course of action. The result was that education was used to train people for the roles they will play in society instead of further elevating them by knowledge. Semel states on page 23 that education role has been and will continue to be to place people into specific vocations and social roles. I dream of a day when education is used to help every child reach their highest potential without being pigeon holed by their race, gender, or socio-economic standing.

Sharlyna Reply

September 19, 2012 7:29 PM

I truly believe that education is still for those that can afford it. Even though times have changed and we are afforded the right to a free education, socioeconomic status still plays a vital role to the type of education students receive. We like to believe that everyone has been given the ability to learn regardless of social standing, but I don't believe that to be true. Social status will always play a part in who receives the best education. I often wonder if we can get to a place of free education for all who want it. Till we reach that time I am inspired to pursue my license to teach so that I can do my part to reach the students who want to learn.

Marla's Reply

September 20, 2012 2:58 AM

I agree that the best education in the country goes to those who can pay for it. But I don't believe that a poor school system means that you are destined to have no future. I read an article this spring, here is the link http://fox8.com/2012/05/31/cleveland-student-goes-from-homeless-to-harvard-upon-graduation/ that told of a Cleveland boy who was homeless, learned to fend for himself, attended MC2STEM, a New and Innovative Cleveland school where he studied science and technology and this fall he is headed to Harvard with a full scholarship. He is certainly the exception to the rule but a reminder that it can be done. It also makes me wonder about the school MC2STEM. It uses project based learning and demands excellence. It is a college prep high school that utilizes a year round schedule. It has partnered with local colleges so children can earn college credit and also partnered with local companies to provide internships and apprenticeship opportunities. Here is the website to that school https://sites.google.com/site/mcstemhs/

Sharlyna's Reply
September 21, 2012 8:13 AM

Marla I would tend to agree with you, there are quite a few students who come from poor districts that excel, but the politics of it all - makes it difficult.

Angelina Post
September 11, 2012 12:54 PM

 I am attaching a video that summarizes the myth of the metals that is a nice summary. 

Plato felt that education was the key to a virtuous state using the myth of metals. The premise is that everyone is born unequal, must accept social position, that the rulers were gold, soldiers silver, and farmers/workers were iron and brass. The philosopher kings felt that they had the right to propagate myths, censor literature, and manipulate information because they know what is best. That is pretty much what politician are doing currently all around the world. Politicians use schools and media to push their ideas and control society. The other concept that was discussed of reason being important and emotions having little value in society was an area I questioned. I think that emotion is what drives people to stand up for themselves and push for a better existence. I think that is why those that are in authority push for emotions to be downplayed and not important. Overall I felt that the reading shed light on the fact that small groups of power continue to have the ability to decide what is best for the rest of the group. 

Angelina's Post
September 19, 2012 6:47 PM

Upon further reflection, I can't help but think about my experience in an urban charter school. The students were not to think but just do. It was almost like a military state. The children were not free to be expressive or creative...they were just supposed to do what they were told. I found it sickening that these children were not allowed to be children. Our responsibility is to guide children to reach their highest potential...not shut them down from even have their own thoughts.
 

Sharlyna Reply
September 19, 2012 8:16 PM

As charter schools continue to progress, I think we are going to see more and more of the "military state" type of schools, extended hours, extended school year, etc. all things that sound good, but if students are not given the opportunity for creativity, we will continue to follow the "wheels in the head" school system because we are only training students to be obedient to the power to be and to follow the roles of society, if they want to make it in the real world. So much creativity is being stifled by this type of learning. There is a middle ground, but we have not found it yet. We have to begin to take parts and pieces from each philosopher in order to begin to find what truly needs to be done to reform our schools.

Marla's post
September 12, 2012 6:16 PM

I am seeing some of what we discussed in class play out in my children's school district. I am on the PTA executive board which includes a monthly meeting with the superintendent of our district. We hired a new educational director and were given a summary of the year’s plans. It all sounded very impressive, refusing to teach to the "test", fostering imagination and creativity, including technology in the classroom. Even starting a facilities review of our campus to see what needs to be renovated and updated to include what is needed in our 21st century learning. I heard all the buzz words. But at open house the night before, we were given a speech from the teachers about how our current curriculum is being changed to meet the new standards. It made me realize how much teachers are just the messenger. They are told what to teach and when and I'd say even how to teach. It doesn't sound very creative at all. On the other hand I do see the benefits to an established curriculum to ensure different grades aren't teaching the same material and that the material builds on each other. But what happened to the freedom of teachers to ride the wave of their own class and see where it takes them.

 

Angelina's Reply
September 13, 2012 2:08 PM

I think the problem is that the government wants to control the population and what better way to start that control in school. Policy makers control the districts, the district controls the administrators, and the administrators control the teachers, and the teachers the students. Therefore there is very little room left for creativity when there is a set agenda that has to be covered.

Marla's reply
September 19, 2012 6:54 AM

The hierarchy you speak of is described by A.S Neill in Chapter 5 on pages 94/95. He believes that in addition to school imposing ideas on children, the patriarchal family structure promotes inequality and oppression of women. This authoritarian family atmosphere produces a child with an authoritarian personality. It is like a never ending cycle. The parents are taught this and they pass it on to their children and that is how it continues. And like has been pointed out this complete devotion to authority figures, allows for an obedient and subservient population of people that are perfect for a capitalistic economy.

Angelina Reply
September 19, 2012 6:56 PM

Neill felt that Reich's argument discussed in chapter 5 would "plan a system of education and an organization of society that would eliminate hostility and authoritarianism"(96). I wonder why all of the great ideas have never been put into place. I think the reason is that the government would lose its power that it fights so hard to hold onto. We live in a society that states that creativity is to be revered...but the reality is that only occurs if it follows the governments agenda.

Sharlyna Reply
September 21, 2012 8:38 AM

Angelina you are so right. If the "good ideas" were put into place the government would begin to lose power. Without that power they would no longer be able to control the "wheels in the head" of students. While we say that we are free, we are free within the confines of the government. We would not be able to condition future leaders to fit the mold of what is expected.

Sharlyna's Post
September 14, 2012 2:32 PM

It is atrocious that our education system is stuck! As I continue to read Spring’s take on the education system as a system of control of the people, the more I have to agree that Education is nothing more a “factory” of attempting to put out model citizens as defined by the powers that be, or the government’s attempt thereof. I am further intrigued that the foundation for our Education system was rooted in such a one-sided, power-driven manner. Education is power is what I was always told, education will set you free, however the more I learn the more it seems that I am realizing that we are not being set free, but more so being conditioned to do what the “powers that be” have decided is best for me. It is not the job of the government to determine what is best for me. Now that I am a parent, I really don’t believe that it is the job of the government or the educational system to provide morals and values to my children. Especially since I don’t agree with the values and morals that are being taught in the public school system, thus why my children attend private school where the morals and values that I want are being taught, to me this is my choice. I love the reference from Angelina about Pink Floyd, while this was just a cool song; it makes so much more sense after reading this this book. We don't need other people trying to groom us, however we do need to know right and wrong and decide what morals and values are important to us. This has been very enlightening, in what is really important.

Sharlyna Post
September 14, 2012 6:44 PM

Eros, Consciousness and Education are an interesting concept to me, but also a believable concept. The ideology that Eros, according to arguments, drives people to conquer nations for the love of another person, write poetry, or devote their lives to learning (p. 217). Albeit true that the education system must be based on something, I am not sure that Confucius, Socrates, Plato or any of the other philosophers has found what the Foundation of Education should be, it is unfortunate that what they found back during their time still reigns true today.

Angelina Post
September 15, 2012 10:20 PM

Gutman's, Dewey's, and Giroux are flawed because they impose a value system on students that all students may not agree with. The question I would like to ask is there actually a way schools can educate students without imposing a value system on them. The thought of a 'free school' was also discussed and why it was actually worse than better than what was currently in place. I found it interesting the students that were in these settings were actually more restricted. The reason was giving the children the ability to choose not to learn can result in limiting their future freedom. The end result was that the students could more easily be controlled and dominated after being part of a 'free school'. The question posed on how we can make schools sources of freedom and political power in contrast of the current use of social control. I don't think there will ever be an easy solution to this issue. I think a thought to end on would be Freire's conception of education based on "universal human right". If we were to use the education system to ensure universal human rights for all regardless of race, gender, or societal placement would the flaws we are currently faced with in the education system be absolved.

Marla's post
Chapter 4 &5
Molesworth
September 19, 2012 7:09 AM

"Molesworth also claims that the educational system causes people to forget that government is a product of human action-not divine intervention."( Page 68) Molesworth lived in the late 17th century, I think Molesworth is right and this still rings true today. It is amazing how America can claim to be a melting pot, a land of religious freedom when so many religious groups try to push their agenda through politics. And how many of those groups succeed!! For example, the way our history books are written, the way school districts choose which history books to use based on the story they tell, I believe this comes from religious leaders wanting history to be remembered as a divine right.....that we were "given this land" opposed to the truth which is we stole it. History is supposed to be a telling of the facts, not a fairy tale to lead people to believe it happened the way they wanted it to.

Angelina's Reply
September 20, 2012 6:33 PM

I find it amazing that half-truths, lies, and omissions are rampant in current text books. In the article "How Textbooks Obscure and Distort the History of Slavery" Jonathan Burack addresses the issue of racist propaganda in schools. He states, "In the year 869, a group of slaves rose in a great rebellion against the Abbasid Empire -- an empire whose territories now form Iraq, Kuwait and parts of Iran, Jordan, Syria, Egypt and Saudi Arabia. For fourteen years, the slaves fought their Abbasid masters in the marshlands of what is now southern Iraq. And in the end, they were crushed. Their leader's head was paraded through the streets of Baghdad, and their uprising became nothing more than a bloody footnote to the history of Islam. Not even as a footnote, however, does the uprising appear in any of six world-history texts that I have examined during an inquiry into the treatment of slavery in schoolbooks:

Merrill's the Human Experience 1990

McDougal, Littell's Links Across Time and Place 1990

Harcourt Brace Jovanovich's World History: People and Nations 1990

Prentice Hall's World History: Patterns of Civilization 1991

Heath's World History: Perspectives on the Past 1992

Scott, Foresman's History and Life 1993

Viewed in one way, this omission may not seem grave, for the rebellion in 869 had no lasting impact on the development of Islam or on the overall course of history. Viewed in another way, though, the omission illustrates a serious failing of all the books in question, because the slaves who staged that rebellion were blacks. They had been imported from East Africa to drain marshes and to toil under conditions as bad as any that would exist, much later, in Brazil or in Mississippi or on the Caribbean islands." (Burack)I believe that history books have been written to tell the past the way those in authority want it to be remembered. How can the history of entire sub-groups be complete left out or only skimmed over briefly? I wish there was a way that all groups were represented accurately in history books. Maybe we wouldn't keep making the same mistakes if we had the true history of education laid out for us instead of what those in controls want us to know.

This is so true...people try to re-write history to sell what ever image they desire.

Sharlyna Reply
September 21, 2012 9:00 AM

The melting pot can sometimes be classified as a buffet, where we are all kept separate for multiple reasons. The main reason being that everyone believes their culture is better than the other. The culture with the best socioeconomic standing has dominated over the years, just as in the past, present and will probably continue to be in the future. While our history books have some facts, we need to look at who is really determining what goes into these books. Again, economic standing and politics plays a part as to what gets published.

Marla reply
September 27, 2012 5:43 am

So we all agree that there is an issue with the History books.  I can't help but wonder if I had choosen the content area of social studies how would I handle this information?  Would I include in my lessons the truth of the past, even if it isn't in the books?  Would that put me at odds with the administration?  With parents?  Would it put my job in jepordy?  Would I be strong enough to stand up for what is right?

Sharlyna's Post
September 19, 2012 10:33 PM

Chapter 7 & 8 -

These chapters remind me of the schoolhouse rock song, The Great American Melting Pot (http://www.youtube.com/watch?v=H0ck4CQve2M - yes the link will take you to the song). We have so many cultures within our educational systems; the question then becomes whose culture should dominate. As an African American female, I can say that I appreciate learning about different cultures, but I never want to lose sight of my own heritage. Have worked in corporate America for many years, it is definitely a melting pot of different cultures and there is a need to learn tolerance in an effort to succeed in today’s society, however I don’t believe that cultural literacy can come from learning from a bunch of list as suggested by Hirsch, what he describes as cultural literacy, sounds more to me like a gathering of facts to be memorized. The “list of essentials” still neglected to answer the questions, who should determine what should be taught (p. 137).

Multicultural Education programs were supposed to empower minorities; however I can say that I believe these programs have done any more than paint a picture, in most cases negative ones, of minority cultures. In the U.S. minorities have more power than in Great Britain, which leans to the argument that teaching multicultural education will empower cultural traditions in a dominant Euro-American culture and give more “power to the people”? While Allan Bloom believed that the continued existence of the state was dependent upon a national cultural unity. In other words schools teaching one cultural and the “most important”. While change took place in Great Britain, it would not work in the U.S.

We have so many cultures in our society today, it is imperative that we continue to learn all that we can about the cultures around us. On Page 153, Spring talks of assimilation and avoiding it to preserve one’s own culture . . .but the point that is important to remember is that most prejudice is built on economic exploitation, so we must be careful as we stir our melting pot that we call society. The point being made that allegiance to one nation can and will open the door to economic exploitation. So a melting pot, we shall continue to be. Learning one another’s cultures and appreciating one another for all that we are and all that we are not.

Marla's reply
 September 20, 2012 6:59 PM

I think schools should honor all cultures so there doesn't have to be a choice of whom a child should show their allegiance to. America was supposed to be a place where people could come and be free to be who they wanted to be. In ED453, another of Dr. Weems' class we learned so much about what each cultural group went through to get here, why they came and how they were treated once they arrived here. It was moving to see history in its true light.

Angelina's Reply
September 20, 2012 7:01 PM

I think that the American education system does not know how to deal with educating students about different cultures. I can say based on personal experience that when I discuss the plight of the American Indian I feel comfortable with that discussion. The reason is that I am part American Indian and I can relate to both parts of the story. I however find it challenging discussing the issues of racism. I have never been a person who notices the color of a person. I love all humans...because we are all the same with unique personalities. So I find it hard to understand why racism is so rampant. The problem is that racism is occurring in both directions. I taught in an inner city school and the student population was 99.5% African American. I had parents tell their children that they have to just ignore us "white teachers" and some parents and students liked to used other racist language. The one student that was not African American was told by another student that the only thing he was good for was to be feed to his dog. I think we have to do a better job as educators and parents to fix this issue. We should embrace or differences and celebrate all cultures. Assimilation is not the answer...We might as well all be robots if that is the solution.

 Angelina's Reply
 September 21, 2012 5:17 PM

I think that as information becomes more readily available from the internet it will be harder for government to put blinders on the masses. The other important thing to remember is that the only way things will change is if people are made aware of the imbalance in the education system and unite to create the change that is necessary.

Angelina's Post
September 19, 2012 7:56 PM
Chapters 9, 11, 12

There are so many facets to this book that sometimes I feel that certain chapters should be expanded on into a book. Chapter 9 is no exception. Spring discusses the varying views of John Locke and Jean-Jacques Rousseau. Locke felt that children were like wax to me molded as to where Rousseau felt nature is good. Locke's educational method used psychological controls to "shape the child according to the desires of the adult" (179). Locke's focus was on using the rewards and punishments method for education. This method is still used today in homes and schools around the country. Teachers continue to manipulate students by using this system. Children should be motivated to learn not out of fear of punishment...but because they truely have a thirst for knowledge. Rousseau’s focus was on building upon the child's own interest. Spring goes into depth about the education of Emile. During this exploration Emile is values and so are his thoughts. The issue is that the only people who held value were wealthy males. The major flaw is that he did not expand this freedom to all people. I can relate more to Rousseau's ideas because his focus was on the social relationships and freedom found inside oneself. The end result is that both philosophers follow the authoritarian process of education. People sacrifice their desires for the common good of society which is decided by a select few in power. He also goes into depth about the pedagogy of the oppressed and the pedagogy of love to end with the idea of "universal human rights" as the end goal. What I take from this reading is that we really have not progressed as a society. Many people are still oppressed and "universal human rights" is still just an idealistic dream that may never be reached if we don’t start making an effort to do away with all of the suppressive policies in place in today's education system.

Chapters 11 & 12 continued....

Paulo Freire developed instructional methods designed to end oppression. His methods were developed to raise human consciousness in order to escape Stirner's "the wheels in the head" according to Spring. He discusses two types of human consciousness’s which are the necrophilic and the biophillic. The necrophillic feeds off of a love for death. This is seen by the rulers who are only out for themselves and their needs. These people have no love of others...only love for domination and death of free will. He discusses dehumanization as a consequence of necrophillics. These people support injustice, oppression, and exploitation. These types of people do not care about the consequences of their actions on others. Their only priority is themselves. This personality tends to be rampant in capitalistic societies. I am not really sure how a transition can occur, but Freire developed an education program that would help transform necrophillics to biophillics. Biophillics are characterized by a love of life and a desire to be free and ensure that all people are free. The goal is humanization or the ability to think about the world and transform it into something better. Friere discusses how we have become a society of silence. Until we take the necessary steps to break the silence and embrace our abilities to start change we are stuck. Teachers and parents alike are going to have to take a united stand to find a way to fix the current educational system. Children are being tracked from kindergarten and their place in society being decided before they even have all of their teeth. How can we accept the current system and call ourselves educators. We are the voice for the voiceless and it is time to break the silence. We must find a way to elevate the possibilities of all students regardless of where they start out.

What we all should strive for!!!!

Marla's reply
September 20, 2012 3:28 AM

Locke and Rousseau's ideas are from so long ago we have to take what they are saying with a grain of salt. Women’s rights though we still have room to improve are much improved from the 17th and 18th centuries. Putting that aside, the quote "It is the pursuit of rewards and avoidance of punishment that becomes the basis for Western economic systems." page 160 really makes a clear and true statement. We are taught from a young age that if we behave we will be rewarded and if we don't we will be sent to time out or punished. We are taught to conform. It goes back to being an authoritarian family. I try very hard to give my kids the opportunity to be themselves, explore their interests, thoughts, desires. In today’s society, it makes me look like a bad mom sometimes but I know it is what is best for my kids. I also know we have spoken a lot about the pros of a private school education but there are some cons too. The kids I know that go to HB or Hawken, they too seem like they are being molded. They are being molded to have an elitest attitude. They have been exposed to hard work and have lots of adults that believe in them, and they will all go to college but they also seem a little bit rigid, a little bit beaten down. They are clearly taught the idea of punishment and rewards in school. Competition and the demand for excellence are expected. Where is the time for fun, time to be a kid? I think that is an important component of education because it is a critical time in a person’s life when they are deciding who they are in this world.

Angelina's Reply
September 20, 2012 7:04 PM

I agree that private schools still propagate the elitist mentality in some children, but my current experience shows another side. I currently work at a private schools whose major population is international students. These children have been sent to the United States to receive an education that is not highly controlled by a communist state. These children are free to think and express themselves without being afraid of punishment like they would receive in their mother country. The other facet I have seen is that many of the students are at the school on scholarship based on need and not stature or merit. These are students that were in the Riverside and Eastlake school system that continues to be challenged by policies that make education impossible. These children have been provided an opportunity to experience an education that is not restricted by government policy. While it is not perfect it is far better than the alternative they were faced with in the public school setting.

 

Semel

ED500 Foundations of Education

Intro-Chapter 3

Sharlyna's Post September 17, 2012 10:35 AM

Considering that those who experience “life in the trenches”, usually are not part of the decision making process, reveals a fatal flaw in our education system, a flaw that has existed from just about the beginning of time. While some of our decision makers past and present may have experienced being in the trenches, by the time they become part of the decision making process, they have been out of the trenches so longer that they no longer understand or have an idea of what present day teachers are up against. The dynamic of students is constantly changing. The inability to remain “in touch” with present day students and be a part of the decision making process, causes the decisions, suggestions, and mandates impressed upon current educators to be impractical and sometimes impossible to achieve, an issue that flourishing in our current schools systems.

I have always admire Booker T Washington (BTW) for his influence on the African American culture, however I was not aware of his position as an “artful politician” (Wikipedia). His position in education, while quite vital, was also damning in that he only mentioned education men and encouraged Negros to give up political power, civil rights and higher education to concentrate on industrial education, accumulation of wealth and conciliation of the South (p. 25). What it seems he didn’t consider was giving up such rights, would guarantee ever getting them back. It seems things are the rights we are still fight for to this day. The reading urges me to believe the conforming and sacrifice can come with a price heftier than we, as a people should be willing to pay.

As time progresses, urban schools begin to take shape, and the increase number of non-teaching individuals taking place in the school systems becomes a vital part of the education system as a whole. I also begin to see how ignorance of the systems in place can hurt students. As demonstrated by the angry mobs that thought students throats were being cut, and the fear that would ensue when a doctor was seen near the school. It was during this time, I can see how the schools attempted to provide for the needs of the children to allow them to the freedom to learn without distraction. A theory that I can recall coming, not from the thoughts of man but from the Bible as evidence in James 2: 14-18. The schools attempted to take care of the needs, such as health, removing swollen adenoids, hunger: by providing lunch to students. I remember when I was in school you received your vaccinations from the school nurse with the big silver needle or the gun. I also remember getting eye examinations and hearing test while in school before ever going to see a doctor. Unfortunately, a lot of these services are still needed today but no longer provided for several different reasons, ignorance of parents, funding, etc.

Marla's Reply

One of the big issues today with Mitt Romney is that people say he is out of touch with the people. That is the same theme you speak of, that the decision makers are so far removed and have so many fronts they are making decisions on that they can't give their full attention to any of them. Some fall to the sidelines and unfortunately it is the squeaky wheel that gets the oil. The communities that need the most help are the ones with the smallest voices in our culture. It is sad. Who will fight for them? Or maybe the question is who will fight WITH them. Strength is in numbers and believing in yourself. Booker T Washington, in hind sight, may have been a false hope for people. He was recognized in politics so one may have wanted to believe that he had some power but in reality he was another puppet of the system. It is an inherent flaw with our education and political system, that a few decide what is best for the many.

Angelina's Reply

I would like to address your thoughts about Booker T.  Washington.  I  think Booker T. Washington was between a rock and a hard place.  He knew that those in power would never see people of color as their equal and that people were afraid of what was coming next.  I think in certain ways he was a puppet for those in authority...but I also think he was doing the best he could with the resources he was given.  I think his decision may have been the nail in the coffin for true freedom and equality during his lifetime.  I wonder if there was a way to unite Dubois's ideas with Booker T. Washington's charism for a better solution. 




I think the following images shows just how much control the governing authorities had over the message that Booker T. Washington was selling to his people.  I am also attaching a video link that summarizes the debates between the two. 
http://www.youtube.com/watch?v=_X5X0eogmN0&feature=player_detailpage



Angelina's Reply

I agree with the transition of the roles of schools in urban setting.  Schools are being used to do more than just educate students.   The children may only get meals when they are at school.  Schools are also where children receive other services that are needed.  Last year, we had a mobile dental group come in and clean the children's teeth.  Many children had never seen a dentist before that day.  I think with all the different directions schools are being pulled it is hard to get any one thing accomplished.  I think education is that great balancing act the Dr. Suess discusses in his writings...the problem is I think the balance is swinging way to much to one side. 

 

Sharlyna's Reply to Angelina
I understand that Booker T Washington was in a position of do what you have to do, but it still doesn't take away the disappointment that he was put in that position.  It is just another example of the government exercising its control over individuals black or white. 

Angelina 's Post September 17, 2012 11:59 AM

I think the part that we have to remember that many people’s statements and stands that they took were based on societal norms of the time. Sometimes we forget that males regardless of race were given freedoms before the female counterpart. This does not mean that all men felt that women were below them it just means that society valued them below those men. It is hard to push change if people stand way too much to one side. Change has to be done...but the most effective changes need to be progressive and not abrupt. I recently took a grad class on the literary perspectives that consisted on the four interrelated approaches or lenses mentioned by Semen which are historical, political, sociological, and philosophical. I found it interesting how the lenses do actually interrelate. The fact that what the policies are (political) dictate what occurs in the classroom based on the historical evidence of that time. When reading I found it interesting the quote from Semel that states, "History of education is concerned with what was. It provides us with an understanding of the past, the complexities of the present and the possibilities of what the future hold in store for us." I felt that this statement summarizes the current issues with the educational system. In the United States, people are quick to criticize the education system for its inequalities but forget that it was developed initially to try to help elevate the disparities between social groups. During the Common School Era, compulsory school for all primary age students was mandated according to Semel. During the Progressive Era high school education became available to the majority of all students and eventually extending post-secondary education to more high-school graduates. The end result of making education available for the majority of the population is an area of contention between many scholars because more access does not equate to a pattern of education success. I see this the same as the welfare programs that are established to help those in need. Just because you give people resources does not mean that they can become independently successful. I think in the United States we just like to put band-aids on the problem and not get to the source of the issue. It doesn't matter how hard we try to provide equal opportunities in school for children the outside environment has to be dealt with. These students that continue to fall through the crack of the current education system do so because of a lack of support and advocacy outside of school. The other major issue the book discusses is how teachers are trained to teach. I think that the way traditional teacher programs have been set-up is that they have been tailored to teaching students that are average to above average academically and from middle-class homes. I think teachers need to be taught how to deal with all students and find ways to embrace cultural differences in the classroom. Teachers need to be prepared for those students that come to school with no support outside of school. My major question is how do we fix the education system when the outside environment is so flawed?

Marla Reply September 27, 2012 5:55am

I couldn't agree more about needing to look at the whole picture and not just zeroing in on the education system.  So much is wrong about how we treat minorities in this country.  It seems as if any differences between people are an excuse to classify them instead of embracing our differences.  The world be a much more interesting place if everyone was open to all that exists here instead of trying to make everyone the same.  It is sad to that that some teachers are not open to their students differences.  For a child to be embarassed at school about what makes them unique instead of proud is a true injustice to our youth. 

Sharlyna's Reply

Semel's quote about the past present and future definitely speaks to our current school systems.  However, with out the progressive change we will forever remain stuck in our past present. To answer you questions, we must ripped the band-aids off the current system and provide the necessary surgery to fix our problems.  I believe we are all aware of the problems, parents, teachers, administration, etc, but until we forget about the cost to fix the problems and just fix them we will remain in a broken system.  It is almost as if everyone is too involed in their own little world and has forgotten about the masses.  I still believe we can fix our problems in the educational system, yes it may mean a lost of some jobs and the gain of others, it will mean people will need to get involved and stay involved with or without pay.  It also means that parents need to get rid of the attitude of "its the schools job".  Working together and being honest is the key to the the answer!

Angelina September 17, 2012 12:55 PM

I also found it interesting that there was such a divide between what the book terms "people of color" of the north and south. Initially the "people of color" of the north proclaimed that they were free men and they tried to assimilate with the general population. Whereas, in the south the people were cowed into submission based on Semel's interpretation. Eventually two groups would push for self-assertion led by Douglas. I think it is essential for people to be able to be themselves and preserve their own culture and not have to assimilate into what the masses follow. I think one of the major issues is that in education we are trying to use the same size shoe to fit everyone when the reality is no two people are alike and they should not feel forced into a mold of something that they are not.

Semel Part 2

Angelina Post 9/21/2012

The Politics of Education-Chapter 4

We shall one day learn to supersede politics by education.

                                                                            -Ralph Waldo Emerson

I think the quote at the beginning of the chapter is a dream that has yet to be achieved.  I think part of the reason is all of the politics involved with education.  There is always some group making decisions for the greater good.  I think before examined the following chapters it is important to examine all of the policies that are in effect dictating the education system.  These policies were put in place for the common good...but are they accomplishing their goals?  The following is a list of policies throughout out history: 

Education Policy

Timeline: Education Policy

1954 - The National Defense Education Act (NDEA)

1964 - The Civil Rights Act of 1964 Elementary and Secondary Education Act (ESEA)

1965 - Elementary and Secondary Amendments of 1965

1966 - The Elementary and Secondary Amendments of 1966

1967 - In 1967, the Bilingual Education Act

1968 - The Elementary and Secondary Education Amendments of 1968

1969 - The Elementary and Secondary Education Extension

1972 - The Education Amendments of 1972

1974 - The Education Amendments of 1974

1975 - The Education for All Handicapped Children Act

1977 - The Elementary and Secondary Education Amendments of 1977

1978 - The Education Amendments of 1978

1981 - The Education Consolidation and Improvement Act of 1981

1984 - The Education of the Handicapped Act Amendments

1984 - The Elementary and Secondary Education Amendments of 1984

1986 - The Handicapped Children’s Protection Act of 1986

1988 - The Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988

1989 - The Child Development and Education Act of 1989

1992 - The National Commission on Time and Learning, Extension

1994 - The Improving America's Schools Act (IASA) of 1994

1995 - In 1995 the Elementary and Secondary Education Act of 1965

1998 - The Charter School Expansion Act

2001 - The Consolidated Appropriations Act of 2001

2002 - The No Child left Behind Act of 2001
March 13, 2010 - On March 23, 2010 the Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA). According to the Department of Education, “The blueprint challenges the nation to embrace education standards that would put America on a path to global leadership. It provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace, and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college.” 

I think this is a lot to accomplish without resources we have been allocated by the government.  I also think these policies are looking out for the common good of society as a whole with out focusing on individual differences that make us unique.  Chapter 4 focuses in on the liberal educational theory or the panacea of education.   There are two schools of thought with the first from Dewey and those who had similar beliefs which was in the democratic school and the other is the technocratic-meritocratic schools.  Both schools of thought examine what is the function of schools and how they will carry out these functions.  Education is supposed to integrate everyone regardless of their background to create an equitable society.  Schools based on the liberal theory have three functions:  prepare youth for their roles as adults, equalize opportunities, and promote psychic and moral development.  Dewey's quote, "It is the office of the school environment ...to see that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment."  Based on the following image does it look like equitable access to education is occurring regardless of economic standing?  I think not. 

Dewey felt "that a free and universal school system can render the opportunities for self-development independent of race, ethnic orgins,  class backgrounds, and sex".(Bowles, Gintis pg.62)  I think schools can help  elevate  the inequalities, but that are other issues at play.  This goes into the issues of nature vs. nurture argument.  I think the following graphic images lays out one of the foundational issues the education system faces on this pretense. 

The inequality of society is caused be the difference in ones mental capabilities, physical capabilities, and other skills based on the technocratic-meritocratic view of education.  The theory is the only limitations that you have should be what you are born with.  That through merit and hard work you should be able to achieve.  The approach is you have what you get at birth and what you do with it is your choice. 

How do we decide who our parents are?  The one factor that affects all children is the one that is absolutely out of their control.  The education system has to find away to combat the environments outside of school if we want to be successful.  In the article, The Early Catastrophe The 30 Million Word Gap by Age 3  the authors Betty Hart and Todd R. Risley examine the effects of nature and nurture of children before they ever step into a classroom.   The idea is that all children have a sensitive period where specific things most occur.  This period occurs before they ever make it to a teacher.  

Hart and Risley's research can be summarized in the following quotes:

                                         

The Importance of Early Years Experience We learned from the longitudinal data that the problem of skill differences among children at the time of school entry is bigger, more intractable, and more important than we had thought. So much is happening to children during their first three years at home, at a time when they are especially malleable and uniquely dependent on the family for virtually all their experience, that by age 3, an intervention must address not just a lack of knowledge or skill, but an entire general approach to experience.

What are we to do as educators to help elevate this issue?  Will there ever be a solution that works to make the playing ground even for our children.  Horace Mann claims that education is the "great equalizer" of education.  He was the father of the common school movement of the 19th century.  It is a shame that over a hundred years later we still don't have it right.  We have found that education is not working as the end all to fix the issues.  Social programs such as head start have been put into  place to help combat the issues inequality for students.  Even with the social programs in place the system is still flawed.  Evidence of income disparities in rampant in the United States.  People with the same education are not receiving the same pay.  The argument of 'fix the people' because it is not the economic system does not hold water.  The people (minorities & women) have been educated but they are still not receiving the same pay as their white male counterparts.  Why is this still and issue in the 21st century.  I think it is because minorities and women are still viewed as a lower class of humans that the males that are in control of creating policies.  Ribich and the RAND cooperation research has shown that actually giving money directly to the poor would have done more to equalize the education system.  So would  solution balancing every ones check-books and providing equalized education fix the disparities found among minorities and females?  Instead of the government spending so much money trying to figure out what the problem is they should take that money to actually fix the issue. 

Teachers used to be in control of their classroom, but now they are controlled by policies and administrators.  The education system is being ran like a business.  There is no room left for creativity.  There are to many jobs that need to be completed.  Freire equates teaching to an act of depositing(teacher) knowledge into the children(depositories).  This is commonly referred to the Jug and Mug approach where the teacher fills the students.  There is no room for creativity in this model...however this is what is going on in our education system.  We are banking on the education system to fix the issues in society, but what are the end goals? 

  

The book  Class Counts, Ornstein discusses how much the education system is regressing instead of progressing as it should.  Inequality is spreading in the education system and as a result the middle class is shrinking.  Gone are the days of the 'haves' we are living in the time of the 'have-nots'.  What can we do as teachers to make sure we are doing everything in our power to provide students with the education they all deserve regardless of where they are coming from?

  Universal education is the power, which is destined to overthrow every species of hierarchy.
                                                                            -Lester Frank Ward, Education c. 1872


Marla's Reply 9/23/2012


One of the big issues today with Mitt Romney is that people say he is out of touch with the people. That is the same theme you speak of, that the decision makers are so far removed and have so many fronts they are making decisions on that they can't give their full attention to any of them. Some fall to the sidelines and unfortunately it is the squeaky wheel that gets the oil. The communities that need the most help are the ones with the smallest voices in our culture. It is sad. Who will fight for them? Or maybe the question is who will fight WITH them. Strength is in numbers and believing in yourself. Booker T Washington, in hind sight, may have been a false hope for people. He was recognized in politics so one may have wanted to believe that he had some power but in reality he was another puppet of the system. It is an inherent flaw with our education and political system, that a few decide what is best for the many.

Sharlyna's reply 9/23/2012


After reading this blog I want to abolish all policies, fire all policy makers and START OVER!!! We have become so convoluted in in systems that we don't know what we are doing. In a recent conversation with my son, we looked at the fact of so many needless agencies and departments within our government. For example, why do we have a state board of education, federal board of education, and then many sub agencies, while I know that many are employed by these places, however pyramidal system as proposed by Jefferson in 1779 as discussed in Chapter 6, it seems we have taken the system to a new level with all the different tiers, the watchers are being watched by the watchdogs and everyone is being watched by the other. We are just full of a bunch of people watching either and have lost focus of what is really important EDUCATING OUR CHILDREN







Angelina's Response 9/23/2012

I think that we should have teachers that are currently practicing develop the next steps in education instead of politicians who have never stepped inside of a classroom except for a photo opportunity.  They use our children as a pawn in a chest game.  They are trying to manipulate the population by selling that they are our salvation to the education crises.  The reality is it is their authoritative policies that are plaguing the education system. 



This book address how educational policies are killing children's want to learn and teachers drive to teach.  Why does Washington think they know what is best for us?  Maybe their children should have to attend schools in downtown Washington DC and see how the other side live. 

 

Chapter 5

 

Chapter 5
Marla's Post 9/21/2012

This chapter was a disturbing account of how little the education reforms that have been put in place actually help the urban education system. The author suggests that we need to figure out the causes of the problems in the educational system before we can try to fix the system. I like her no nonsense approach. It was interesting to take a logical look at the whole picture of urban neighborhoods and schools. She says that due to the stress of poverty, parents aren't as able to help their kids be successful in school. And that kids feel the pressure their parents are feeling. I couldn't agree more with this.

I was shocked by the amount of people who live at the poverty level, 41%. And that with an obvious reform, that is only fair, to pay women the same as men, there would be a 40% reduction in poverty. I think there is a misconception that people at the poverty level want to be there or aren't motivated or capable of bettering themselves. The truth is that they are stuck between a rock and a hard place. The jobs are in the suburbs, the affordable housing is in the city and there is no public transportation that can take the people to the suburban jobs. Layer that with all the industry moving out of the city goes the tax money as well, leaving nothing for the urban community that is left.

To add to the bad decisions, the wealthy pay less in taxes than the poor who can barely make ends meet as is. I think tax reforms should be in place to encourage business' to hire and pay people a wage that can support a family. I think the wealthy could do more. The complaint I hear from the wealthy is that they are happy to share more of what they have, the problem is that they aren't willing to throw money into a government they don't feel is using the money appropriately. To just give money to Washington, where there is no accountability for the money that is spent is a hard sell. If there was an assurance, like a non-profit that was not corrupt that could implement some of the ideas the chapter speaks of, for example, helping people get into better neighborhoods, assisting with child care, increase public transportation lines to the suburbs, I believe that would get more people more willing to help solve the problem. What do you think?

 

Sharlyna Reply 9/23/2012

Truthfully, there are so many programs and agencies that say they will help, will keep track of the money, blah blah blah. I am not sure that this would be the solution to what ills society either. What happens in urban neighborhoods is appalling, I have not only witnessed some of these issues first hand but I have lived them as well, as I look back on my education and the schools I attended, I must admit that I am blessed because I had a different perspective from those around me, but I have seen the neighborhoods fall, the businesses die and only those who could not afford to leave remain and accept the scraps. This included the schools as well. Money is not the total answer, while it may help it is only a band-aid on gaping would. Money may fix one problem but then other problems are guaranteed to arise. The answer . . . still a mystery.

Angelina's Reply 9/23/2012
I think this collage says it all!!

I agree I do think those with money would like to see the system work better.  Who wants to pay taxes to a system that is supposed to help people but instead you just see the politicians with their pockets full of cash.  We live in a corrupt capitalist system where people can spend money and not have to prove where it went.  I have no problem reaching out and helping those in need, but the problem is how much of what we give actually makes it to the people who need it.  The reality is very little.  Last year I worked for an urban charter school.  I have first hand knowledge on how urban schools are hurting in Cleveland.  People in control have learned to sell lies to parents to make them believe that the charter schools care for the children and have all the necessary resources to help the children be successful.  The truth is these people who should be looking out for those in need are actually stealing from them.  The charter schools receive the same money public schools receive but with little accountability on how they spend that money.  They claim students have books and they do not.  They claim the students have access to computers...they do not.  They claim students are receiving a top rated education..and they are not.  It is sickening that the government allows people to take without ever proving what they are doing with the money.  We would be better off throwing money into lake Erie than into Charter schools.  I am attaching a link to an article about the problems with charter schools. 

http://stateimpact.npr.org/ohio/2011/09/12/for-ohio-charter-school-sponsors-the-state-counts-financials-more-than-academics/

I am attaching a  resource for information  about the education of students in the urban areas. http://uex.sagepub.com/

Sunday, September 23, 2012

Chapter 6
Sharlyna's Post

"Nations that rule by coercion requires citizens who have been educated to accept coercion. A free society, committed to popular rule, must provide an education that prepares people to think for themselves and to function as free citizens."

      This statement as quoted on page 101 of the text, sums up the entire discussion for me. If we can go back to Spring for just a minute, this is how and why the politicians keep control of the educational systems. Students taught to accept everything not question, anything, because the the teacher is the authority and the expert on the matter, is exactly how who government is run. The truth is the teacher while quite knowledgeable of content being taught they are not always the expert, and should allow the minds of the students to grow by allowing them to question, not their authority, but the subject matter being taught. If we are all truly life learners, that means that we will never know everything. All too often, a student who ask too many questions is considered the "trouble maker" or the "smarty pants" when actually the student is seeking more information and knowledge and not accepting everything at face value but challenging their mind and others to gain all sides of the information. This behavior is often suppressed and discouraged in most school settings. Students lose the ability to choose independently because in most cases they are spoon fed information and told to accept it. It reminds me of an episode of the Little Rascal when the children were told to eat their mush. In the episode, the children all said the "don't drink the milk, it's spoiled" but when the older woman was told about the milk her reply was "you kids put that milk on your mush and eat" "Milk and Mush". This is an example of older people not listening to children or allowing them to express themselves.

The Democratic-Liberal Tradition - Are schools "oppressive institutions which regiment, indoctrinate and sort children. . . "(p. 101) In some ways, I would say yes! The standards test that are currently given to students is proof of the sorting. However, there is argument that schools do play the "democratic, benevolent role that educations" have traditionally claimed, inasmuch as they have been allowed based on budgets and the powers that be. This is evident in the early days of education when students were given hot lunches, medical attention, routine immunizations, all practices that have remained in the schools up until the last 25 years, with the exception of meals, which are still provided. The current system of education which encompasses the Free Appropriate Public Education for Students with Disabilities, is an example of the universal education Semel discusses on p. 102 of the text. Every student has a right to a free, public education of the best quality. We all know that our educational system does not give the best education to lower class economic regions, although even in these areas as we have discussed in previous blogs, some student manage to excel even with being given a mediocre education. This leads me to believe as parents, students, teachers, we can't take just we are given but continue to reach for and search out all the resources available to students in our public school system, even if it means reaching out to unconventional sources, i.e. corporations, private donors, etc.

I am convinced there is nothing new under the sun and that the issues of education and how to educate the upcoming generation is a question that will reign in the minds of men for as long as we have children in the school systems. Education can and has done a lot of things for people but I must agree with the text, as Dewey and Mann believed that for it to cure social evils, education must be part of the package, but that schools were definitely a vital part in the creation of social order. There is no panaceas for the school .

 Angelina's Reply 9/23/2012

While I agree many of the issues that have plagued the education system still exist and have to be addressed...I believe we have a whole another issue that will dictate policies in education from this point forward.  That issue is the Globalization of the World. 
This has made preparing our students even more challenging. The following link has an article that discusses many aspects of the globalization of education. 
http://books.google.com/books?hl=en&lr=&id=rc7FRbkkzsEC&oi=fnd&pg=PA56&dq=globalization+on+education&ots=jjhGe2ryN0&sig=YvnassSMmKVq33ZHUVmnD9tE6gI#v=onepage&q=globalization%20on%20education&f=false
Obama's policy on education was founded on preparing our youth for the brave new world they live in today.  The problem is none of these policies are ever going to make a difference if we do not get to the root of the issue.  This root is finding a way to provide an education to all students that embraces their unique differences in order to provide them with the foundations to reach what ever goal they desire.  The before mentioned article starts off with Aristotle being ask the question how much superior is the educated man to the uneducated man...his response was as much as living are to the dead.  I have to agree with Aristotle on this one point.  In this every expanding global society their is little room left for the uneducated. 

SEMEL PART III

Angelina's Post 

Chapter 7-Functional and Conflict Theories

9/28/2012

Randal Collins opens up this chapter discussing how several research studies show that the number of years in school is a strong indicator for success in the United States even when the social origins remain constant.  The research further indicated that prominent secondary and colleges will dictate even more success.  Therefore it is easy to infer the better quality and quantity of education a person receives the more success they will have based on these studies.  The problem is sometimes education is in surplus than what is required for the position.  Over the past few decades the amount of education required for unskilled labor has steadily increased.  The jobs did not change in their requirements only the amount of education required for those positions.  This prompted me to think about the "why" we are over educating people for positions.  SO the question I pose is "Why would the amount of education required for the same job positions have increased over the past few decades".  I am attaching two links to look over about the over education and underemployed issues that the US is currently faced with and a video to watch.

http://www.slate.com/articles/arts/culturebox/2011/07/overeducated_underemployed.html

http://www.glamour.com/inspired/blogs/the-conversation/2012/09/overeducated-underemployed-and.html

On page 119 the technical-function theory of education is discussed.  This theory is supposed to address why education is important in modern day society according to Collins.  The theory focuses in on three specific areas of importance.  The first is that skills need to increase because technology is increasing.  I personally do agree on this component of the theory.  Everyday we have technological advances.  Gone are the days when a secretary uses pen and paper.  We all are faced with technology that advances faster than most of us are able to move.  So is it important for children to learn specific skills in order to be able to use technology.  I would say yes...but this is an area where there is not equitable distributions of technology to all students.   A case of where the rich get richer with knowledge and skills and the poor get poorer.  I can speak from personal experience to this fact.  I worked in a Charter School last year that boosted technology in their curriculum and that all students had access to lap tops.  This was not the case.  The teachers didn't even have working computers most of the time.  I think the computers that were bought with public funds just disappeared.  My guess was to ebay or the street so someone could pocket the money.  I am so discouraged at how people continue to sell lies and get money for those lies.  I do believe it is import to learn skills, but how do we make sure that everyone gets the same opportunities to access to technology?
The second area of focus is on the fact that formal education gives training for skills or general knowledge needed for life and work.  I think this component is expecting a lot out of education.  Not only are we expected to teach our students how to read, write, and do math...but based on this theory we are supposed to teach specific skills on top of what we are already doing.  I think it is possible to incorporate some skills into lesson but other skills are to complex and need to have there own training.  An example would be auto mechanics.  While changing your oil is a skill most people should be able to do it is not the schools job to train everyone on how to change oil or change a tire.  A skill that should be incorporated into education is keyboarding.  Most people at some point in their life will have to use a computer.  This is one class most people will utilize everyday.  So I personally feel that this component of the theory is to stringent.  The last component is that education requirements continue to increase for employment so schooling has to be longer.    I do believe that in some cases as technology advances the amount of training should increase, but I do not feel that having more education for all fields is necessary.  I think because their are very few jobs available employers have started using educational years as a filter for applicants.  This does not mean that the education is necessary for the job, but for the weeding out process.  I do not think there is a quick fix for this problem.  Until, we focus internally on our problems as a society we will continue to be plagued with not enough jobs for our population.  I can honestly say from personal experience over 80% of what I learned in undergraduate school is not necessary for me to do my job.  I would almost bet most people in America would say the same.  
The other theory that is addressed on page 119 is the function theory of stratification developed by Davis and Moore.  The premise is that occupations require specific skills and that they must be filled by qualified individuals.  The end result is that there has been an "over-education" for low-skilled occupations. The end result for both theories is "over-education".  Collins comment, "The main contribution of education to economic productivity, then, appears to occur at the level of the transition to mass literacy, and not significantly beyond this level."(121).  Based on the readings and this quote I wonder if there should be a shift of funding to help ensure that everyone becomes literate at an adult level.  The one skill that is most needed in all professions may be the simplest. 

Marla's reply to Chapter 7
September 29

My first thoughts about having more school means you will be more successful were that it is not true.  I too did not use most of my undergraduate education.  It was in business which leaves you with such an open market to enter into, it was too broad, I wasn't really trained for anything.  But what college did give me was the opportunity to live on my own in a controlled situation, to be challenged to think on a deeper level, expand my world view by working with others that I had not been exposed to before.  There are alot of important things that happen in college in addition to education.  I realize in today's world of a bad economy and the expense of education that it seems like a luxury to take the time to go to college but I can't help but wonder, even if done in baby steps, part time, a class here and there wouldn't benefit people in a way that would help jump start some changes.  That in the long run, it would help people to demand better educations for their children. 

Sharlyna's Reply to Chapter 7
As jobs become fewer and fewer, employers and can ask from more and more from it's potential employees. I have watched the job market take a serious downturn so when you have 300 applicants for 10 jobs you could request a master's degree to wash dishes if you want. In looking at all the ways we use technology now, students really should beging learning to use it in the elemntary grades. Everything is run by computers and touch screens, I really realized this when I wanted to get pictures developed and all the usual places no longer even have the equipment to develop pictures, but I can sit at home upload pictures to Walgreens and they are ready in an hour. If we are not teaching using technology our children will be steps behind. It is so unfortunate that some charter schools have taken on the mentalilty of big business and forgot about what they are there for. For a school to get grants and not use them properly is a definite problem in many ways. Notwithstanding the legality of misuse of grants, the children are being cheated out of their education. The saddest part of all is the school attempts to affiliate itself with a church that gives parents a false sense of trust and security that students are being cared for and receiving all that is being offered to them. Reality is there are "crooks" out there taking all the money and sitting on it just like in public schools thus leaving children with lack luster education. In my dream world I would love to bring all educators together and buy out all of the ones who are just there for a paycheck, so that we could get to the serious business of education. Then we could have more students who are educated properly creating more business, creating more jobs allowing for students not to be over educated and underemployed

Angelina's Response 9/30/2012
I think education in the most basic sense was established to help society and not the individual.  As we move forward in time I think the focus is still on what is good for the masses.  I do believe that education does help individuals grow in their knowledge and to expand their horizons, but I feel that employers use education as a filter.  This means that even though someone may have the necessary skill sets for the job they will be overlooked because they do not have most quantitative or qualitative education.  I think in the ever tightening job market we will continue to be plagued with people who are over educated for the jobs they fill and in return have a high level of job dissatisfaction.  The following link goes into details about this issue. 
http://www.tandfonline.com/doi/abs/10.1080/00224545.1987.9713727#preview





Sharlyna's Post - Chapter 8
The Logic of Teacher Sentiments

Teacher sentiments can be subdivided into three components –preoccupations, beliefs and preferences. (Pg. 137) This chapter gave me another perspective of how teachers view their classroom and what is considered productive according in a teacher’s world. As well as how limited teachers are in what they do.The fact that teachers may be doing the job of 4 to 5 people at one time, further demonstrates how amazing they really are. When people complain about teachers, I don’t believe they realize all that teachers really do in the course of a day.Not only do they attempt to motivate the minds of their students, but they also have organizational matters that they must handle as prescribed by the administration of their schools.It is noteworthy that as the teacher’s status constraints are beyond realistic. Teachers perform a number of tasks, but are never treated as others who carry the same title.For example a Therapist is given much higher status; this is there only job/career.As a teacher it is necessary to play the role of a therapist as well as many other duties. Below is a graphic of just a few of the roles that teachers play on a daily basis, with little to no recognition or resources.


Teachers are often looked down on even though they are actually heroes for all that they do.They are never given the status they deserve.

Another point brought out in this chapter of the book is what teachers consider a “good day”.As a parent I have always had the thought that if my child is in a school, I can visit whenever I want to.That it is my right to “check out” the school and the teacher when I felt like it. However, this text proves the contrary, the extra duties, interruptions by parents, administrations, and public address announcements are the things that cause teachers to have a “bad”day.It also gives a better understanding of why teachers tend not to enjoy the annual cookie sales and picture day because it takes away from valuable teaching time, because most teachers just want to teach.They don’t enjoy the reports, paperwork and extras that tend to be disruptions in the time allotted to teach.My biggest takeaway from this reading was that teachers want time to teach.They want to the masters of their destiny and be left in their classrooms to teach what they have planned.


Angelina's Reply to Chapter 8
9/30/2012
I think the multi-tasking that is required by a teacher is the same that is required for being a great mom.  The reality is that both of these roles are not held with the same respect as once was.  I think the one role that you may have overlooked that a teacher has is the scape-goat.  This is the part of teaching that makes for a "bad-day" for myself.  Most parents believe that if their child is not performing it has to be the teacher's fault.  The  teacher is not doing enough to engage their child and make learning fun.  I think the right solution would be to hold everyone accountable that is responsible for the child not learning and not placing the blame on one individual.  I am attaching a link that discusses the current trend in education to use teacher's as the scapegoat.  I found it interesting that the issues are global and not isolated to the US. 
http://www.tandfonline.com/doi/abs/10.1080/713664040

I would also agree with the text and with you that all of the interuptions during the day can make it near impossible to do my job.  I do like where I teach now.  There is no intercom system or phones in the classroom.  This allows me to actually teach without being interuppted most days.  It would be nice if all schools functioned the same way. 

Marla's Reply to Chapter 8
October 2

It is inspiring to me to read about the spirit of teachers and their desire to teach.  Teachers are a special breed who see the importance of their job-"one can sense their yearning for uninterrupted, productive engagements with students." (Semel pg. 146).  It is the spirit of a teacher that one has to be careful not to break.  I was listening to a piece on NPR yesterday where they interviewed a teacher who was coming out with a new book about how in the beginning of her career, she had a total breakdown because her spirit was broken-she was overwhelmed with administrative duties and had blinders on that kept her eye on the lesson plan she made and she was sticking to it no matter what until the end of the day when she passed another classroom and the teacher had a bowl of candy on her desk, the teacher was reminded for the first time that day that it was Halloween!  She hadn't remembered to take the time to acknowledge the holiday with her class of 9 year old-she felt like "how could my students have been so unlucky to have a teacher like me."  You could hear in her voice she had taken the weight of the world on her shoulders.  That is what teachers do, they take responsibility for being the catalyst to their children's learning and life experience at school.  Anyone with a child in school should remember how lucky they are to have teachers who care, who take their job seriously and make a difference.  I hope I can live up to the task!  The spirit of a teacher is truly amazing!

Sharlyna's Response
The analogy of a teacher being like a mom is a great example of what teachers deal with everyday.  Now consider this, they are in one of the least paid occupations across the nations. ..  just like moms.  For centuries mothers and teacheers have reached out and handled whatever task was put before them and I don't see this changing.  The difference now is that we have a "few good men" who are stepping up to the plate to do the same thing and not a moment too soon.  Teachers are the people who must remain strong in the face of adversity (administration), protect the minds of the children and keep pressing to the mark. 

Marla's Post
Chapter 9 The Tracking Wars
September 29

The chapter lays out the argument of Tracking nicely.  She gives both sides but is clearly against tracking.  She sees it as another way that schools promote inequality.  I agree that what is happening in schools today shows a clear pattern of unequal treatment to African-Americans and Latinos.  That tracking "reflects racial and social class stratification outside of school." (Semel, pg. 172)  It is sad and hard to believe that the schools are set up this way but it is clear that they are.  As I continued reading I couldn't help but still think that tracking has some merits.  Math is an area where kids understand the material at different speeds and are capable at different times to grasp a deeper understanding.  Why try to make kids learn at the same speed if schools are willing to provide the teachers to teach at a more individualized rate that is appropriate for each student. 



Then I continued reading.  I learned that the low track classes aren't getting the same resources as the high track classes nor are they getting the same level teachers.  I didn't like hearing that.  Fair is fair and that's not fair.  Learning at different rates is different than saying someone learning at a slower pace isn't capable of learning.  My heart breaks for the kids that have been told they aren't good enough.  Then Semel starts to give some solutions.  I really liked what Maureen Hallinan says "The educational discrepancies among tracks could be remedied with a beefed-up low-track curriculum."   

I also was encouraged by the interventions she cited like High Schools that Work, Equity 2000 and AVID.  The common theme in them was changing the way we teach math to all children not addressing the question of to track or not.  These interventions cite making college prep classes available to all students, allowing all student to develop a "reflective system of beliefs, a critical consciousness....about the limits and possibilities of the actions they take and the limitations and constraints they face in life."  To do this they suggest multidimensional instruction, having students work in groups on longer, nontraditional problems and giving students supplementary educational experiences beyond their regular academic courses.  It irks me that this is a new concept.  This should be the basic level at which all teachers are STARTING from not striving to achieve.  I was in a classroom once where the math teacher taught a new concept by teaching a shortcut to getting the  right answer.  What happened to giving the students a chance to see how it all fits together in puzzle of mathematics?  At least present that to the students and present it in a few ways to give all kids a chance to "get it." 

What really needs to happen is that teachers need to start caring again.  They need to believe that all students deserve and have the ability to learn.  Teachers need to remember that they are the students chance in life to be a better person in society.  Just like a parent, it is a teachers job to believe in their students, to encourage them and to provide them with many ways of learning a concept until they find a way that is right for them.  I don't think it is a question of tracking, it is a question of better teaching.

Sharlyna's Reply to Chapter 9

Stop following me!  At some point we would all like to say this, but I wonder if it is even possible for schools to stop tracking students, simply because so many things have become based on statistics and the reports that go to the boards of education.  Even if, we remove the socioeconomic and racial profiles, would that really stop the tracking wars?  Funding is based on test scores, funding is based on attendance, etc.  What happened to we are all equal?  If we are all equal and deserve the same education no matter what we look like or where we come from, then why do we need to be tracked. . .just wondering.

Angelina's Reply to Chapter 9
9/30/2012
I think that tracking has a way to create a self-fulfilling prophesy.  If you classify a child when they are young into an ability group chances are they will never break out of that label.  Teachers may have the best of intentions when grouping students based on ability, but the harsh reality is that the consequences far out weighs the benefits.  I am not sure if you are aware of how the new common standards are designed to be assessed in a manner where children can be tracked and monitored even if they change schools.  PARCC(23-state consortium working together to develop next-generation K-12 assessments in English and math) has designed an assessment that will determine and track a student's progress to determine if they are ready to graduate and go to college starting in third grade.  So if you though tracking was bad before...get ready for a whole new world.  Let's hope that some good will come from this assessment.  Maybe we can use it to help develop individual education plans for every student based on their unique needs.  I think that it will end up just being another means in which a teacher loses more control of his or her classroom.  I think the test is designed to ensure that everyone can be evaluated using the same standards to make it easier for colleges and employers to label people into specific roles in society.  I do want to voice the fact that I believe that their are cases when students that are at high levels and low levels should be given intervention and more specialized instruction based on their unique needs.  I would like to see it done for all students but realistically I do not think it will ever be done because of cost.  Regardless of cost though I think some students absolutely need the intervention even if it occurs in the classroom by the classroom teacher.  An exceptional teacher has adapted to differentiate instruction without even realizing she has done so.  We have to make the extra effort to ensure that all children are provided with the instruction that will allow them to flourish and embrace who they are.  I think this picture is worth a thousand words. 






Marla's Response to Chapter 9

October 2 

I haven't heard about the new assessment yet.  In the past I would be inclined to give the test the benefit of the doubt, saying that since we are starting early to keep tabs on the kids it will give kids a better chance to get to college in that we aren't waiting until its too late to offer help.  But after being in this class for these few weeks, I wouldn't doubt that it is another way to ensure exclusion and somehow this assessment will lead to further segregation of classrooms and resources.  Sad. 

Sharlyna's Post Chapter 10
Experience and Educations
October 6, 2012

Math is Math!  Experience will not and cannot change 2+2  will always equal 4!  However this is not and argument against progressive education, it is an addendum to say that while progressive education may have its place, there is a place for traditional education.  I would opine that a great education would be one that includes both progressive and traditional education.   “Conservatives as well as radicals in education are profoundly discontented with the present educational situation taken as a whole” p. 190.  Finally something we can all agree on!  The current system is not working.  Rote learning is not the end all to be all, it has it place in our educational system.  John Dewey and supporters of progressive education have found a key component to education; experience is a great aid in learning. No matter what philosophy of education we look at, I do believe none of them to be absolute.  When we look at students, they are individuals that all learn differently.  The kinetic learner may thrive in a progressive education situation versus an auditory learner may need the “traditional education”.   I would agree with our author to say that to adopt this new education, we begin to open up a world of questions.  For example, if the new education embraces the freedom of the learner, we must now define freedom. 

Experience plays a large role in what is being taught whether it be the experience of the learner or the experience of our forefathers, it is important that embrace both forms of education, if we want to improve our educational systems .

Marla's reply
October 7

I believe there has to be a mix of systems of learning in the classroom and each year and even throughout the year this delicate balance has to be shifted to meet the needs of the individuals.  Since every child enters the classroom from a different place, we have to accommodate for all these differences.  This should be an organic experience not torture, it takes some effort but should be natural to want to make your classroom a place where everybody can learn.

Angelina's reply
October 7
I think this goes back to multiple intelligence ideas and learning style inventory that all teachers should know about.  There is no magic slipper for education or a one size fits all.  Education has to be fluid and make adjustments when needed when the normal course of action is not working.  I do not think the question should be traditional vs progressive as indicated in the book on page 187, but rather to find a way to combine the two forms to find a happy medium where more children are set up to succeed.  I think the following cartoon is a classic example of why education is not working. 


Sharlyna's Response to Chapter 10
Angelina and Marla, I could not agree with you more.  We can not have a one size fits all education system.  Teachers need and must assess and get to know their students to determine their learning styles.  Gone are the days of dusting off the lesson plans from 10 years ago and following them word for word.  Every student is different and their abililities are different.  While they all can learn they may learn differently.  I love the cartoon that was addedd because it shows so much diversity in the makeup of how schools have so many different types of students and giving a standardized test just will not work.


Angelina's Post Chapter 11
Wide-Awakeness and the Moral Life by Maxine Greene
October 6
This chapter focuses in on how many people are not truly "awake" in the sense of being alive.  Thoreau comment expands on what it means to be awake, "To be awake is to be alive....we must learn to reawaken and keep ourselves awake, not by mechanical aids, but by infinite expectations of the dawn, which does not forsake us in our soundest sleep."  I think the message that this chapter is trying to get across can be simply explained by the following quote by Bob Marley.

Maxine Greene focuses in on how this lack of wakefulness is affecting the moral character of nations.  One of the causes is that bureaucracies and corporate policies are preventing individuals from taking the initiative to live like they are awake.  People are becoming like drones doing the mindless work that they are expected to without questioning "why" they are doing what they are doing.  The chapter discusses how many people feel "helpless" and that their is no point in pushing for more because they are powerless to create change.  Teachers are finding themselves in this situation where their opinions and ideas mean very little in the hierarchy of schools and most of the time we do not even realize it because we just except it as the way it is.  This can be seen in the ideas of group mentality.  People tend to follow what the group is doing even when they might not agree with it.  This has become the standard in most schools.  Teachers are doing what they are told and not thinking independently for themselves.  They are asleep in a manner because they are just following along.  Greene suggests that if teachers would just take the initiative to ask questions and seek the answers for themselves they would become awake.  This chapter also discusses the importance of moral values and how they can be instilled into young people today.  The message is that teachers have to be aware of their own values before they can guide students to become virtuous.  This is hard for teachers to do because they have little autonomy in the schools system.  The virtues that are being pushed are the ones mandated by the school.  We are all faced in moral dilemma in our daily life and it is essential that we teachers prepare students to make these decisions based on individual thoughts and not those that are pushed by those in control.  Greene believes that people who only do what they are told to do are not living a moral life.  I would have to agree on this stance.  If you only do what you are told to do you are not making any decisions on your own which is what determines your unique values.  How do we fight a system that wants to regulate everything we think, say and do?  The statement from Greene sums up the importance of individual principles , "they concern justice and equality, respect for the dignity of persons and regards for their points of view"(197)  The final message I took from this reading is that the moral duty of teachers is to help students find away to become autonomous and to think about what they are doing, take responsibility for their actions, and being aware of how their actions effect others.  I would agree that we have to help guide our students into the ability to think for themselves and not to always follow the group...but how do we do this is most teachers are just following the group?  The change has to start somewhere.  People have to stand up for what they believe in and drive change.  We can not continue living our lives in state of indifference that makes us asleep in a sense because we are not alive in our thoughts and actions. 


Marla's reply to Chapter 11
The reason I chose to be a middle school teacher is this exact reason.  I think it is an important time in a child's life where they are learning about who they are and what makes up their core.  It is a time to show them they can do anything and though they are on a crazy roller coaster at the time, they will make it through and be better for it.  Giving kids some room to make decisions, to be responsible for themselves is something we can do at school.  It is a great place to offer these tools.  Teachers have to keep the spirit we all started with and remember to do what we can with the classroom we have.  To inspire kids, empower them and believe in them.  It is much easier to follow the pack but it is important to remember to take the time and energy to stir up the pack instead of just following the leader!

Sharlyna's reply to Chapter 11
Marla, I feel exactly as you do.  Middle school is such an important transitional time in the life of our students and someone who cares must be there for the students to make sure they are allowed to make decisions, live with the consequences.  At the middle school age, students are realizing some freedoms and dealing with adolescents and peer pressure. .. it is an important time in their lives and teachers play a significant role.  If the teachers are "asleep" and the students are "asleep" our nation will continue to be stiffled by the bondage of mediocracy!


Angelina's Response
October 7
I agree.  I think that sometimes with all of the extra stuff teachers are bogged down with they forget the real reason they are there...Which is for the children.  They are not there to make sure that the PI score is above 90 like some many of us are being brainwashed into believing.  Our purpose is to guide students and help be facilitators for their educational journey.  We need to be that spark that lights the fire in out students.  Sometimes that is hard to do when the teachers flame has already burned out.  I do not know if there will ever be a solution to this issue because every year testing becomes more and more central to the goal of schools instead of the goal of education. 

Marla's Post Chapter 12
October 6

Being part of the generation that has seen all the benefits of women's lib movement, I don't always give much thought to women's rights but this chapter has some really valid points that we are still feeling the ramifications of the past.  The author, Jane Roland Martin, says that R.S Peters, the dominating figure in the philosophy of education described an ideal of the educated person and his ideal is based on a male perspective.  She speaks first of the education required to be an educated person, which is a liberal education in the seven disciplines, and that these disciplines "embody a male point of view." (pg. 204).  She then says the traits of the educated person are male, feelings and emotions are not included, concern for people and for interpersonal relationships are of no consequence.  Neither are being empathetic, supportive or using intuition.  So this becomes a no win situation for women, because she has to take on male characteristics to fit the ideal but is looked down upon for having these characteristics.  It is an age old double edged sword.  The suggestion is to redefine the ideal to a gender-sensitive ideal "one which takes sex or gender into account when it makes a difference and ignores it when it does not." (pg. 211). 

I agree in the world of Philosophy this is important and as this trickles down into the real world setting of our classrooms it is very important to remember to take the time to show the students the work that has been done in all the disciplines from all cultures and from both men and women.  To not just follow the book as it is written because there is a lot of bias embedded without even realizing it.  To encourage all contributions and validate all parts of the human spirit in the classroom.  Though this seems pretty obvious, I would argue that teachers everywhere could use a reminder of this and I don't know that every teacher has even been exposed to this thought.  It would be a great topic for an in service day, everyone would benefit but the biggest benefit would be to the students. 

Angelina's Reply
October 7

I remember when I was in school the big push was to encourage girls in the maths and sciences.  I think because people feel that we live in a progressive time there is no point to push children outside of their comfort zone.  That the idea that the male and female mind is not the same so therefore they will excel at different things I think is a widely accepted notion.  I know anatomically the male and female brain are different and certain areas are more pronounced for males than  females and
vice-versa.  I do not think this means however that we should be limited based on our basic design.  I think that it is a great educators responsibility to help facilitate knowledge and to broaden the horizon of their students.  I am attaching an article to read for an FYI about the differences found in male and female brains.  http://health.howstuffworks.com/human-body/systems/nervous-system/men-women-different-brains1.htm


 Marla's response to Angelina's reply
October 15

There are distinct differences between the way a man and a woman think.  And there are times this should be embraced and there are time that this should be ignored.  Just like the author of the chapter states, to be truly just you have to acknowledge these differences when it matters and put them aside when they don't matter.

Sharlyna's Reponse - Chapter 12
Men and women not only think differently, but by design everything about them is different.   However, that does not mean that learning is limited to just girl stuff or boy stuff.  It is always refreshing to see men and women crossing barriers and moving outside of their comfort zone to learn was has been deemed by society a "man thing" or woman thing".  Everyone should have all trades and careers open to them regardless of gender.  Education should not be determined by race, gender or any other factor for that matter.