The Curriculum And Expression Of A System Of Personal Values

Our cohort is nearing the end of its secondary education and therefore it is important that we reflect on the ways in which it has shaped our attitudes, values and beliefs. For example, over the past five years, we have read, analysed and evaluated various literary works such as novels, plays, poems and films in our English studies. These texts have expressed various ideologies, explored interesting themes and introduced us to fascinating characters. These elements have left a lasting impression on our attitudes, values and beliefs. In addition to this, English literary texts have provided us with historical knowledge as well as a thorough understanding of the role that aesthetic devices

There has recently been a renewed interest and passion in the issue of censorship. In the realm of the censorship of books in schools alone, several hundred cases have surfaced each year for nearly the past decade. Controversies over which books to include in the high school English curriculum present a clash of values between teachers, school systems, and parents over what is appropriate for and meaningful to students. It is important to strike a balance between English that is meaningful to students by relating to their lives and representing diversity and satisfying worries about the appropriateness of what is read. This burden often falls on teachers. The purpose of this research paper is to discuss

Personal values, beliefs, and principles are important for individuals to know about themselves. However, when asked the question, “what are your personal values, beliefs, and principles?” The first response is often a laundry list of characteristics with the assumption that those three words are synonymous. From my experience when posed this question the laundry list became long and in retrospect, I began to wonder what the differences were between each of these terms. As a teacher, employee, mother, and Christian knowing these differences and how to answer the question is an important component of determining how I make decisions when faced with ethical dilemmas. Hence, began the investigation of how the terms relate, their meaning and what my answer is to this question. Since my laundry list was quite long for this essay, I will share and explain the top two elements for each category, how they relate to one another and how the knowledge influences tough decisions.

The morals and values presented in his works speak to the audience, often offering a new perspective on the world in which they live. Students are affected by the powerful and complex characters and are rewarded with profound insights into human nature and behavior.I firmly believe that Shakespeare's works, like no other literature in the high school curriculum, challenge and invigorate the minds of students. Because of the complex characters, difficult vocabulary and style in which he writes, students must elevate their level of learning to grasp a clear understanding of his works. Shakespeare's plays hold intricate meanings and messages. His

Teachers can not only choose texts suited to the events that occur in the students’ lives, but they can also choose texts suited to the students’ interests. According

When Romeo and Juliet comes up in school curriculum any observer can see students eagerly signing up for roles, puzzling over Juliet’s eagerness to marry a stranger, or rehearsing their own unique interpretation of the play. In these moments students are released from the usual monotonous class period and allowed to enjoy a timeless piece of literature. While some may claim that Shakespeare is outdated or difficult to read, the positivities of including it in ninth grade curriculum far outweigh any struggles of comprehension.

In general, the text revolves around racism where the charter of values in Quebec are being accused due to their values and beliefs. The writer Gavin Taylor tries to figure out if those who are living as immigrant are affected by the bill, and if can be seen as racism. In understanding the charter of values and its controversy, he looked to the project created by Bernard.

IN NORTH CAROLINA, THE 2004 STANDARD COURSE OF STUDY FOR ENGLISH IV (twelfth grade) focuses on British literature. Textbooks begin with the Anglo-Saxon period, most prominently Beowulf, and move through the Middle Ages to The Canterbury Tales. Each textbook provides commentary about the oral tradition and Chaucer; each textbook explains the role of the epic hero and the structure of the frame story; each textbook tells us that these are great works of enduring literature. An epic and a pilgrimage — what more does a teacher need to enthrall seventeen-year-olds with two such esteemed works of art? The most famous pop culture line quoted about Beowulf is Woody Allen’s, "Just don’t take any course where they make you read Beowulf," from Annie Hall. Since most students are not familiar with Annie Hall, I have to feed them the line and then pose the question, "Why?" It is not a question we can answer to everyone’s satisfaction.

Literary works are the foundation for education and are crucial for multiple reasons, some of which include that literature obtains a large variety of information that is at times not accessible to students by computers and teachers alone. Another advantage is adults and children alike improve their understanding and knowledge of certain topics whilst improving their intelligence of the language itself. Banning literary pieces of work is unjustifiable and proves to students that if something is not agreeable within a book, shielding its contents is the next honorary thing to do in order to prevent disruption. High schools should not ban books due to their excessive profanity, violence, sexual content and unagreeable topics because this restriction prevents young readers from developing a better understanding of the society they live in, and could counter act a new change and lessons to be learned.

As human beings, we all have our own values, beliefs and attitudes that we have developed throughout the course of our lives. Our family, friends, community and the experiences we have had all contribute to our sense of who we are and how we view the world. As community services workers, we are often working with people who are vulnerable and/or who may live a lifestyle that mainstream society views as being different or unacceptable. If, as community services workers, we are to provide a service that meets the needs of our target groups and helps them to feel empowered, we need to be aware of our own personal values, beliefs and attitudes and be prepared to adopt the professional values of our

To illustrate this point, Avramovich, (2014) notes that an English teacher no longer teaches literacy and appreciation of knowledge utilizing a wide assortment of classical texts, some of which contain religious references or cultural components that may potentially be offensive. Instead, the English teacher must focus on the development of skills related to the reading of nonfiction texts (2014), which are a major component of the national tests. These classic texts, Schultz (2016) offers, guide learning towards a deeper understanding of the “truths of the human condition.” Consequently, for Christian teachers of private, public or home-schooled environments, fear the standards will force them to follow these Common Core baselines so that students may go on to the next grade level (Theriot, 2014), thus stifling any flexibility or freedom.

The works of William Shakespeare have been an essential portion in the English curriculum for decades, even though his plays were written roughly more than four hundred years ago. This tradition of reading plays such as Hamlet or Romeo & Juliet in the ninth grade and college literature classes has introduced students to a “new” language and complex characters, which in turn, has expanded our mindset. However, multiple universities are removing the requirement that forces students to attend a Shakespearean literature class. Furthermore, an increase of teachers and students are beginning to contemplate this idea of ridding Shakespeare’s plays. In this persuasive essay, I will be explaining why Shakespeare is an important part in high school and the reason why it should still be required to be taught to students. Some examples include; Shakespearean plays provide a challenge, expand the minds of readers, relates to teenagers, introduces interesting

As human beings, we all have our own values, beliefs, and attitudes. These things develop over the course of our lifetime and at any point can change based on an experience that we may have. Our family, friends, community and the experiences we have had all contribute to our sense of who we are and how we view the world.

4.a. Initially this question was challenging to create a response, because I have had so many wonderful educators that have influenced my identity beginning in the first grade. After examining my high school experience, I decided that I model my teaching style similar to “Mama Trauffer,” my high school English teacher. When I was in high school, we had a variety of courses instructed at different levels. Mrs. Trauffer taught me Historical Fiction and Shakespeare in 10th grade. Indifferent to her course requirements, she selected different reading assignments. In Historical Fiction, our class read classics like Charles Dickens’ Great Expectations, and James A. Michener’s The Bastard and in Shakespeare, we read Othello, King Lear and a variety of sonnets. Mrs. Trauffer’s teaching empowered by developing a love for reading and a connection between historical times and fantasy writing. Her initial assignment was to inquire about our families’ history and create a timeline of our family’s history and she used this throughout the course as a reference for her students to understand what their ancestors went through at a particular time. Although she had course expectations to follow, she inspired her students to explore their personal thoughts and debate with others on topics related to the readings. Debating our personally beliefs of Shakespeare’s sonnets and she never judged us as long as we could support what we believed showed that in reality there are often more than one way to view things, thus

A university, like organizations and communities, are comprised of individuals representing different cultural and religious backgrounds. In defining the rules of conduct for individuals functioning together, it is necessary to formally define those rules to ensure that all are aware of the common values that should be adhered to and the consequences of non-adherence.