Spinner-Halev's Analysis

Democratic and “freedom-based education” (Koonce, 2015, p. 79) is anchored in the belief that people are “naturally curious” (Koonce, 2015, p. 80) and have an “innate desire to learn” (Koonce, 2015, p. 80). Children are more engaged in learning by what motivates them.

An education provides people not only with the academic skills required, but also the social skills such as having the self confidence and belief in ones self to achieve a fulfilling and happy life. It is every child’s human right to receive such an education from early years to higher, and therefore several stages in which they must travel for this to happen.

The reason I chose that topic is that because of the huge importance of learning over centuries. the precise arrangement of learning procedures to most kids has been an advancement of the last 200 years or even most recent 50 years in a few nations. Schools for the youthful have generally been supplemented with cutting edge preparing for ministers, officials and experts.

The education of children has existed since the beginning of time as parents have taught and molded their children into the young adults they desired them to be. Initial training of children was not in a formal setting, although history would see numerous settings, purposes, and methodological changes. Philosophies of education have also changed through the years as various voices have seemed to grasp the purpose of educating the next generation, thus laying out objectives to reach those goals of teaching children.

It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013). Therefore it is important to prepare children for more challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p.72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p.72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult

As parents, you may remember Geography; History; Business and Economics; and Civics and Citizenship as being about absorbing facts that schools thought important for you to learn. Or you might remember doing projects that seemed like time-fillers in the scheme of what was important at school (What is Inquiry Based Learning, 2004). You will also be aware of how fast the world is changing and the impact of technology on the growth of information that surrounds us. You may have experienced redundancy, elections or a global recession and understand that knowing facts is not very useful for navigating difficult times. Facts alone do not educate students in what is needed to think critically and creatively about a situation, to find opportunities in hardship or to learn and relearn in the new knowledge economy (Warlick, 2013). Inquiry learning is a way of addressing the teaching of skills and dispositions that will be essential for your children to thrive as active and informed citizens of the future (Reynolds, 2014; ACARA, 2016).

The issue of education provides a battleground for political debate and social issues. Writers such as Rodriguez, Alvarez, and Diaz explore different points of views of school children and how they deal with these issues. In addition, they provide them with a voice in which many children do not have. Looking into the thought processes of the minority children, “Daughter of Invention”, “The Boy Without a Flag”, and “Oscar Wao” look into what education provides for these children.

Western parents allow their children to do what they are truly passionate about and do it on their own. Children do know what is best for themselves and their future. Western parents give their children their own space to do things, but still provide the support they need. The Western parent’s children still have them as their backbone to encourage them in any way to stay on track and to help them with any problems they have to face. Learning how to face one’s problem helps with one independence. Dealing with situations as they come help the children to face them and find a solution. Children do have the ability to face a problem and find a solution on their own. In the “blicket detector” experiment, Gopnik observes how the child is able to solve the blicket block with the casual knowledge given. As Gopnik observes the children she realizes, “Once the children start to discover which blocks make the machine go, they can use that information to envision new possibilities and make new predictions, including counterfactual predictions”(180). The child is given information on the blicket block and is expected on how does the blocks work. When trying to figure out the blicket blocks, he opens new possibilities to solve it. On his own, he was able to do that thinking leading to making his own predictions about what would happen. This example that Gopnik presents is how Western parents, according to Chua teach children to think on their own. As the children learn to

“Good books have always caused people to think, and since few of us think alike, controversy is guaranteed” (Gallo). If a child is to think for themselves, they must learn about and consider other points of view. They must be able to form their own views of the world around them, and they cannot do that completely without needed information.

the right of school pupils to express their political views…” (Black 1). The point of this quote is to show the kid’s argument from the perspective of the article. As a result of this analysis the interview is better at explaining the kid’s side of the

Young children work very hard and seriously in their attempt to understand the world of people, events, and objects. Observations done with respect for the child’s thought processes, awareness of content and extent of his knowledge, and understating of the effects of culture, family, community, and school will yield information to help teachers choose appropriate materials and plan relevant

Our government, taxes, healthcare, security systems, international affairs regulations, and almost every other important system in our society are constantly renovated. Yet the concepts behind our general education structure and focus are rarely questioned seriously, or questioned while keeping science and ethics in mind. As a society, we cannot expect the same, or even more, work from adolescents as we do adults while treating them like they have no sensible autonomy or agency in their lives. Conditioned in this style of schooling, minors do not have the capability to effectively speak up for themselves when they have been taught to follow authority their whole lives. But as time goes on, the high expectations and pressures of students will

Tools of disempowerment should be replaced with an understanding and deep knowledge of how differences in social and historical contexts shape children’s perception of self. It is a unique and delicate balance between a collaboration among children, parents, education, and policy makers as well as autonomous pursuits of children. Environments that enable children to create spaces where they can attain heightened awareness to address social, cultural, and political issues should be a priority. My funds of knowledge will be used to shape a pedagogy that is empowering and capitalizes on sources of diversity in ways that does not undermine individual social and cognitive

The first eight years of a child’s education is where he learns the basics of everything. This is where a child learns values, how to read and analyze material, how to think critically when solving math problems, use different strategies, take timed tests, write basic five paragraph essays, and so on. Without these first eight years of education which carry a child into his or adolescent phase, a child will not be able to reach his full mental development. As a child grows, his intellect and ability to reason and make educated decisions should reach higher levels.

The future of the world is in the hands of the children. Whether the future be a positive or negative one depends on the children and the education they receive. The education of a child is so valuable that one needs to consider the importance of the child's education. Also, one needs to consider how to go about nurturing those bright minds so one day they can become independent individuals. As Educators, one needs to be aware of the short-term effects as well as the long-term effects in which education may play on the child's views of the world.