How The Teacher Chooses The Program Content Essay

Throughout the introduction of Clueless in Academe by Gerald Graff, Graff explores the idea that schools are obscuring students from their lively minds. Education has always had a purpose to serve their students, however, since there is an obvious miscommunication taking place in our schools the purpose needs to be advanced upon. Furthermore, when intellectuals such as teachers have an argumentative discussion, the words they use make their discussion unavailable to those that are listening, specifically students, which again, disrupt students from their minds. These ideas not only relate within all institutions, but also play a large role in research and how repetition, as well as not understanding

In James Baldwin’s “Talk to Teachers”, he discusses the ways in which education is taught and practiced in schools. Contrary to this, Baldwin has other beliefs and feels that education should be regulated in other ways. Baldwin states, “the purpose of education...is to examine society and try to change it and to fight it, at no matter what risk.” During my personal school experience, I’ve noticed that the education system values discipline rather than my education. I agree with Baldwin and believe that schools should prioritize an unbiased education to the students so that we can think for ourselves and to stand up for what's right.

In many places throughout the world there are rigid top-down cultures and theories on education. These cultures have been seen in World War II Germany, in literature, and in education. It has been shown throughout history that these cultures can and will cause many problems to fester as a result. These issues include the manufacturing of sheep-like masses that simply follow what they are told and taught, the culture losing its ability to distinguish between what is morally right and wrong, and the forced masking of emotions and true feelings. The only way to prevent a culture from simply manufacturing sheep-like masses is by encouraging people to not be afraid to stand out in a crowd and allowing, and even embracing, free thinking.

In an oppressive society, a group of individuals are expected to adapt and be controlled by a more powerful group without question. Similar to a “banking concept” of education, at times it seems the student is not expected to think for themselves. They listen to what the teacher “deposits” into their mind, and they adapt. I strongly agree that this limits comprehension and creativity and forces you to adapt to thinking like a robot. He makes a strong case with his analogy, “Four times four is sixteen……The student records, memorizes, and repeats these phrases without perceiving what four times four really means.” It’s easy to get discouraged in school when it feels like information is being thrown at you without much encouragement to fully grasp it. It’s nearly impossible to truly understand a concept when you’re forced to memorize it immediately for a test. In conclusion, teachers with this mindset should understand that to be a true educator is to encourage the student to take the time to comprehend the material

Education is meant to broaden the minds of incoming generations to the diverse cultures and aspects of the world. While its purpose is meant to open up horizons, it has also held up the task of oppressing opposing thoughts and judgments. Author James Baldwin exposes this truth in his article, “A Talk to Teachers,” as he chastises the education system’s contradicting actions inasmuch as the support of an all-encompassing education while scorning unconventional thinking. Baldwin’s purpose to confront the antithetical activity to hopefully change the system’s ways is attempted by persuading teachers who “deal with the minds and hearts of young people” that a paradox of education occurs when students develop a conscience--they become “at war” with society--is valid in that education should allow development for individual thoughts and varied opinions to challenge for the reconstruction of society’s oppressive nature.

“Despite tremendous advancements in technology, human rights, and social awareness, the system engineered in the 1760’s by King Frederick the Great still succeeds in dampening the creative spirit of its students, fostering mediocrity, and ensuring a subservient population. Deeply ingrained into our collective psyche, the legacy of the centrally controlled, highly scripted classroom continues. Trapped in an educational model explicitly engineered to breed submission and apathy, it is not surprising that student results remain dismal.” (Meshchaninov, 8)

103). My own educational experiences could attest to this fact, whether it was my outrageously sexist math teacher, my useless geography teacher, or my religious use of a scripted math program. The cycle would have continued until I consciously chose to stop it. Even if my students were to “resist, they often want, need, and expect the teacher to push them beyond their comfort zone, and the continue pushing despite their resistance” (Delpit, 2012, p.

In his essay, “Who Shall Control our Schools?”, Bryan opens up and shares his thoughts on the materials taught in schools and who should decide what is taught. Bryan examines the sources of information in this essay but specifically examines the role of teachers. I quote, “Professor Scopes has raised a question of the very first magnitude and the ones most likely to suffer by the raising of the issue are those who think they can ignore the right of the people to have what they want in government, including the kind of education they want”(192). Bryan perfectly shares the thoughts of most people during this time. The idea that government is becoming too victorian and needs to change based on what the people want, this is the same in education. This is important because it shows the conflict in Bryan’s head over religion and

Throughout history, many academic scholars and teachers often feel disgruntled when interacting with troubled students. Whether these situations take place in: preschools, elementary schools, or higher education learning, the following disturbances become problematic. For example, in the article titled “Preparing Teachers for Crisis: A Sample Lesson” – written by Japanese Kevin Kumashiro, Kumashiro talks about [i.e. his views] what it means to be a student and how "anti-oppressive teaching" should be ruled out in academia. For this reason, my paper will analyze the credibility of his claims.

On the first day of school, the first thing that comes to a student’s mind is what teacher they are going to have and if they are a good teacher or not. No student wants a teacher who is extremely difficult and makes the class teach themselves the material instead of teaching it to them completely. A good teacher makes their students reflect on their work and leaves time in class for discussion of thoughts and ideas the students may have about a certain topic or story. On the other hand, a bad teacher doesn’t give their students feedback and leaves them wondering whether they are on the right path with their ideas and thoughts. A bad teacher does not hand his students what they need to learn or know, nor is he ever present when a student needs help. However, some teachers can have both good and bad attributes. In the novel Ishmael by Daniel Quinn, Ishmael the gorilla takes on the role of a teacher after placing an ad in the local newspaper calling forth any citizen with a desire to save the world. Eventually he is approached by the narrator who is interested in the ad, and Ishmael begins teaching him all there is to know about the takers and the leavers culture. Ishmael is not a normal teacher, and teaches the narrator the important lessons through different methods because he thinks people rely too much on the teachers who spend their lives simply passing knowledge on to their students without a second thought. Although Ishmael may come across to some as a bad teacher, he

Some people believe education enslaves us and other people believe education liberates us. The education that students receive is both boring and incorrect; in the Oxford dictionary it defined education, “a process of receiving or giving systematic instruction, especially at a school or university”. I strongly believe education enslaves us. Schools don’t educate, they only teach people to follow orders. Sherman Alexie tackles his own process of education, one that includes a voracious hunger for the written word. His experience with education was one of autonomy, and his relationship to learning led him to future success. On the other hand, John Taylor Gatto also suggests for a more unrestricted learning experience, a complete opposite from the regimented factory-like settings of compulsory mass education. Arguing against the harm that public school creates, Gatto suggests promoting learning instead of “schooling”.

Within Chapter 2 of his book, Pedagogy of the Oppressed, Paulo Freire perceives that an individual’s academic development originates from oppressive material taught within the educational system. Programs designed to diminish the cognition of an individual by repeatedly depositing their authority. A banking concept that navigates a student’s ability to receive, and file information properly. Consequently, subduing the cultural limits of the world to an assembled number and order. Yet, Freire remains hopeful that if civilization can establish a cohesive force through his concept of imploring a problem-posing education.

My interest to participate in the summer immersion program comes from the passion that I have for caring for the vulnerable populations and my inheriting love for helping others. From the beginning of my nursing education, providing healthcare to vulnerable populations in different settings healthcare has always been important to me. I believe access to quality healthcare is a right that every person should have. My belief of healthcare for everyone has been my motivation for pursuing a career as a nurse practitioner (NP). I would like the opportunity to fulfill healthcare needs in people who do not have access to healthcare in low in come communities and countries by providing them

In “The ‘Banking’ Concept of Education,” from the Pedagogy of the Oppressed, Revised Edition, Paulo Freire discusses two different types of education: “banking” and problem-posing. The banking concept of education is when teachers “make deposits which the students patiently receive, memorize, and repeat” (318), and ‘problem posing’ is when the teachers and students are equal. Instead of being treated as human beings that have their own thoughts and ideas, students are treated as containers that are simply filled by a powerful being, a teacher. In school, teachers are dominants that provide knowledge to the students, the subordinates; the knowledge that students learn are limited to what they’re taught by teachers. Similarly, in Kurt Wimmer’s ‘Equilibrium’, Librians are treated as reservoirs for knowledge.

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.