Education By Shirley Jackson Analysis

6). This is the point in Kohn’s work where he assumes the connection of grade inflation being a myth has been established to his audience and begins to focus on the logical aspect of what is wrong with grading as a whole.

Consequently, the rational step taken is to deconsecrate schools into outwardly irreversible place of esteemed value of social order (Kozol, 3). He further noted many ways of opening the issue in complete observation of the class, which he believed can be attained by the quotation of many respected people’s word, such as Horace Mann who was diffident in articulating the real utility of public schools. Nonetheless, he also provided some other ways of embarking on this which he conscientiously noted that has exposed their conjecture of public schools as adults (Kozol, 4). Additionally, he said the best way of achieving this is by disseminating this purpose to students through dialogue as recommended by Doris Lessing (Kozol 4). Finally, he stated that there is no deceit of learning to be a responsive, affectionate or sympathetic person.

Jean Anyon discusses the “hidden curriculum” that is distributed in various schools throughout this article. The hidden curriculum is the certain things in schools that are not “a part of the curriculum” per say, such as teamwork and collaborative skills, social engagement skills, manners, or rules. When thinking back to past articles I was able to note that Dewey was typically more concerned with the “hidden curriculum” instead of the actual content. Anyon’s article also helped the readers understand that we view the world by others who influence us. Jean Anyon researched five different schools that were

Many are quick to disregard education’s role outside of the classroom. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (Rose 33). Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. By reflecting on his personal experiences and how those gave him the tools applicable to his daily life, he emphasizes why education should never be overlooked. Rose’s referencing relatable experiences in a logical manner makes his argument persuasive to the readers and he succeeds in making the readers reconsider why education matters to them. In his book Why School?: Reclaiming Education for All of Us, Mike Rose effectively persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential in our everyday lives.

There are many controversies that American public education system does more harm than good. In “Against School” by John Taylor Gatto and “Social Class and the Hidden Curriculum of Work” by Jean Anyon, explains how school education destructively impacts us. Gatto states his experience as a public school teacher and why he “just can't-do it anymore”. He was tired how the schooling was programmed. He argues how school system are affecting students to be more like “childlike” citizens. Also, Anyon demonstrates her research on how there are many different kinds of education depending what “class” you were. She informs us that there is an inequality in “Social Class and the Hidden Curriculum of Work”. She tells us that this difference in

The issue at hand here is “Should Schooling Be Based on Social Experiences?” This issue is argued by both John Dewey, and Roger Scruton. John Dewey believes yes they should, while Roger Scruton believes no. Dewey believes that students should learn using a different approach, Progressive Education. Progressive Education is education that focuses on students learning by doing hands on activities and learning about the interests of the students. Dewey believes preparing students’ for lives outside of academics is just as important as academics and that social interactions help students understand the academic information. Scruton believes in the more traditional approach, Essentialism. Essentialism focuses on what educators believe the students

To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group. I agree with Dewey that education is a social function because people learn in the presence of others. I also agree with him regarding variation in education. If a community lives poorly, the education in that community wouldn’t be able to be very effective since its people don’t have as much to offer through participation. Dewey also said that a society which not only changes but which has the ideal of such changes as will improve it, will have different standards and methods of education from one which aims simply at the perpetuation of its own customs.

Murray relies on a mixture of factual and theoretical situations while incorporating his own personal opinions into the discussion. Murray also establishes his own logic and factual information when introducing the certain percentiles of students and how their expectations may be undercut when their attempt at obtaining a B.A. (Bachelor of Arts) from a university, fails. Towards the end of essay, Murray introduces a situation pertaining a student who is electrically inclined and his alternate career options when pursuing a business management degree. Although this seemed like an attempt at establishing emotional relation (pathos) with the reader, it felt too generic to really connect with me seeing as everyone is on a different path in his

John Dewey is known as leader of the progressive movement in the history of the American education system and his book, Democracy and Education: an introduction to the philosophy of education, could be used as a textbook to teach the foundations of the movement. Discrediting all previous educational and philosophic approaches as intellectually incomplete or inaccurate, Dewey first presents a new perspective on the nature of knowledge, education, society and philosophy. One fundamental theme of Dewey’s progressive movement is that education is growth and that growth is, in and of itself, the objective. Rejecting any notion of innate knowledge or of an ideal goal to strive for, the progressive

Kohn and Jones imply that, by promoting extrinsic rewards, students

The essay ‘Against the school’ by John Taylor Gatto draws our attention on to all the cons of attending twelve years of high-school. Gatto has experience in teaching profession for twenty-six years in schools of Manhattan, he shares from his experience that he majored in boredom and could see that everywhere around him. He also points out the initial reason why schools came into existence and what the purpose it fulfils now. He also educates us on the fact that all the great discoverers never attended school and were self-educated.The main idea Gatto addresses in his article are that public schooling is doing the youth an injustice.He implies that the purpose of schooling, now is to turn children into good employes and someone who follows orders.

Therefore, “Dewey distinguishes a democracy from other forms of society by two traits which taken together seem to state that a democracy is a society in which people communicate across differences to increase shared interests and to work towards those together (Meadows 2013,444).” Therefore, in a democratic education, the traits that Dewey stated weren’t being seen and thus how can children be given a democratic education if there not truly being taught threw a democratic education style. “The conception of social efficiency as the aim of education can take the form of industrial competency, in which case it tends to favor the status quo; or it can take the form of good citizenship, which has the advantage of greater definiteness but may be interpreted too narrowly (Fott 2009,12).” Therefore, it appears education is based off, what the work field wanted / expect the children to do and not knowledge that these students may need to survive in

The manifest function of schools in our society is to socialize children. School grooms young people for the various roles and positions they will hold later in life by teaching them reading, writing, mathematics and the sciences. The various activities and experiences at school help expose children to values that are important in our society such as capitalism, so-called democracy and environmentalism. The text suggests that one of the latent functions of schools is actually producing “passive, non-problematic conformists who will fit into the existing social order (Gracey, 1991). Schools are able to do this by training children to act in specific ways and expect certain things from the authority figures in their lives.

Children start learning, perhaps, even before birth in informal, nonformal, and formal settings. When a child enters a classroom, they have already had incidental education on many things. Cremin suggests that John Dewey may have created the theoretical polarity when trying to reconcile it. The dilemma we are left with is that we either have to politicize the school or abandon the school and change society in which youngsters are raised. The pendulum is always swinging between these two sides, an overreliance on schooling and an anti-schooling mentality. In Cremin’s opinion, Dewey also dwelled too much on the origin of institutions rather than their functions. Cremin argues that life does educate, no matter its origin. Religion educates, work educates, family life educates. Almost every institution we encounter has a curricula. Dewey’s theory states that life education is extremely broad and powerful while schooling is not as powerful. Cremin’s revision suggests that all major educative agencies mediate each other. “The theory of education becomes the theory of relation of various educative

However, my experiences in the public school system were different. In comparison to the private school system, which was rigid and systemic in nature, the public school environment lacked the same rigidity and discipline. As a young woman in a rural school I had to adjust to a school community with very limited access to resources, a broader community of low socio-economic standing, and a school populated by predominantly Aboriginal students. However, it was a school which was rich in culture and learning experiences. The learning process helped shape and mould my world view within an educational context. A world view, then, is the result of a unique interpersonal process, which results in a unique interpretation of the world.