“They'Re Arguing For Giving Homework And Tests To All Young

Within Kohn’s essay he responds to the accusations of selfishness and ungratefulness given to the younger generations today. He finds it ridiculous at this point how stereotypical the beliefs of older generations are about younger generations and their more liberal thinking, it's always the same accusations again and again. Kids are always ungrateful and they never learn to appreciate what life they have been given, is too overheard within this topic, “ they have become our society’s conventional wisdom about children...it will almost be from this direction”. Kohn also says, that too many always claim that discipline from the parents is too common, “If the subject is discipline (and limits imposed by parents), the writer will insist that kids today get too little”. He states that these claims are all misconceptions and both the child and the parent should not be at fault because these myths are just not true, there is no evidence to show, “what impact, if any, this practice has on the kids”. Statistical evidence also shows how these assertions are wrong by showing how all articles that condemn young people are merely recycling the same information and, “only 27 percent of educators in the sample report having seen “many” examples of overinvolved parenting”, this is a very low number from a sample of families within school districts. Kohn demonstrates that even educators who see the children year-round don’t see the “common” overbearing parent raising their children to be narcissistic and egotistical adults.

Reading chapter six of America’s Teachers: An Introduction to Education (Newman, 2006) reminded me of the Barenaked Ladies song It’s All Been Done (Page, 1998). As I read the conflicting sides of each argument regarding education as far back of the Civil War, I kept thinking how none of this sounded new. It’s all been done before, and we are still debating many of the same issues. Newman (2006) put it another way, “Despite promoters’ claims to the contrary, few educational wheels are brand new. Most have been reinvented. Sold to the public as innovations, they are more like retreaded and recycled tires” (p.180). The purpose of education, the way in which education is managed by state and federal governments, and whom we educate (and how) will always be, in my opinion, a hot debate.

Educational policies researcher Joel Spring (1996) discussed many arguments and historical background about various education topics found in the United States. For example, Spring tells us about the historical development of the Common Schools movement and the underlying groups—such as workingmen and political parties—that influenced the movement. In addition, Spring points out some of the implications the movement had on religious, ethnic, and multicultural groups. One particular idea that caught my attention was from the chapter entitled, “The Ideology and Politics of the Common School.” Indeed, my entire conceptual understanding of K-12 education had been predicated on the idea that high schools were part of the original conception of public

Thomas Jefferson remains one of the first advocates for public education, which was later termed the Common School Movement. He recognized the inequality in education, for the wealthy stood the only ones capable of affording an education, thus the poor stayed poor and the rich stayed rich. Jefferson aspired to change the apparent injustices in the education system. He felt all children possessed the right to and education regardless of prosperity, heritage, and circumstances. Even though Jefferson remained not able to create the change he so desperately sought to make, he never stopped trying and since education stayed revolutionized, for his persistence in equality. James Conant, former president of Harvard University stated, “In short, as I view the American scene of the 1960’s, I am ready to declare without hesitation that Jefferson’s proposals have become incorporated in the pattern of our educational structure” (Mercer, 1993).

Children do not come with guidelines or instructions. What they do come with is a crucial set of physical and emotional needs that need to be met. To raise children properly, parents duties are not limited to just food, shelter and protection. Parents are largely responsible for their children’s success in life. Parents are required to teach and educate children. They have to shape knowledge and character into their children to prepare them to face the real world. To be successful with this, parents must provide self esteem needs, teach moral and values and provide discipline that is both effective and appropriate. As the generations have changed, many parenting styles have evolved, as well.

After reading the introduction and first chapter of The American Dream and The Public School, I don’t know whether to be more encouraged, more determined, more excited to be a teacher in a time where the future of public education needs strong student advocates, or to be terrified as I am reminded of the ever-growing disparities for children based on their socioeconomic standing, race, and ethnicity. Though strongly backing the project II topic my group presented in explaining how those who are morally educated well become better, more productive members of society, the authors of these chapters reminded me that for all the lip service Americans give to this topic, they do little to back it. I certainly agree that a good educational base generates

The education system in America has a long history of struggle and change, as we have grown as a nation we have experienced an ever-increasing rise in diversity. This diversity has caused rigidities between groups and all stratus of society and has been a major impact in debates concerning the educational opportunities in America.

Reuven and Danny, like Abby and I, experience contrasting parenting styles through religion, education, and daily rituals, yet we all grow up into competent, full functioning young adults. Therefore, no “perfect” parent exists. The old African proverb, “It takes a village to raise a child” rings true in Potok’s The Chosen and in real life. Children learn from

First and foremost, the American Educational System has received numerous advocates offering crucial inputs on education from centuries ago up to the present time. Even so, with focus, shining on past advocates, three well-known men who are still receiving constant acknowledgment for their ideas and contributions regarding the system. Notably, Dewey, Man, and Jefferson all share major impacts, alike and unlike, resulting in significant effects on the American Educational System.

Introduction: As a well accomplished writer, activist, and educator, Jonathan Kozol has devoted his life to the challenge of providing equal education to every child in our public schools.

There are many different types of parents with diverse parenting styles in the world. Some are efficient in their ways, while others struggle to wonder why their child did not turn out to be everything they hoped. The controversial topic of whether the parent knows what is best for their child hangs over the reader’s head in Amy Chua’s article.

Public Education reform has emotional, political, and economic ties due to the impact America endures from the public school system. New American Academy writer Yehudi Meshchaninov writes,

After officially retiring, Nic found himself still wanting to contribute to the educational world. He was appointed to serve as the Ernest McFarland Citizen’s Chair in Education by the Dean of Northern Arizona University College of Education. In this full-time faculty position, Dr. Clement is engaged in teaching and advocating for education throughout the State of Arizona and the nation.

While it is not until his final chapter “Young People: Improving the Odds” that we read Edelman’s thoughts on American education at length, I argue that the theme of education is one that motivates Edelman’s writing.

Since the establishment of America’s first schools, the American people have disagreed not only about what the purpose of school is, but also about what schools should teach. Initially schools were supposed to “prepare men to vote intelligently and prepare women to train their sons properly. Moral training based on the Protestant Bible would produce virtuous, well-behaved citizens [who knew not only] the three R’s but [also] the general principles of law, commerce, money, and government” (Kaestle, 1983, p. 5). During the 1780’s educational theorists began calling for reform and in 1785 Massachusetts law