This article illustrates what the author believes to be the role of the teacher in the best case student-teacher dynamic. Teachers are to lead by example and work together with the student through the education process to attain different levels of understanding of both life and subject content. I agree with this point but want to examine one of the examples. The author, Nel Noddings, mentions cheating as a time when the teacher may not be “content to enforce rules – and may even refuse occasionally to do so – but she continually refers to the rules to their ground in caring.” Teachers must be able to evaluate so many situations in their specific contexts and identify different learning opportunities as they arise. This seems to be a difficult task.
As educators, we have a responsibility to remain ethical yet also guide students towards an understanding of what it will take to be a contributing member of our society. If someone is cheating, we have a responsibility to uphold the rules to the institution and to the other students. Students have to learn that their actions have consequences. Teachers must explain why it is in the student’s best interest not to cheat but at the same time, maintain the integrity of the classroom. Actions have consequences and sometimes punishment is necessary in order to teach people what is acceptable and unacceptable behavior. We, as teachers, are teaching more than just a subject but how to be accountable for our actions. We must handle so many different situations with such care so as to not alienate our students and cause them harm while also teaching them responsibility for their actions. Our success depends on how we approach the situation.
Saturday, January 31, 2009
Friday, January 30, 2009
1/28/09 Class Summary
Housekeeping:
Dr. Pope started out the class on Wednesday, January 28 by announcing that he had made revisions to the class schedule. Please see the new reading schedule posted on this blog. The revisions will allow us time to catch up. Dr. Pope has added two links on the blog to articles he would like us to read. Dr. Pope also announced that the law presentations are now due 2/25/09 and 3/4/09...and there was great rejoicing!
We then began discussing the reading of Aristotle's Liberal v. Mechanical Education. Dr. Pope gave a little history of Plato and Aristotle's relationship. Plato was Aristotle's teacher, but Aristotle ends up disagreeing with Plato. Aristotle's star student was Alexander the Great.
Liberal Education - an education on a higher level of thought, the value is intrinsic (within ourselves), connection between liberal education and leisure (opportunity to flourish).
Mechanical Education - education for a particular job, vocational education, a trade, the value is extrinsic (ex. we work because we need money). Grades are an extrinsic value in education.
Aristotle believes that education should be the same for all (public). We should not only want the best for our children, but should want the best for all children. Education should be in the hands of the state. Aristotle's goal in education is excellence. "Arete" is the Greek work for excellence or virtue. Aristotle believed that everyone ought to do what they were born to do. The individual achieving excellence coincides with society functioning. Education helps people figure out what they are supposed to do . People can only be happy once they have found their place in society.
Aristotle believed it was bad to be limited to a mechanical education, but mechanical is necessary for leisure. Aristotle points out that just as war is necessary for peace, work is necessary for leisure. Work is vital for society to function, but work is inferior to leisure. Some people, such as women, slaves and servants were not suited for much, but they would find their niche. These individuals would not be happy with lofty pursuits, so they were suited to provide the work that needed to be done, so others could enjoy leisurely pursuits.
"People of leisure" describes a person who has enough money not to worry about finding a job. This person is free to travel, write, and become educated. They are able to do things to pursue happiness. We discussed why Aristotle chose the term "liberal". We decided that it meant a person is free to liberate themselves and be free from the structure of mechanical work. Certain aspects of a mechanical education are necessary in a liberal education. Reading and writing are considered mechanical skills, but they must be mastered to learn or pursue other interests. We discussed how these elements are seen today in Liberal Arts Programs. Students study a variety of subjects that may not seem immediately useful, but the study of these subjects will make a person well rounded and more adaptable.
Leisure may turn into mechanical. Dr. Pope gave the example of working at the bookstore. He explained that he loves books, but when he started comparing the prices of the book to the amount of money he made, or when he became frustrated with shelving books or with sales contests, the job was no longer joyful or delightful, hence it became mechanical.
Once we had completed our discussion of Aristotle, we turned our attention to John Dewey's Education for Labor and Leisure. Dr. Pope pointed out that Dewey is known as the philosopher of American Education and has had a great impact on schools and education. Dr. Pope also explained that Dewey tries to resolve conflict in his writing. He usually states two opposing ideas, explains each idea, explains the differences in the ideas, and states his view at the end. Dewey attempts to see the good and bad in both points of view.
In the Education for Labor and Leisure, Dewey struggles with the conflict of liberal v. mechanical education. Dewey disagrees with Aristotle's view of education. He believes that liberal and mechanical educations should work hand in hand. In a democracy we should not separate classes, but promote both liberal and mechanical positions. Dewey views the separation of classes as undemocratic. Dewey believes that the ultimate goal of education should be to get all people to act intelligently. We need to project aims and figure out ways to achieve those aims.
Dewey says a strictly mechanical education is bad because:
1. It limits opportunity. If you only know how to do one thing and you lose that job, you are not qualified for any other type of employment.
2. The narrow skill set can blind you from understanding how it fits into society. This mind-set suppresses creativity and limints new ideas.
We tend to believe that certain jobs are better than others. 3 ways to overcome this are:
1. understanding how jobs are interconnected to make society functional
2. remembering that mechanical jobs require intellect also
3. deglamorize certain professions that are viewed highly such as professional athletes and musicians.
Our society tends to enforce the importance of earning a paycheck (the BIGGER the better!) This is not good. People need to take pride in their work and not just do it for the money. Dewey views this as a societal failure rather than an individual failure. Instead we should recognize the value in all occupations and acknowledge the shared interests among humans to make a society better. Dewey states that working just for a wage is immoral. As educators we need to teach that all jobs are useful and beneficial to society. We should not teach that certain jobs are better than others.
Ethics Intro...
Dr. Pope gave an introduction to Ethics (which we will dive into next week).
3 questions to ask yourself about ethics:
1. Is an ethical claim possible?
2. What are they?
3. Are they claims of fact or preference? (Ethical claims are not either of these, but we try to reduce them to this.)
Ethical claims are normative and make a statement fo what to do.
Compiled by Cathy Lewis and Anna Richards
Dr. Pope started out the class on Wednesday, January 28 by announcing that he had made revisions to the class schedule. Please see the new reading schedule posted on this blog. The revisions will allow us time to catch up. Dr. Pope has added two links on the blog to articles he would like us to read. Dr. Pope also announced that the law presentations are now due 2/25/09 and 3/4/09...and there was great rejoicing!
We then began discussing the reading of Aristotle's Liberal v. Mechanical Education. Dr. Pope gave a little history of Plato and Aristotle's relationship. Plato was Aristotle's teacher, but Aristotle ends up disagreeing with Plato. Aristotle's star student was Alexander the Great.
Liberal Education - an education on a higher level of thought, the value is intrinsic (within ourselves), connection between liberal education and leisure (opportunity to flourish).
Mechanical Education - education for a particular job, vocational education, a trade, the value is extrinsic (ex. we work because we need money). Grades are an extrinsic value in education.
Aristotle believes that education should be the same for all (public). We should not only want the best for our children, but should want the best for all children. Education should be in the hands of the state. Aristotle's goal in education is excellence. "Arete" is the Greek work for excellence or virtue. Aristotle believed that everyone ought to do what they were born to do. The individual achieving excellence coincides with society functioning. Education helps people figure out what they are supposed to do . People can only be happy once they have found their place in society.
Aristotle believed it was bad to be limited to a mechanical education, but mechanical is necessary for leisure. Aristotle points out that just as war is necessary for peace, work is necessary for leisure. Work is vital for society to function, but work is inferior to leisure. Some people, such as women, slaves and servants were not suited for much, but they would find their niche. These individuals would not be happy with lofty pursuits, so they were suited to provide the work that needed to be done, so others could enjoy leisurely pursuits.
"People of leisure" describes a person who has enough money not to worry about finding a job. This person is free to travel, write, and become educated. They are able to do things to pursue happiness. We discussed why Aristotle chose the term "liberal". We decided that it meant a person is free to liberate themselves and be free from the structure of mechanical work. Certain aspects of a mechanical education are necessary in a liberal education. Reading and writing are considered mechanical skills, but they must be mastered to learn or pursue other interests. We discussed how these elements are seen today in Liberal Arts Programs. Students study a variety of subjects that may not seem immediately useful, but the study of these subjects will make a person well rounded and more adaptable.
Leisure may turn into mechanical. Dr. Pope gave the example of working at the bookstore. He explained that he loves books, but when he started comparing the prices of the book to the amount of money he made, or when he became frustrated with shelving books or with sales contests, the job was no longer joyful or delightful, hence it became mechanical.
Once we had completed our discussion of Aristotle, we turned our attention to John Dewey's Education for Labor and Leisure. Dr. Pope pointed out that Dewey is known as the philosopher of American Education and has had a great impact on schools and education. Dr. Pope also explained that Dewey tries to resolve conflict in his writing. He usually states two opposing ideas, explains each idea, explains the differences in the ideas, and states his view at the end. Dewey attempts to see the good and bad in both points of view.
In the Education for Labor and Leisure, Dewey struggles with the conflict of liberal v. mechanical education. Dewey disagrees with Aristotle's view of education. He believes that liberal and mechanical educations should work hand in hand. In a democracy we should not separate classes, but promote both liberal and mechanical positions. Dewey views the separation of classes as undemocratic. Dewey believes that the ultimate goal of education should be to get all people to act intelligently. We need to project aims and figure out ways to achieve those aims.
Dewey says a strictly mechanical education is bad because:
1. It limits opportunity. If you only know how to do one thing and you lose that job, you are not qualified for any other type of employment.
2. The narrow skill set can blind you from understanding how it fits into society. This mind-set suppresses creativity and limints new ideas.
We tend to believe that certain jobs are better than others. 3 ways to overcome this are:
1. understanding how jobs are interconnected to make society functional
2. remembering that mechanical jobs require intellect also
3. deglamorize certain professions that are viewed highly such as professional athletes and musicians.
Our society tends to enforce the importance of earning a paycheck (the BIGGER the better!) This is not good. People need to take pride in their work and not just do it for the money. Dewey views this as a societal failure rather than an individual failure. Instead we should recognize the value in all occupations and acknowledge the shared interests among humans to make a society better. Dewey states that working just for a wage is immoral. As educators we need to teach that all jobs are useful and beneficial to society. We should not teach that certain jobs are better than others.
Ethics Intro...
Dr. Pope gave an introduction to Ethics (which we will dive into next week).
3 questions to ask yourself about ethics:
1. Is an ethical claim possible?
2. What are they?
3. Are they claims of fact or preference? (Ethical claims are not either of these, but we try to reduce them to this.)
Ethical claims are normative and make a statement fo what to do.
Compiled by Cathy Lewis and Anna Richards
Thursday, January 29, 2009
S&S Chapters 1-4: Reaction
In class last Tuesday we were discussing how to be ethical but also be just. The topic of what to do when you are faced with a situation and do you base it on the consequences of what may happen or you do never take into consideration the certain case. I know I was very adament in my choice to fail the basketball player who got help on his paper, but I also know that there are times when you have to a little more indiviual when dealing with situations. I believe that in this case, the student deserved to fail, because he had done something he knew he should not have and therefore should face the consequences. Yes, he will probably be kicked off the team and that would ruin the whole season, but he should want to focus on his game as much as his school work. He is in school, and that means he's there to get an education, not just play ball. I have seen people in this situation before and yes, they got kicked off their team, but life moved forward, it did not stop because this one player could not play anymore. Just because someone is a good kid or contributes in other ways, they still know the rules and must take responsibility for their actions.
Having said that, I have also seen cases where teachers will let students try again. I have been in this place before. I submitted a project that I thought was great, but I just did not understand it fully, and the teacher gave me another chance. In cases like this or ones where the student has gone through personal struggles, I think they should be given one more chance. Only one more chance though, and then they will be stuck with whatever grade they are given.
I know that I am going to have more respect for a teacher who sticks to the same rules for everyone and doesn't pick favorites, like the star of the basketball team.
Having said that, I have also seen cases where teachers will let students try again. I have been in this place before. I submitted a project that I thought was great, but I just did not understand it fully, and the teacher gave me another chance. In cases like this or ones where the student has gone through personal struggles, I think they should be given one more chance. Only one more chance though, and then they will be stuck with whatever grade they are given.
I know that I am going to have more respect for a teacher who sticks to the same rules for everyone and doesn't pick favorites, like the star of the basketball team.
Wednesday, January 28, 2009
Class Summary for 1-27-09, Part I
A. Plato, Turning the Psyche
- This reading is a part of Plato's Republik in which he wrestles with the question "What is Justice?" His writing is in the form of a Socratic dialogue in which Socrates questions and discusses topics with Glaucon. The two ruminate on philosophy, education, law etc...
- Socrates poses the question "What is good?" The two decide that goodness can be pleasure though pleasure may also cause harm to others and is not always good.
- Goodness can also derive from knowledge. As light helps us to see, so does knowledge reveal goodness. There seems to be some intrinsic, human value system that determines goodness.
- Socrates describes a line divided into four parts: Imagination, Belief, Thought and Understanding. Imagination is the lowest element on the line. The difference in imagination and belief is the difference between fantasy and reality
- Thought is higher on the line than Belief because science is required to derive thought from belief.
- Finally, Understanding is the highest element on the line. Understanding is derived from thought and is only realized by the use of mathematics, quantitative logic.
- In education, the idea is to move up Plato's line in order to become more intelligent.
Plato's "Allegory of the Cave"
- The Setting: A large cave in which people are chained to the ground facing a large wall. There is a large fire behind the chained people which displays shadows on the wall for the chained people to view. Between the fire and chained people are other people carrying clay figures and talking to one another. For the chained people, all they know is their existence in this cave setting.
- Some chained people come loose of their chains and face the fire. At first it hurts their eyes. They then make their way out of the cave and are blinded by the sun. Once their eyes focus, they experience the natural world for the first time. They see trees, animals, the sun, moon, stars and are overwhelmed with their new perspective.
- The "free" people return to the cave to tell the others about what they see. Those who have remained chained to the cave floor do not believe the newly educated people. They harass them for believing in this new world.
- Plato likens the "free" people and their duty to teach others as the job of a teacher, though he/she may be rejected for attempting to educate.
Aristotle, Mechanical vs. Liberal Education
- One thing Aristotle wants to know is what is the nature of leisure time? What should leisure entail? He concludes that real leisure time is to be used to contemplate the meaning of life. Music, Art, Dance, Theater, other physical pursuits...all of these reveal something about the nature of what it means to be human. Leisure time is a chance for individuals to explore what each of these activities says about life. Leisure time liberates us by enhancing our knowledge about life. In a Platonic sense, leisure sheds light on life.
- Aristotle proposes that an education should also shed light on life in order to liberate humanity. This is the root of the term "liberal arts". The study of the liberal arts is in opposition to the idea of an education strictly for "mechanical" pursuits or in order to have a job. By having a knowledge of the reasons and overall moral and social objectives of work, one is liberated from having a job strictly to make a wage or to progress up a corporate ladder. Being liberated is also a way to be free of "death grip" oversight by a monarchical boss.
- So, education should be molded in the form of the government and should be public. Curriculum focuses should be on reading, writing, gym and music (sometimes drawing) though one subject should not be imbalanced unless the learner shows special qualities in the discipline. Overall, everyone should have at least an appreciation of each subject.
The purposes of higher education
While browsing my Google reader, I ran across this blog entry from Stanley Fish, who laments the decline of the university from (as Aristotle would put it) cultivating people for leisure. An interesting reply can be found here, at DeanDad.
Who do you think Dewey would agree with?
Who do you think Dewey would agree with?
Revised Reading and Assignment Schedule
We're behind in both sections for various reasons, so I've revised the reading schedule. Also note that the law presentations have been moved back to give everyone a little more time to prepare.
| Date (Tues; Wed) | Reading/Discussion Topic | Assignment Due |
| 1/13; 1/14 | Course Intro/Framework | |
| 1/20; 1/21 | Curren: 1, 9, 11, 14 | |
| 1/27; 1/28 | | |
| 2/3; 2/4 | S&S 1, 2; Curren 39, 40 | |
| 2/10; 2/11 | S&S 3, 4; Curren 26, 27 | |
| 2/17; 2/18 | S&S 5; Curren 28, 32 | |
| 2/24; 2/25 | S&S 6, 7; Curren 20, 35, 38 | Law Presentations |
| 3/3; 3/4 | Curren 57,58, 59 | Law Presentations |
| 3/10; 3/11 | Curren 6, 18 | |
| 3/17; 3/18 | SPRING BREAK | |
| 3/24; 3/25 | Curren 43, 45, 49 | |
| 3/31; 4/1 | T&C Prologue, 1; Curren 51 | |
| 4/7; 4/8 | T&C 2,3 | |
| 4/14; 4/15 | T&C 4, 5; Curren 22, 23 | |
| 4/21; 4/22 | T&C Epilogue Curren 60 | |
| 5/1 | Final Exam Time for Tuesday Class | |
| 5/3 | Final Exam Time for Wednesday Class | |
Tuesday, January 27, 2009
Ethics, Dewey, Aristotle, and Plato discussion.
Tonight’s discussion about ethics, Plato, Dewey and Aristotle appeared to be interesting with the numerous points brought up about the law, consequences and the four steps to knowledge (imagination, belief, thought and understanding). What shaped the four steps are things like imagination vs. reality, what people believe is true, abstract thought and reasoning. Plato’s belief that both understanding and thought are the two largest components of education helped to shape the field as we know it today.
The statement about how education serves as a complete transformation of a person can be taken for truth. Starting with elementary school and moving up through either college or graduate school, the knowledge that one attains helps to not only transform them, it also shapes their thinking for the most part. While it seems easy to claim that what knowledge one attains is hard to forget, there is also the truth that if you either let that knowledge cease by not using it, then there is the small chance that you will forget what you learn. For example, what someone mentioned about their father talking about parallel and perpendicular lines while working at the Bowater facility.
Often, there is a social division between those that are educated and those that are not. Dewey argues that a great majority of the working class have no insights into social pursuits. No matter where one goes in this country, there is often resentment (everywhere) between those who are fortunate enough to get a liberal arts education in college and the rest of society that opted to straight to work after high school.
Finally, what is the right thing to do in school? Should be a question that students ask themselves before deciding to either cheat on a test or plagiarize their final paper. When it comes down to doling out punishment, there are two sides that teachers can take in dealing with a student who has been found guilty of an academic crime. Consequentialists like to believe that if the teacher lets the student get away with it, then the best thing to do is keep silent and hope that no one knows about the situation. On the other hand, non-consequentialists like to believe that the question “is the student actually learning anything by re-writing a paper going to teach them anything?” should be asked.
The statement about how education serves as a complete transformation of a person can be taken for truth. Starting with elementary school and moving up through either college or graduate school, the knowledge that one attains helps to not only transform them, it also shapes their thinking for the most part. While it seems easy to claim that what knowledge one attains is hard to forget, there is also the truth that if you either let that knowledge cease by not using it, then there is the small chance that you will forget what you learn. For example, what someone mentioned about their father talking about parallel and perpendicular lines while working at the Bowater facility.
Often, there is a social division between those that are educated and those that are not. Dewey argues that a great majority of the working class have no insights into social pursuits. No matter where one goes in this country, there is often resentment (everywhere) between those who are fortunate enough to get a liberal arts education in college and the rest of society that opted to straight to work after high school.
Finally, what is the right thing to do in school? Should be a question that students ask themselves before deciding to either cheat on a test or plagiarize their final paper. When it comes down to doling out punishment, there are two sides that teachers can take in dealing with a student who has been found guilty of an academic crime. Consequentialists like to believe that if the teacher lets the student get away with it, then the best thing to do is keep silent and hope that no one knows about the situation. On the other hand, non-consequentialists like to believe that the question “is the student actually learning anything by re-writing a paper going to teach them anything?” should be asked.
The Ethics of Teaching: Chapter One & Two
After reading chapters one and two in The Ethics of Teaching, I have found that it can be difficult to decide whether or not to use a “consequentialist” approach to teaching or a “non-consequentialist” approach. On one hand, decisions are based on the amount or type of consequence that would arise in a situation. On the other hand, decisions are not based on consequences at all, rather, they are based on respect for others, such as treating them how you would want to be treated, and doing what is morally right.
As future teachers, is it best for us to choose one approach over the other and stick by it no matter what? Or would it benefit us, as well as our students, to view each situation separately and base our decision on the circumstances? I have worked in a classroom setting as well as many other programs with children where I have found myself in several situations where I had to decide whether or not to punish a few students for their behavior, or the entire class. I have called students out and had them sit out of an activity (in a physical education setting/activity based program) as well as punished the whole class by limiting the time allowed for an activity or not allowing them to do the activity at all. In my experience, I have chosen to look at each situation separately from another and make my decision based on what happened. I feel that in certain cases, it is best to have the least amount of consequences possible, where other situations it might be best to do the right thing, no matter what the consequences are. Some cases have had positive results and some negative, but that is the chance I took when I made my decision. Should I rethink my methods of handling situations or would this approach benefit myself as well as my students?
As future teachers, is it best for us to choose one approach over the other and stick by it no matter what? Or would it benefit us, as well as our students, to view each situation separately and base our decision on the circumstances? I have worked in a classroom setting as well as many other programs with children where I have found myself in several situations where I had to decide whether or not to punish a few students for their behavior, or the entire class. I have called students out and had them sit out of an activity (in a physical education setting/activity based program) as well as punished the whole class by limiting the time allowed for an activity or not allowing them to do the activity at all. In my experience, I have chosen to look at each situation separately from another and make my decision based on what happened. I feel that in certain cases, it is best to have the least amount of consequences possible, where other situations it might be best to do the right thing, no matter what the consequences are. Some cases have had positive results and some negative, but that is the chance I took when I made my decision. Should I rethink my methods of handling situations or would this approach benefit myself as well as my students?
The readings in The Ethics of Teaching really made me think about what is right or wrong. Each scenario really made me think about how I would handle these situations as a teacher.
The situation between Cynthia and Henry made me see how both the "consequentialist" and "nonconsequentialist" views come into play with a situation. If Cynthia was to pass Henry knowing that he cheated, what would this teach him? Would he plagiarize again since he did not have to suffer any consequences? Cynthia mentioned this may be his only chance at being something, but what would he really be learning if she pretended he did not do anything wrong? The other side of this is what if Cynthia gives Henry a F and he has to drop out of college? Where would he go? I would not think that any teacher would want to see a student hit rock bottom. I can't answer which way I would go in this case, because I would have to really know a little more about Henry and his situation, however it does make me look at both options with questions.
The situation between Mr. Fuse and Alex. I clearly disagree with any teacher punishing the entire class for what one or several other students have done. I have seen this done in an elementary classroom. What are you telling the well behaved children when you punish them for something they did not do? They are suffering the same consequences as the children who mis-behaved are. Is this going to cause the well behaved children to begin acting out?
I found these readings to be interesting. I know as a teacher I will be faced with having to make difficult decisions. I also see where personal ideas and feelings can get in the way of what is right or wrong. My goal as a teacher is to be able to make the best decision for everyone involved.
Susan Baker
The situation between Cynthia and Henry made me see how both the "consequentialist" and "nonconsequentialist" views come into play with a situation. If Cynthia was to pass Henry knowing that he cheated, what would this teach him? Would he plagiarize again since he did not have to suffer any consequences? Cynthia mentioned this may be his only chance at being something, but what would he really be learning if she pretended he did not do anything wrong? The other side of this is what if Cynthia gives Henry a F and he has to drop out of college? Where would he go? I would not think that any teacher would want to see a student hit rock bottom. I can't answer which way I would go in this case, because I would have to really know a little more about Henry and his situation, however it does make me look at both options with questions.
The situation between Mr. Fuse and Alex. I clearly disagree with any teacher punishing the entire class for what one or several other students have done. I have seen this done in an elementary classroom. What are you telling the well behaved children when you punish them for something they did not do? They are suffering the same consequences as the children who mis-behaved are. Is this going to cause the well behaved children to begin acting out?
I found these readings to be interesting. I know as a teacher I will be faced with having to make difficult decisions. I also see where personal ideas and feelings can get in the way of what is right or wrong. My goal as a teacher is to be able to make the best decision for everyone involved.
Susan Baker
Moral Dilemmas in Teaching- Reading Reaction
After reading the first chapter in The Ethics of Teaching, the discussion of the consequentialist thinking versus the nonconsequentialist thinking paralleled with Kolhberg's three stages of moral reasoning. His stages include the preconventional stage, where the individual is looking to avoid punishment and seek reward, and this stage is usually associated with children. The second stage is the conventional stage, where society defines morality for the individual. People operate on a "Golden Rule" policy, and most do not advance past this stage. Lastly, the final moral stage is postconventional, where the individual uses his personal values to define morality for himself. Virtue is its own intrinsic reward.
When looking at these stages of moral reasoning in relation to the readings, it begs the question, how do we as teachers establish our moral codes? Some of us may reason in the conventional level and therefore prescribe to a nonconsequentialist view of thinking. Teachers have signed contracts to uphold the policies determined by the governing body. However, if some of us have attained the postconventional way of thought, then we have decided to define morals for ourselves and this will overlap in the classroom. The problem with this is that the rules a consequentialist prescribes to have no basis except in the individual's mind. Therefore, there is no "standard" for the moral reasoning, and the teacher will examine each case in an individual light. Soltis and Striker lay out their premise in the book, saying that morals can be discussed objectively and justifiably in a certain way, yet in a way this undermines Kolhberg's assumptions of the three stages of thinking.
I am interested in discussing more the "rational" way that ethics can be defined in relation to how other students perceive ethics. I know they are essential in the classroom, and how I choose to define my ethics will ultimately shape my classroom and my effectiveness as a teacher.
When looking at these stages of moral reasoning in relation to the readings, it begs the question, how do we as teachers establish our moral codes? Some of us may reason in the conventional level and therefore prescribe to a nonconsequentialist view of thinking. Teachers have signed contracts to uphold the policies determined by the governing body. However, if some of us have attained the postconventional way of thought, then we have decided to define morals for ourselves and this will overlap in the classroom. The problem with this is that the rules a consequentialist prescribes to have no basis except in the individual's mind. Therefore, there is no "standard" for the moral reasoning, and the teacher will examine each case in an individual light. Soltis and Striker lay out their premise in the book, saying that morals can be discussed objectively and justifiably in a certain way, yet in a way this undermines Kolhberg's assumptions of the three stages of thinking.
I am interested in discussing more the "rational" way that ethics can be defined in relation to how other students perceive ethics. I know they are essential in the classroom, and how I choose to define my ethics will ultimately shape my classroom and my effectiveness as a teacher.
Monday, January 26, 2009
Chapter 1 Ethics Response
When faced with the question of whether we will take the direction of practicing the Consequentialist Theory or Nonconsequentialist Theory as a teacher involves many different aspects. As a teacher, you always want to see your students succeed to their maximum potential. In the scenario involving Cynthia Allen and the basketball player, Henry, it seems that the teacher is stuck between a rock and a hard place. Since Henry clearly plagiarized in his paper, Cynthia has an obligation with the institution to report his plagiarism. But if she reports him, she knows the consequences Henry will have to face, which may potentially ruin any of his chances of a successful future.
As a future teacher, I know I will be faced with situations where I will have to decide on whether I should uphold my obligation to an institution or consider the harmful consequences that will effect a student and do what is best for them. Although both of these theories make good points, I feel that I will have a sense of remorse no matter which way I decide to go. If I decide to uphold my obligation to an institution, then I have been honest with myself and my place of work; but I have also taken away the one chance the student had to really make something of his/her life. I feel like in each case there is something to be gained and lost on both ends.
It can be confusing about what is ethical. Sometimes, it comes down to personal opinion. As the author states, "Doesn't it really just come down to what one believes is right or wrong? Isn't it wrong for one person to try to impose his or her values on someone else?" Personally, I believe deciding on what is ethical comes down to the Golden Rule: Treat others the way you want to be treated. As educators, we will have to really think about our ethical decisions we will be faced with. Decisions we make will effect many others around us, which is why it is important that we thoroughly think about our decisions before we hastily make them. When Ms. Jones lied to Johnnie's father, it would potentially effect many people: Johnny, his father, his classmates, their parents, and the school.
I can see why it's hard to strictly say you are a Consequentialist or a Nonconsequentialist, for it depends on the situation. The principle of benefit maximization initially seems the best possible way to go about things. But once again, the author states that sometimes this can be turned around for the negative. Depending on your view of what is morally or ethically correct/acceptable depends on the individual. I have used the benefit maximization principle in my classroom of 2-year-olds. When making any decision, whether it be disciplinary or event planning, I initially think of what is best for my class as a whole? In a way, this principle may be a case of trial and error. What I initially think will benefit my class may end up not being the case.
As a future teacher, I know I will be faced with situations where I will have to decide on whether I should uphold my obligation to an institution or consider the harmful consequences that will effect a student and do what is best for them. Although both of these theories make good points, I feel that I will have a sense of remorse no matter which way I decide to go. If I decide to uphold my obligation to an institution, then I have been honest with myself and my place of work; but I have also taken away the one chance the student had to really make something of his/her life. I feel like in each case there is something to be gained and lost on both ends.
It can be confusing about what is ethical. Sometimes, it comes down to personal opinion. As the author states, "Doesn't it really just come down to what one believes is right or wrong? Isn't it wrong for one person to try to impose his or her values on someone else?" Personally, I believe deciding on what is ethical comes down to the Golden Rule: Treat others the way you want to be treated. As educators, we will have to really think about our ethical decisions we will be faced with. Decisions we make will effect many others around us, which is why it is important that we thoroughly think about our decisions before we hastily make them. When Ms. Jones lied to Johnnie's father, it would potentially effect many people: Johnny, his father, his classmates, their parents, and the school.
I can see why it's hard to strictly say you are a Consequentialist or a Nonconsequentialist, for it depends on the situation. The principle of benefit maximization initially seems the best possible way to go about things. But once again, the author states that sometimes this can be turned around for the negative. Depending on your view of what is morally or ethically correct/acceptable depends on the individual. I have used the benefit maximization principle in my classroom of 2-year-olds. When making any decision, whether it be disciplinary or event planning, I initially think of what is best for my class as a whole? In a way, this principle may be a case of trial and error. What I initially think will benefit my class may end up not being the case.
Sunday, January 25, 2009
Class on Wednesday, January 21 began with a brief review of conservation and liberal perspectives on schooling, and an introduction to the radical perspective. These notes are available in the class summary for 1/13 & 1/14 prepared by Professor Pope. The class then began our discussion on our first assigned readings.
“The safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato.”~ Alfred North Whitehead, Process and Reality, p. 39 [Free Press, 1979];
Plato is considered to be the most famous essential reading for Western thought. Socrates, Plato’s teacher, is the main character, or mouthpiece for most of Plato’s works. The question/answer format in this work is known as the Socratic Method. In Book IV of the Republic, Socrates is having a conversation with Glaucon. Plato begins Republic with discussions about justice. For Plato, justice is harmony between Truth, government, and the individual. He also considers philosophical questions such as how do we know our form of government is the best one? Plato believes that government laws should be bigger that the actual government itself. Government should represent or mirror the way that things are in the world. Plato believes that education should be in the hands of the state since the point of education is the betterment or furthering of the state.
Plato’s Republic, Book VI
Form of the Good: what makes something good? Plato says that knowledge is better than pleasure, as animals can experience pleasure. Pleasure is “beneath” us. Knowledge is what sets humans apart from animals. Humans have the ability to discern truth and recognize good (which is not the same as pleasure). For example, even though exercise can be painful, it is good. The Good makes knowledge possible because knowledge depends on discerning better things from worse things. Knowledge shouldn’t be from things that are not true. We can believe in things that aren’t true but we can’t know (understand) things that aren’t true. Consider the following analogy:
Good : true :: not good : false
The Good is that which makes all other things (like achieving understanding) possible: “[s]o that what gives truth to the things known and the power to know to the knower is the form of the good” (p.18). It can be seen from this how Plato’s works could have influenced the early Christian theologians.
Book six ends with the divided line, which represents the order of being from least real to most real, and can be represented as a follows:
Understanding: Reach this level through reason; Plato thought this to be found in math; most real
Thought: Scientific level- non-physical concepts that underlie our physical reality
Belief: physical & practical existence, even though we may not have experience with them
Imagination: least real; may be not true; art (mere representations of real things)
Consider the following analogy:
Belief : Applied Science (technology) :: Thought : Pure Science (laws/rules that make science possible)
Catapult (technology) Laws of gravity (pure science)
Plato believed we should order our souls according to the divided line; also, we may make the connection between the line and the phases of education. Plato believed that understanding should guide our actions, not our beliefs.
Plato’s Republic, Book VII
The Cave: one of the most famous images of western thought. This is not just an educational metaphor, but a social metaphor as well. It can be considered an allegory. For an image of the cave, click here. (Thanks to Jennette Watts for telling us about the online picture, for we are not art students.) The picture is different from the one we drew in class, but is still a good visual reminder of the cave.
Plato sets the scene by describing the group of prisoners who have been chained by their necks and legs in the cave since childhood. They can see only what is in front of them, since their bonds keep them from being able to turn. The only light comes from a fire burning behind them and above them. A path between the prisoners and the fire is walked by other people whose shadows are cast on the wall in front of the prisoners. Some carry “artifacts”, and some are talking. The images on the wall are the only things the prisoners can take as their “truth”.
When a prisoner is freed of his shackles, he walks around in the cave for a while, and is blinded by the fire within the cave. When he looks at the real objects (artifacts) whose shadows he has seen before, he would still believe at first that the shadow was the truth. Once his eyes adjust to that, he sees another light, which he doesn’t know yet to be the sun, peeking into the cave. Once he gets outside, he is blinded yet again by a much brighter light. He spends a great deal of time looking at shadows outside, just as he spent a great deal of time looking at shadows in the cave when he was a prisoner. Once his eyes are adjusted, the prisoner can look at actual things, and eventually the sun. Plato infers that the adjustment to the lights are arduous, confusing, and takes time.
Once the guy spends time outside and sees the Light (the Good), he has an obligation to go back to the cave and “educate” those captive in the cave of the Light. He cannot go back and be a prisoner anymore, because he has been transformed. He will have to readjust to the cave, after being out in the Light. At first, his eyes would be filled with darkness, and the other prisoners would ridicule him and say that he had lost his sight/vision on his trip upward. Because they have never seen the Light, only very vague shadows, the prisoners will not believe their “teacher.” The prisoners may only be freed through an internal change first and someone who helps them get out of the cave (the “teacher”).
Plato’s cave allegory is the fuel for the contemporary understandings of education. To be freed from his shackles and leave the cave, the person must turn his whole self around towards the light, not just his head. In order to be truly educated, the whole self must be transformed. Real education involves a complete transformation; it changes who you are. Although pain is involved in the education process, it’s better than living “in the dark.” This freedom only comes by believing in those who have left the cave and returned with new knowledge (teachers). The chains cannot come off if one continues to be biased, prejudiced, and have preconceived notions. Plato believes that no one is left from being transformed: “…the power to learn is present in everyone’s soul and that the instrument with which each learns is like an eye that cannot be turned around from darkness to light without turning the whole body” (p. 22).
Summary compiled by Rebekah Basler and Janet Steele
“The safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato.”~ Alfred North Whitehead, Process and Reality, p. 39 [Free Press, 1979];
Plato is considered to be the most famous essential reading for Western thought. Socrates, Plato’s teacher, is the main character, or mouthpiece for most of Plato’s works. The question/answer format in this work is known as the Socratic Method. In Book IV of the Republic, Socrates is having a conversation with Glaucon. Plato begins Republic with discussions about justice. For Plato, justice is harmony between Truth, government, and the individual. He also considers philosophical questions such as how do we know our form of government is the best one? Plato believes that government laws should be bigger that the actual government itself. Government should represent or mirror the way that things are in the world. Plato believes that education should be in the hands of the state since the point of education is the betterment or furthering of the state.
Plato’s Republic, Book VI
Form of the Good: what makes something good? Plato says that knowledge is better than pleasure, as animals can experience pleasure. Pleasure is “beneath” us. Knowledge is what sets humans apart from animals. Humans have the ability to discern truth and recognize good (which is not the same as pleasure). For example, even though exercise can be painful, it is good. The Good makes knowledge possible because knowledge depends on discerning better things from worse things. Knowledge shouldn’t be from things that are not true. We can believe in things that aren’t true but we can’t know (understand) things that aren’t true. Consider the following analogy:
Good : true :: not good : false
The Good is that which makes all other things (like achieving understanding) possible: “[s]o that what gives truth to the things known and the power to know to the knower is the form of the good” (p.18). It can be seen from this how Plato’s works could have influenced the early Christian theologians.
Book six ends with the divided line, which represents the order of being from least real to most real, and can be represented as a follows:
Understanding: Reach this level through reason; Plato thought this to be found in math; most real
Thought: Scientific level- non-physical concepts that underlie our physical reality
Belief: physical & practical existence, even though we may not have experience with them
Imagination: least real; may be not true; art (mere representations of real things)
Consider the following analogy:
Belief : Applied Science (technology) :: Thought : Pure Science (laws/rules that make science possible)
Catapult (technology) Laws of gravity (pure science)
Plato believed we should order our souls according to the divided line; also, we may make the connection between the line and the phases of education. Plato believed that understanding should guide our actions, not our beliefs.
Plato’s Republic, Book VII
The Cave: one of the most famous images of western thought. This is not just an educational metaphor, but a social metaphor as well. It can be considered an allegory. For an image of the cave, click here. (Thanks to Jennette Watts for telling us about the online picture, for we are not art students.) The picture is different from the one we drew in class, but is still a good visual reminder of the cave.
Plato sets the scene by describing the group of prisoners who have been chained by their necks and legs in the cave since childhood. They can see only what is in front of them, since their bonds keep them from being able to turn. The only light comes from a fire burning behind them and above them. A path between the prisoners and the fire is walked by other people whose shadows are cast on the wall in front of the prisoners. Some carry “artifacts”, and some are talking. The images on the wall are the only things the prisoners can take as their “truth”.
When a prisoner is freed of his shackles, he walks around in the cave for a while, and is blinded by the fire within the cave. When he looks at the real objects (artifacts) whose shadows he has seen before, he would still believe at first that the shadow was the truth. Once his eyes adjust to that, he sees another light, which he doesn’t know yet to be the sun, peeking into the cave. Once he gets outside, he is blinded yet again by a much brighter light. He spends a great deal of time looking at shadows outside, just as he spent a great deal of time looking at shadows in the cave when he was a prisoner. Once his eyes are adjusted, the prisoner can look at actual things, and eventually the sun. Plato infers that the adjustment to the lights are arduous, confusing, and takes time.
Once the guy spends time outside and sees the Light (the Good), he has an obligation to go back to the cave and “educate” those captive in the cave of the Light. He cannot go back and be a prisoner anymore, because he has been transformed. He will have to readjust to the cave, after being out in the Light. At first, his eyes would be filled with darkness, and the other prisoners would ridicule him and say that he had lost his sight/vision on his trip upward. Because they have never seen the Light, only very vague shadows, the prisoners will not believe their “teacher.” The prisoners may only be freed through an internal change first and someone who helps them get out of the cave (the “teacher”).
Plato’s cave allegory is the fuel for the contemporary understandings of education. To be freed from his shackles and leave the cave, the person must turn his whole self around towards the light, not just his head. In order to be truly educated, the whole self must be transformed. Real education involves a complete transformation; it changes who you are. Although pain is involved in the education process, it’s better than living “in the dark.” This freedom only comes by believing in those who have left the cave and returned with new knowledge (teachers). The chains cannot come off if one continues to be biased, prejudiced, and have preconceived notions. Plato believes that no one is left from being transformed: “…the power to learn is present in everyone’s soul and that the instrument with which each learns is like an eye that cannot be turned around from darkness to light without turning the whole body” (p. 22).
Summary compiled by Rebekah Basler and Janet Steele
Friday, January 23, 2009
Ethics Response
Chapter 1, What This Book is About, in The Ethics of Teaching has really made me think about ethics and what I would do in certain situations such as the first case study. It is important to resist knee-jerk reactions – the student plagiarized; ergo he fails the class. Ethics are not black and white, and as the authors state ethics and decision making are about more than following the rules. However, by not following the rules, do we compromise our integrity or the integrity of the institution?
Although the example in the first case study is an extreme example with serious consequences, it helps me realize that as a teacher I will come across situations where I will face the dilemma of doing what is in the best interest of a student and following the rules or guidelines of an institution. I believe that most of us are a combination of consequentialists and nonconsequentialists, and neither type of ethical-thinking fits all situations or all individuals. I have to decide if some ethical ideals I hold are not actual personal values. The authors pose the question “Isn’t it wrong for one person to try to impose his or her values on someone else?”
I found the principle of benefit maximization to be very intriguing. If decisions should result in the most good for the greatest number of people, then ethical-decision making should not be taken lightly. In the first case study the teacher would need to consider herself, all the other teachers, the student, his family, school administrators, classmates, and other people that we cannot begin to realize will be affected. Our actions have far-reaching ramifications which will make our ethical decisions so important. I feel this is an overwhelming reality.
Although the example in the first case study is an extreme example with serious consequences, it helps me realize that as a teacher I will come across situations where I will face the dilemma of doing what is in the best interest of a student and following the rules or guidelines of an institution. I believe that most of us are a combination of consequentialists and nonconsequentialists, and neither type of ethical-thinking fits all situations or all individuals. I have to decide if some ethical ideals I hold are not actual personal values. The authors pose the question “Isn’t it wrong for one person to try to impose his or her values on someone else?”
I found the principle of benefit maximization to be very intriguing. If decisions should result in the most good for the greatest number of people, then ethical-decision making should not be taken lightly. In the first case study the teacher would need to consider herself, all the other teachers, the student, his family, school administrators, classmates, and other people that we cannot begin to realize will be affected. Our actions have far-reaching ramifications which will make our ethical decisions so important. I feel this is an overwhelming reality.
Class Reaction The Cave and Diets
The Cave allegory serves as a way to stress the importance of experience in education. I often have a battle with fellow dietitians who seem to fair on the side that you do not have to have life experience to be an educator. As a formerly obese person who is a ironman RD that specializes in weight management and sports nutrition I always have the thought and belief that I am a more beneficial educator with my patient population than those who do not have the same life experience. I was chained and released by my free will. I was "made fun of" and harassed by roommates who could not understand why mac and cheese was not my favorite food anymore and I consistently go back into the "cave" and reemerge into the light when I slide on my wellness goals. But sometimes, going back into the cave and attempting to educate those about the true reality of healthy living I reemerge from the cave and see new reality. I not only see my struggles but their struggles and next time I enter the cave to educate I have more fuel to help the others unchain their self from ignorance.
On a lighter note I have identified the false prophets in my arena of expertise. They are Dr.Atkins, The Grapefruit Diet, the Ice Cream Diet, and the colon cleanser/fasting cults. Those false prophets DISTRACT from reality and the brightness of the light outside the cave.
On a lighter note I have identified the false prophets in my arena of expertise. They are Dr.Atkins, The Grapefruit Diet, the Ice Cream Diet, and the colon cleanser/fasting cults. Those false prophets DISTRACT from reality and the brightness of the light outside the cave.
Thursday, January 22, 2009
conserative/liberal/radical
First, I would like to comment on how impressed I was with all of my classmates during last night's discussion. There were so many insightful thoughts and comments on both the conservative/liberal/radical perspectives and the reaction to Plato's work. Many times I was provoked to consider ideas that had not occurred to me before the class discussion. I find it interesting and beneficial to learn how we each interpret ideas in our own ways.
I have thought a lot about the conservative, liberal, and radical perspectives since we began our discussion on this topic. I have decided that I do not subscribe completely to any one of these ideas. I find it almost impossible that any person could solely categorize themselves as a conservative, liberal, or radical. Life is just too complicated to make such stark distinctions. Surely, we can learn, appreciate, or agree with aspects of each approach.
I will say that in the past I have had a negative opinion of the "Marxist perspective." However, given the state of the current economic and social crisis that our nation faces, I have come to recognize some truth in the radical belief system. I believe that this crisis has exposed many flaws in our capitalist system. Flaws that have always been present but are now glaringly obvious. For instance, the class war is alive and well and the disparity of wealth is more skewed than ever. Just as the radical view suggests, the wealthy and powerful have promoted their own interests with no regard for the "little guy."
I know that this is a very cynical point of view, but I can understand what it is about. I do believe that our capitalist society is in serious distress right now. I do not believe, as Marx suggests, that it will be broken entirely. It does seem, however, that the greed and excess that our society values has proven to be self-destructive. I strongly believe that there is going to be a shift away from the more, more, more attitude that has prevailed for so long. And....that is not necessarily a bad thing in my estimation.
I have thought a lot about the conservative, liberal, and radical perspectives since we began our discussion on this topic. I have decided that I do not subscribe completely to any one of these ideas. I find it almost impossible that any person could solely categorize themselves as a conservative, liberal, or radical. Life is just too complicated to make such stark distinctions. Surely, we can learn, appreciate, or agree with aspects of each approach.
I will say that in the past I have had a negative opinion of the "Marxist perspective." However, given the state of the current economic and social crisis that our nation faces, I have come to recognize some truth in the radical belief system. I believe that this crisis has exposed many flaws in our capitalist system. Flaws that have always been present but are now glaringly obvious. For instance, the class war is alive and well and the disparity of wealth is more skewed than ever. Just as the radical view suggests, the wealthy and powerful have promoted their own interests with no regard for the "little guy."
I know that this is a very cynical point of view, but I can understand what it is about. I do believe that our capitalist society is in serious distress right now. I do not believe, as Marx suggests, that it will be broken entirely. It does seem, however, that the greed and excess that our society values has proven to be self-destructive. I strongly believe that there is going to be a shift away from the more, more, more attitude that has prevailed for so long. And....that is not necessarily a bad thing in my estimation.
Thoughts on Weds. 1/21/2009 discussion.
I just wanted to leave a thought about our discussion(s) from last night.
Plato used the allegory of the cave and as I thought about it it sort of applies to myself and possibly some of you. In my own experience I have arrived at returning to school because I have been 'out of the cave' and witnessed life. I got my B.A. have been out in the working world as a supervisor at a trucking company, EMT, and now as a teaching assistant.
Due to my previous poor performance in college and working jobs that were not necessarily where I wanted to be in life I have come to finally realize the power of a valuing ones education.
As a perspective early childhood educator (sort of a return to the cave) part of my mission is to instill in my students not only an ability to learn, but a desire to learn and be successful.
Additionally, there was discussion of the Radical and how they point out flaws in the system, but seemingly don't offer solutions. So, how are we supposed to change society from the idea of needing riches to the idea of being happy. I think to change this type of thinking it has to start primarily at home. However, it can be aided through the efforts of us as individual teachers. Along with getting children to value education and desire to succeed in it we can also discuss with them the idea of humility. Countless times I have witnessed teachers give an assignment and pair up or group children to work together. Almost 75% of the time the work turns into a competition. Who can finish first, who can get the most correct, etc. If we can in addition to teaching get children to be happy with completing a task rather than completing it first or best I think we will have taken a step in the right (Radical) direction.
Plato used the allegory of the cave and as I thought about it it sort of applies to myself and possibly some of you. In my own experience I have arrived at returning to school because I have been 'out of the cave' and witnessed life. I got my B.A. have been out in the working world as a supervisor at a trucking company, EMT, and now as a teaching assistant.
Due to my previous poor performance in college and working jobs that were not necessarily where I wanted to be in life I have come to finally realize the power of a valuing ones education.
As a perspective early childhood educator (sort of a return to the cave) part of my mission is to instill in my students not only an ability to learn, but a desire to learn and be successful.
Additionally, there was discussion of the Radical and how they point out flaws in the system, but seemingly don't offer solutions. So, how are we supposed to change society from the idea of needing riches to the idea of being happy. I think to change this type of thinking it has to start primarily at home. However, it can be aided through the efforts of us as individual teachers. Along with getting children to value education and desire to succeed in it we can also discuss with them the idea of humility. Countless times I have witnessed teachers give an assignment and pair up or group children to work together. Almost 75% of the time the work turns into a competition. Who can finish first, who can get the most correct, etc. If we can in addition to teaching get children to be happy with completing a task rather than completing it first or best I think we will have taken a step in the right (Radical) direction.
Wednesday, January 21, 2009
The Path Walkers
One of the last questions raised in class tonight (Jan. 21) pertained to the people who were walking along the path in front of the fire. Who do they represent? Since Plato does not provide much information about these people, we are left to speculate. Also, since this allegory can be representative of many aspects of society (religion, education, politics, etc), perhaps these people could be false prophets. I refer to false prophet in both a religious and political context (for political see demagogy: http://www.reference.com/search?q=False+prophet). These false prophets may think they know the truth and do have some idea of what truth is but do not know truth in it's entirety. They are more knowledgeable than the prisoners because they realize a greater truth exists but they are still prisoners in a sense that they do not know the ultimate truth (what exists outside of the cave).
Plato fails to mention whether these people have been outside of the cave or not. Suppose these people have been outside of the cave. If these people or false prophets as I have proposed here, have been outside of the cave, then, they could have possibly brought objects back into the cave with them and now use them to deceive the people. Perhaps they could be purposefully deceiving the people or possibly unknowingly deceiving them (if they are in fact deceiving them at all). As with false prophets, they may be putting forth the truth to the best of their ability (or what they believe to be true) unaware that an even greater truth exists or falsely representing the truth altogether for their own reasons.
Plato fails to mention whether these people have been outside of the cave or not. Suppose these people have been outside of the cave. If these people or false prophets as I have proposed here, have been outside of the cave, then, they could have possibly brought objects back into the cave with them and now use them to deceive the people. Perhaps they could be purposefully deceiving the people or possibly unknowingly deceiving them (if they are in fact deceiving them at all). As with false prophets, they may be putting forth the truth to the best of their ability (or what they believe to be true) unaware that an even greater truth exists or falsely representing the truth altogether for their own reasons.
Tuesday, January 20, 2009
Plato Response
As I read Plato's Turning the Psyche I was overwhelmed by the clarity and relevance of his piece. Written thousands of years ago, Plato's work is incredibly meaningful to our modern society. As I watched President Obama speak today about our Nation's financial crisis, I could not help but reflect on Plato's work. Plato says "This is how it is. If you can find a way of life that's better than ruling for the prospective rulers, your well-governed city will be a possibility, for only in it will the truly rich rule-not those who are rich in gold but those who are rich in the wealth that the happy must have, namely, a good and rational life. But if beggars hungry for private goods go into public life, thinking that the good is there for the seizing, then the well-governed city is impossible, for the ruling is something fought over, and this civil and domestic war destroys these people and the rest of the city as well." How unbelievably poignant given the situation that our Nation faces today. More than 3000 years ago Plato insightfully outlined the danger of rulers and governments who value greed and excess. The true irony here is how many times we have seen this scenario of greed and corruption be the ultimate demise of empires throughout history. If only we had given more credence to Plato's warnings..... But history will continue to repeat itself.
In class last week when we discussed what the meaning of education is, I could not help but recall a Maya Angelou quote that has always meant a lot to me. Angelou says, "Being educated means seeing the world for how it really is." I think this is what Plato meant when he talked about education being the craft of turning the soul to the light and the truth. He believed that educating people meant enlightening them to the truth, pointing them in the "right and good" direction.
Having never read Plato's work before, this piece had great meaning for me and I will continue to reflect on it.
In class last week when we discussed what the meaning of education is, I could not help but recall a Maya Angelou quote that has always meant a lot to me. Angelou says, "Being educated means seeing the world for how it really is." I think this is what Plato meant when he talked about education being the craft of turning the soul to the light and the truth. He believed that educating people meant enlightening them to the truth, pointing them in the "right and good" direction.
Having never read Plato's work before, this piece had great meaning for me and I will continue to reflect on it.
the lack of equal opportunity
I could not help but notice while reading how the sentiments expressed by Aristotle in regards to equal access to education continue to resonate in today’s society, most notably permeating through political platforms. Rightly so, as Aristotle states, “No one will doubt that the legislator should direct his attention above all to the education of youth; for the neglect of education does harm to the constitution.” It is true that the issue of education has been addressed time and again by politicians and government officials, yet there remains a significant achievement gap between the haves and the have-nots (which we touched on briefly in class) due to the lack of equal access to opportunity. This divergence only continues to grow as the government has provided mere band-aids to the problems plaguing public education rather than getting to the heart of the matter. The Republican platform of school vouchers is one such “band-aid.” That is, rather than forcing students to attend the public school in their district which may be struggling, families are given vouchers to facilitate payment to attend a private school of their choosing. What then, of the schools that the best and brightest students are avoiding? The fact is, schools that are struggling desperately need parents and motivated students to roll up their sleeves and get involved to turn them in another direction. When families throw up their hands and choose to go elsewhere, these schools continue to erode, much to the detriment of the students who cannot afford to go elsewhere – thereby reinforcing the achievement gap.
Only when we can look beyond ourselves and our own needs to the betterment of society as a whole will we begin to close the achievement gap. But, I guess we are all guilty of wanting the best for our own children. As parents, the first thing you look for when buying a house is not how many bedrooms and bathrooms a particular house has, but rather the school district in which it resides. Aristotle states that “education should be one and the same for all, and that it should be public, and not private – not as at present, when everyone looks after his own children”. Well, Aristotle, I’m sorry to say that modern society still does not have it right.
Only when we can look beyond ourselves and our own needs to the betterment of society as a whole will we begin to close the achievement gap. But, I guess we are all guilty of wanting the best for our own children. As parents, the first thing you look for when buying a house is not how many bedrooms and bathrooms a particular house has, but rather the school district in which it resides. Aristotle states that “education should be one and the same for all, and that it should be public, and not private – not as at present, when everyone looks after his own children”. Well, Aristotle, I’m sorry to say that modern society still does not have it right.
Aristotle Response
I read the article Liberal v. Mechanical Education with great interest because I graduated from a liberal arts college. But what really stood out to me in this article was Aristotle's statement that "Men ought not to labour at the same time with their minds and with their bodies; for the two kinds of labour are opposed to one another; the labour of the body impedes the mind, and the labour of the mind the body." I am struggling to determine what Aristotle means. Is he saying that a student, male or female, cannot and should not aspire to be an athlete and an accomplished student? I am sure many of us know young men and women who are successful academically as well as athletically. I certainly know of several in the Rock Hill community.
One young man currently holds a South Carolina state record for the most extra points in football and was recognized by the Herald for this achievement. He has also received the Harvard Book Award and is being pursued by Harvard as prospective student. His achievements, and those of many others, certainly disprove Aristotle's view that "the two kinds of labour are opposed to one another."
I personally believe that colleges and universities (as well as future employers) look for well rounded individuals who are accomplished in a variety of areas not just athletics and academics. Having a liberal arts background certainly influences my belief that individuals who are exposed to a variety of life experiencesand take advantage of those experiences are more productive citizens.
Is Aristotle limiting individuals by his statement? Is he requiring a choice to be made? Am I taking his statement out of context?
One young man currently holds a South Carolina state record for the most extra points in football and was recognized by the Herald for this achievement. He has also received the Harvard Book Award and is being pursued by Harvard as prospective student. His achievements, and those of many others, certainly disprove Aristotle's view that "the two kinds of labour are opposed to one another."
I personally believe that colleges and universities (as well as future employers) look for well rounded individuals who are accomplished in a variety of areas not just athletics and academics. Having a liberal arts background certainly influences my belief that individuals who are exposed to a variety of life experiencesand take advantage of those experiences are more productive citizens.
Is Aristotle limiting individuals by his statement? Is he requiring a choice to be made? Am I taking his statement out of context?
"Other" - CNN Report on Green School in Bali
CNN's Sunday morning EcoSolutions story was on a "Green School" that opened in September in Bali. Coming from a natural resources background, I was very interested in the show and felt it fit so well into our discussion last week about the purpose of progressive education (equiping our children to make changes in the issues of concern for today's society). The school was designed by John and Cynthia Hardy, who wanted it to be on the cutting edge of environmental education. They want to school children in the future of the earth so that as these children become adults they will be able to be more caring and consious about protecting the earth and its resources. One of the greatest emphases of the school is having the children engage with their environment. They grow their own food, use composting toilets, and collect manure from the animals who live at the school to produce methane for cooking. Power is generated by a hydroelectric vortex located in the river that runs through the campus. The school is constructed primarily from bamboo and was designed to have the smallest carbon footprint possible. The instruction at the school is based on the Steiner system (Austrian Rudolph Steiner), which balances academics with artistic and social learning. Classroom instruction is designed for fluidity. The school currently has 103 students in grades k-8, 80% are international from 17 countries. One mother interviewed had moved from CA with her 2 sons because she wanted them to attend "Green School". She felt the public education system in the US is antiquated. The news report really made me consider what an impact our children's education can have on how they decide to live their lives as adults.
Monday, January 19, 2009
Plato, Aristotle and Dewey response
The Allegory of the Cave (Plato) is something that I’ve thought about a lot since high school when I was first introduced to the idea. I remember being a confident 16-year-old and thinking to myself that I was someone who had been to the cave’s entrance and experienced truth. Since that time I’ve realized how much I continue to learn, not from a text, but from social interaction and new experiences outside of the classroom. It’s demoralizing to know that as a student I’ve become so involved in school that I lose sight of my education: the specific knowledge and social skills needed to teach a successful PE/Health class.
Another thing Plato wrote about was a hierarchy of experience that begins with sight (I suppose it could be any of the senses) which led to belief, which led to thought which led to understanding. When I read his description of this I thought of other education-related continuums such as Bloom’s taxonomy or Dale’s Cone of Experience. I had not previously realized how critical Plato’s writing was to the birth of educational theory and practice. As always, his ideas provide a unique link between ancient and modern thought.
In hindsight, I wish I had read the Dewey selection before Plato and Aristotle. Dewey placed the Aristotle reading in a historical context which was helpful. Obviously, Aristotle lived at a much different time from us when women and slaves did not have the same social rights as men. Their educations were limited more to the “Mechanical” designation. So, today our educational philosophy is governed by the framework of democracy which, I suppose, is one reason why we are enrolled in this course. Interestingly enough, we still see a clear distinction between Mechanical (eg. tech schools) and Liberal (eg. mandatory humanities classes) education.
As someone who focused on learning for leisure, I crave mechanical skills. In that way, my education was a bit unbalanced. For example, I would love to be able to build my own house but I’ve had no training. What an interesting and useful skill! That’s why I support adding more technical/artisan training to the current high school curriculum and allowing high school students to do apprenticeships. In class last week someone mentioned how local districts are allowing students to pick a concentration in an effort to motivate students to see a purpose for their learning. Based on some of the looks I saw in class, many of you did not agree with the idea. But isn’t it a good idea to allow students to explore (not commit to) potential job prospects? Doesn’t our economy need trained (at least partially-trained) workers? Is it not the high school’s job to help prepare future workers? There are some students who would stay in high school if we could teach them a basic engineering or technical skill, and there are even more students who may get into college based on their interest and experience in a specific field.
The purpose behind learning
Each selection explored the sole purpose of education and what should be included in the daily instruction, while arguing that only young males have the right to receive the same education. Times certainly have changed, that is true. However, today's society is not a replica of the past and we certainly have moved from using ancient knowledge to a more technical knowledge in the twenty-first century.
"Education takes for granted that sight is there but that it isn't turned the right way or looking where it ought to look, and it tries to redirect it appropriately", Plato argues in the first selection. This is the only argument that really has not changed over the centuries. However, the only question that any educator must ask themselves is: have my students taken the truth and turned it the right way? Meaning, have I reached them and actually seen the light bulb click in their minds.
Aristotle writes, "For men are by no means agreed about things to be taught, whether we look to excellence or the best life". He also makes the argument that music, gymnastics, reading, and writing, serves a purpose in the life of a child. Like Jefferson, Aristotle believed that "the citizen should be moulded to suit the form of government under which (s)he lives". This sums up the sole purpose in educating the youth, then and now.
"In the inherited situation, there is a curious intermingling, in even the same study, of concession to usefulness and a survival of traits once exclusively attributed to preparation for leisure", quotes Dewey. This quote can still be useful even today, even in a progressive world where high schools today are exposing adolescents to both kinds of learning. Unfortunately, since there is no longer a system of set courses for each student to take. It can be seen that for many, the question can be asked: "which type would benefit me the most?" and thus create an uneven balance in the modern educational system.
"Education takes for granted that sight is there but that it isn't turned the right way or looking where it ought to look, and it tries to redirect it appropriately", Plato argues in the first selection. This is the only argument that really has not changed over the centuries. However, the only question that any educator must ask themselves is: have my students taken the truth and turned it the right way? Meaning, have I reached them and actually seen the light bulb click in their minds.
Aristotle writes, "For men are by no means agreed about things to be taught, whether we look to excellence or the best life". He also makes the argument that music, gymnastics, reading, and writing, serves a purpose in the life of a child. Like Jefferson, Aristotle believed that "the citizen should be moulded to suit the form of government under which (s)he lives". This sums up the sole purpose in educating the youth, then and now.
"In the inherited situation, there is a curious intermingling, in even the same study, of concession to usefulness and a survival of traits once exclusively attributed to preparation for leisure", quotes Dewey. This quote can still be useful even today, even in a progressive world where high schools today are exposing adolescents to both kinds of learning. Unfortunately, since there is no longer a system of set courses for each student to take. It can be seen that for many, the question can be asked: "which type would benefit me the most?" and thus create an uneven balance in the modern educational system.
The Role of Individualism in Education
I realize after reading the various articles which explore the purpose of education, what the content of education should be and who should receive it, I have a strong value system that influences what I think is important. The development of the individual and maximizing that person’s capability is the prime importance. No one set of education system, set of courses of study, or prescribed determination of population that should receive liberal or mechanical education, is optimal.
Exposing individuals to the truth of the world is the only way educating can change the world for better. Plato’s cave analogy points to this. “Education isn’t…putting knowledge into souls that lack it, like putting sight into blind eyes.” At another point he refers to the effective educator as turning the entire body toward truth. Plato explains that it is the leaders responsibility to go back in the cave and educate. In Aristotle’s article that education of the youth should be used to mold the society into what the government wants. He proposed one public education, which is the same for all. I don’t believe that a “one size fits all” approach can possible attain the quest for truth which education is to promote.
These articles also demonstrated the struggle in determining what courses should be included in education. Ultimately I agreed with the philosophy in Feinberg’s article regarding parents raising their children. I think it also applies to education. The parents are to give children opportunities and exposure to a wide variety of areas and exposure. Then according to the child’s interest and temperament, they will choose which careers and further education they will choose. This will provide the best results in today’s society. Plato’s use of the summoner and Aristotle’s determination that music is good for pleasure are just examples or artificial reasoning determined what knowledge is sought. . Expose individuals to the basics in music, reading, writing and arithmetic and let the individual interest determine how far the education goes.
The division of liberal versus mechanical education divides knowledge learned for the pure sake of the search for truth and knowledge derived for practical purposes. Each system of education addresses the needs of two different populations. I think both the education and populations are becoming unified and blended. As our population becomes more educated workers apply all sorts of knowledge into their practical skills. The use of science in farming has changed production forever. Since I have the ability to read and write I have continued my education in many areas such as finance and psychology that I use in the management of my household.. Dewey says that an education that unifies its members also unifies the society. I believe that this is happening in America today; our education system that empowers the individual is responsible for a country in which people can change economic and social class.
Exposing individuals to the truth of the world is the only way educating can change the world for better. Plato’s cave analogy points to this. “Education isn’t…putting knowledge into souls that lack it, like putting sight into blind eyes.” At another point he refers to the effective educator as turning the entire body toward truth. Plato explains that it is the leaders responsibility to go back in the cave and educate. In Aristotle’s article that education of the youth should be used to mold the society into what the government wants. He proposed one public education, which is the same for all. I don’t believe that a “one size fits all” approach can possible attain the quest for truth which education is to promote.
These articles also demonstrated the struggle in determining what courses should be included in education. Ultimately I agreed with the philosophy in Feinberg’s article regarding parents raising their children. I think it also applies to education. The parents are to give children opportunities and exposure to a wide variety of areas and exposure. Then according to the child’s interest and temperament, they will choose which careers and further education they will choose. This will provide the best results in today’s society. Plato’s use of the summoner and Aristotle’s determination that music is good for pleasure are just examples or artificial reasoning determined what knowledge is sought. . Expose individuals to the basics in music, reading, writing and arithmetic and let the individual interest determine how far the education goes.
The division of liberal versus mechanical education divides knowledge learned for the pure sake of the search for truth and knowledge derived for practical purposes. Each system of education addresses the needs of two different populations. I think both the education and populations are becoming unified and blended. As our population becomes more educated workers apply all sorts of knowledge into their practical skills. The use of science in farming has changed production forever. Since I have the ability to read and write I have continued my education in many areas such as finance and psychology that I use in the management of my household.. Dewey says that an education that unifies its members also unifies the society. I believe that this is happening in America today; our education system that empowers the individual is responsible for a country in which people can change economic and social class.
Friday, January 16, 2009
Another important announcement conerning the reading
In reviewing the essays you've been assigned for next week, I came to the realization that while the Plato (1), Aristotle (9), and Dewey essays work together nicely, the Feinberg (14) sticks out like a sore thumb. So, hold off on that one; I'll likely reassign it at a later date in the semester, so go ahead and read it if you like, but take care of the other three first.
A few announcements
First, I see that folks have already gotten started with posting and commenting. That's great! Just make sure you put titles and labels on your posts. Your title should just indicate what your post is about -- it could be anything you want. You can put as many labels on your post as you'd like, but make sure one of the labels is whatever category your post fits given the blog assignment (class summary, class reaction, reading reaction, other).
Second, I know that some of you are having trouble getting the Curren text. Kimberly, my GA, has copied all the readings for next week and placed them on reserve in the library. You can ask for them at the circulation desk or you can access them electronically. To access them electronically, you can go to the Course Reserves Page and search by my name or the course number.
Third, you can sign up to follow the blog using an RSS feed reader. That way, whenever anyone posts anything, you can keep track of it. Google offers one (that's what I use to keep track of this blog and all my other ones). Google reader is here, but you can find all sorts of other readers as well. To subscribe, simply click on the little orange button that shows up in the address bar on the right.
Second, I know that some of you are having trouble getting the Curren text. Kimberly, my GA, has copied all the readings for next week and placed them on reserve in the library. You can ask for them at the circulation desk or you can access them electronically. To access them electronically, you can go to the Course Reserves Page and search by my name or the course number.
Third, you can sign up to follow the blog using an RSS feed reader. That way, whenever anyone posts anything, you can keep track of it. Google offers one (that's what I use to keep track of this blog and all my other ones). Google reader is here, but you can find all sorts of other readers as well. To subscribe, simply click on the little orange button that shows up in the address bar on the right.
Thursday, January 15, 2009
Tuesday night in class it was briefly discussed that some schools were considering not requiring students to take history classes. It was also discussed how this would in turn affect student's abilities to make critical life decisions, like how to make an educated vote in a presidential election. It seems to me that if one of our main goals as educators is to prepare students to live in a democracy, teaching them what a democracy is would be a pretty large part of that education. What sort of citizens would we be preparing if all we taught them was English and math? Yes, they would hopefully be literate and know how to balance their check books, but they would not have knowledge of how and why our country became a democracy and what that means to us as citizens. How can we expect students to care about participating in democratic elections if they never understand why they are important? As I thought about these things on my drive home I was shocked that educated individuals could even consider not requiring history classes for students.
Later that evening I discussed the topic with my mom who is an eighth grade science teacher. She agreed that history is very important to a student's overall education. She then brought up a point that I had not previously considered. Even if students are required to attend the class, if they are not held accountable through assessment they may not learn as much as they should from the class. What she proceeded to explain to me shocked me. In Union County, North Carolina eighth grade students are only required to pass English, math and one of the following three courses: social studies, science or physical education. Teachers may not give out failing grades either, the lowest grade they can give a student is a 60. This has resulted in many eighth grade students showing a lack of effort and interest in their social studies and science classes. They know that as long as they pass English, math and the requirements for physical education they will pass the eighth grade. This posed a new problem for me, how can you make students realize that these things are indeed important even if they do not have to prove their comprehension through testing?
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