Hi, everyone.
For our next class meeting, I'll discuss chapter two of The Ethics of Teaching. In addition to this reading, I'm e-mailing an article, "Schools, Prisons, and Social Implications of Punishment: Rethinking Disciplinary Practices" by Pedro A. Noguera for your review related to our topic of punishment and due process.
Questions and ideas to consider:
First case study: To what extent, if any, was the degree of punishment justifiable? Does the initial punishment in this case do more damage to the whole group than a narrower form of punishment? How far should one (teacher/administrator) go to illustrate a learning example to students?
To what extent does this case study illustrate the dangers of peer pressure--of students preferring solidarity to learning? Is this case study a good example?
Second case study: If the headmaster decides to overrule his teachers, do you think this is a justifiable decision on his part, and take into consideration in your answer the teachers, students, parents, and families and possible consequences of his decision, if it occurs?
Noguera article: Reviewing the initial contextual scene that Noguera describes, what's your reaction? What, if anything, could the principal do to rectify this situation instead of stereotyping/labeling the child?
In reference to the consequentialist and nonconsequentialist models, should we give all students equal treatment, or should we, and to what extent, have a difference based on our subjective assumptions since many cases and scenarios are based on levels of degree?
If a student is suspended due to school/legal protocol, but his or her home environment perpetuates certain behaviors, is it fair to place the child in that setting for the length of the suspension? In reference to Noguera's assertions, do we as educators and members of society propagate the problem by our practices and policies? Is it more detrimental for such a child to be outside the school community or remain within it? And to what degree is our current society effectively dealing with such issues when children are expelled and are no longer a part of a school environment?
Other questions:
What can teachers and administrators do to minimize and decrease the frequency of cases such as with the last case study before it goes into the legal process?
Based on the readings that we have read, is part of the responsibility of a teacher to become a social worker in addition to one's teaching responsibilities? Can you provide specific examples from the readings and your own experiences?
Thursday, January 28, 2010
Friday, January 22, 2010
Strike discussion for the 27th
Hi, this is Julie. For our next class, I'll lead the discussion of chapter 1 of Strike's The Ethics of Teaching. In addition to this chapter, please read the article I’m emailing you titled “Teachers' perceptions of the frequency and seriousness of violations of ethical standards.” Here are a few questions to consider for our discussion Wednesday:
On page 4, Strike makes the point that moral relativism gets in the way of objective discussions of professional ethics. Do you agree with the author that questions of ethics can be objectively discussed and morally justified, or do you believe what is right for one person isn't necessarily right for another? Explain your reasoning.
Consider the cases at the end of chapter 1. How would you respond in these situations? Are your conclusions based on a consequentialist theory, a nonconsequentialist theory, or some other form of reasoning?
In the journal reading, the authors call for the development of a national code of teacher conduct. Do you think this is necessary? Why or why not? Do you agree with the authors that the NEA Code of Ethics falls short?
Our class has people coming from a variety of occupational backgrounds. Think about the fields you've worked in before and the ethical dilemmas you may have faced there. How are these similar or different from the ethical issues you will face as an educator? Should educators be held to different standards than those in other fields?
On page 4, Strike makes the point that moral relativism gets in the way of objective discussions of professional ethics. Do you agree with the author that questions of ethics can be objectively discussed and morally justified, or do you believe what is right for one person isn't necessarily right for another? Explain your reasoning.
Consider the cases at the end of chapter 1. How would you respond in these situations? Are your conclusions based on a consequentialist theory, a nonconsequentialist theory, or some other form of reasoning?
In the journal reading, the authors call for the development of a national code of teacher conduct. Do you think this is necessary? Why or why not? Do you agree with the authors that the NEA Code of Ethics falls short?
Our class has people coming from a variety of occupational backgrounds. Think about the fields you've worked in before and the ethical dilemmas you may have faced there. How are these similar or different from the ethical issues you will face as an educator? Should educators be held to different standards than those in other fields?
Thursday, January 21, 2010
Schedule Updated
I've updated the reading schedule. The spring break week is now correct and I've listed all the discussion leaders for the respective weeks.
Julie and/or I will have an additional reading for you guys by tomorrow sometime.
I've also tested out the comments that some folks were having problems with. Everything seems to be working now, but if you still can't post, email me and I'll see what's up.
Julie and/or I will have an additional reading for you guys by tomorrow sometime.
I've also tested out the comments that some folks were having problems with. Everything seems to be working now, but if you still can't post, email me and I'll see what's up.
Tuesday, January 19, 2010
Nice reflections on My Pedagogic Creed
Saturday was the anniversary of the initial publication of My Pedagogic Creed.
Here's a nice look at it from the Education Policy Blog. (I'm a big fan of the blog in general).
Here's a nice look at it from the Education Policy Blog. (I'm a big fan of the blog in general).
Friday, January 15, 2010
The Live Creature
At first glance, this piece from Art as Experience may not have much bearing on education, especially for early childhood teachers. Why did I ask you to read it?
I'll confess. This is my favorite piece by Dewey -- EVAR (as the kids say). I'm personally and professionally interested in aesthetics, particularly aesthetics and popular culture, but that's not why it's my favorite nor is it why I asked you to read this piece. In fact, all the stuff about art up until about halfway through page 395 is sort of extraneous to my major point in assigning The Live Creature. I find that stuff intensely interesting and am more than willing to talk about it, but it's not our focus.
Our focus, instead, is what Dewey says must be the origin of an aesthetic theory -- an understanding of ordinary experience. That's what the rest of the essay is about. He approaches it from a naturalistic point of view, in trying to understand what the experience of a human being has in common with that, say, of a dog. If we can nail that down, I think we'll get at not just the heart of the piece, but at a vital point for understanding Dewey's overall project.
To help, here are two key concepts -- equilibrium, consummation.
Once we get that down, here's a question: What is the role of aesthetic experience in schooling?
I'll confess. This is my favorite piece by Dewey -- EVAR (as the kids say). I'm personally and professionally interested in aesthetics, particularly aesthetics and popular culture, but that's not why it's my favorite nor is it why I asked you to read this piece. In fact, all the stuff about art up until about halfway through page 395 is sort of extraneous to my major point in assigning The Live Creature. I find that stuff intensely interesting and am more than willing to talk about it, but it's not our focus.
Our focus, instead, is what Dewey says must be the origin of an aesthetic theory -- an understanding of ordinary experience. That's what the rest of the essay is about. He approaches it from a naturalistic point of view, in trying to understand what the experience of a human being has in common with that, say, of a dog. If we can nail that down, I think we'll get at not just the heart of the piece, but at a vital point for understanding Dewey's overall project.
To help, here are two key concepts -- equilibrium, consummation.
Once we get that down, here's a question: What is the role of aesthetic experience in schooling?
Thursday, January 14, 2010
Thoughts on The Influence of Darwin on Philosophy
When you read this, you may wonder "Why is Dr. Pope making us read this essay? Are we going to talk about teaching Intelligent Design or something?"
Well, we can talk about that. But that's not the reason I assigned this piece. I think this piece is essential to understanding Dewey's ideas about knowledge, change, and the Absolute.
To put it very briefly, prior to Darwin the basis of philosophy was that knowledge was fixed and absolute. Anything worth knowing was Final. Darwin calls the existence of any essential quality of anything into question, by pointing out that organisms change over time and they do so as a result of environmental factors interacting (trans-acting?) with random changes in organisms. Thus what a thing IS is ultimately hard to pin down.
Dewey takes this insight and wants to apply it to philosophy, calling into question philosophy's traditional search for an Absolute Reality beyond our own. He wants us instead to focus on more immediate concerns:
"To improve our education, to ameliorate our manners, to advance our politics, we must have recourse to specific conditions of generation." (44) Specifics, not abstract generalities. Not essences. It's the move from Absolutism to Pragmatism.
Think this doesn't apply to education? Think of the difference between these two ways of describing a child who is acting up:
"He's a bad kid."
"He's a kid who acts badly."
Well, we can talk about that. But that's not the reason I assigned this piece. I think this piece is essential to understanding Dewey's ideas about knowledge, change, and the Absolute.
To put it very briefly, prior to Darwin the basis of philosophy was that knowledge was fixed and absolute. Anything worth knowing was Final. Darwin calls the existence of any essential quality of anything into question, by pointing out that organisms change over time and they do so as a result of environmental factors interacting (trans-acting?) with random changes in organisms. Thus what a thing IS is ultimately hard to pin down.
Dewey takes this insight and wants to apply it to philosophy, calling into question philosophy's traditional search for an Absolute Reality beyond our own. He wants us instead to focus on more immediate concerns:
"To improve our education, to ameliorate our manners, to advance our politics, we must have recourse to specific conditions of generation." (44) Specifics, not abstract generalities. Not essences. It's the move from Absolutism to Pragmatism.
Think this doesn't apply to education? Think of the difference between these two ways of describing a child who is acting up:
"He's a bad kid."
"He's a kid who acts badly."
Notes/Questions on My Pedagogic Creed
Here are my reading notes/key points/questions about Dewey's My Pedagogic Creed. You can post further questions as comments, or just jump right in and make your own post!
Article 1: What Education Is
It's a cultural process -- the process of bestowing "the funded capital of civilization" on the young. The young then get to meaningfully participate in civilization. Civilization then continues. Formal education is part of this process.
Process is one that we might call maturation. From self --> society. Puberty to adulthood. (See Parker's "Teaching Against Idiocy").
Process has two sides: psychological and sociological (or individual and social). Each individual has unique interests and powers. Education won't work unless it begins with where each child is at. Then must connect individual interests/abilities with social ends. (Themes of continuity and ends/means).
Article 2: What The School Is
The school is the social institution given the specific task of educating, given Dewey's definition of education.
"Education is the process of living and not a preparation for future living." (230)
Schools ought to be a genuine form of social life that reproduces and simplifies the complex social relations of the adult world. This allows children to gradually become a part of those relations without being overwhelmed or "disintegrated." (231) It is the transition between home and society, so it must base itself in home activities.
Does the school provide moral education? If so, how?
What do teachers do?
Article 3: The Subject Matter of Education
Wong to start with "subjects." Must start with social life and demonstrate that "subjects" gradually grow out of our everyday activities.
"The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience." (232-233)
"Education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are the same thing." (233)
Article 4: The Nature of Method
Action is where we must begin and end. Interests motivate action. Emotions follow action.
Odd bit about images (233). What's he up to there?
Article 5: The School and Social Progress
Education is the way we change culture because it's how culture is reproduced.
"Through education society can formulate its own purposes, can organize it's own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move." (234)
Article 1: What Education Is
It's a cultural process -- the process of bestowing "the funded capital of civilization" on the young. The young then get to meaningfully participate in civilization. Civilization then continues. Formal education is part of this process.
Process is one that we might call maturation. From self --> society. Puberty to adulthood. (See Parker's "Teaching Against Idiocy").
Process has two sides: psychological and sociological (or individual and social). Each individual has unique interests and powers. Education won't work unless it begins with where each child is at. Then must connect individual interests/abilities with social ends. (Themes of continuity and ends/means).
Article 2: What The School Is
The school is the social institution given the specific task of educating, given Dewey's definition of education.
"Education is the process of living and not a preparation for future living." (230)
Schools ought to be a genuine form of social life that reproduces and simplifies the complex social relations of the adult world. This allows children to gradually become a part of those relations without being overwhelmed or "disintegrated." (231) It is the transition between home and society, so it must base itself in home activities.
Does the school provide moral education? If so, how?
What do teachers do?
Article 3: The Subject Matter of Education
Wong to start with "subjects." Must start with social life and demonstrate that "subjects" gradually grow out of our everyday activities.
"The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience." (232-233)
"Education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are the same thing." (233)
Article 4: The Nature of Method
Action is where we must begin and end. Interests motivate action. Emotions follow action.
Odd bit about images (233). What's he up to there?
Article 5: The School and Social Progress
Education is the way we change culture because it's how culture is reproduced.
"Through education society can formulate its own purposes, can organize it's own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move." (234)
Tuesday, January 12, 2010
Welcome to EDUC 600!
Hello everyone and welcome to Teaching in a Democracy. This blog will be essential for our course. What will we be using it for?
- You'll be posting links to the readings you find for your classmates. Here's the one for the Plato reading for January 20th: Plato's Allegory of the Cave.
- You'll be posting advance organizers for your chosen discussion days. This will be key points and questions to consider. I'll be posting an example soon.
- You'll be posting summaries of our class discussions. This will free up folks from taking notes in class, archive our discussions, and be useful when it comes time for your final exam.
- You'll be posting comments and questions on the posts of others.
- You can post other thoughts, questions, or comments about the reading, either as a post itself or as a comment to others.You can post links to other relevant articles and news (even when it's not your week).
- I'll be using it for some administrative stuff, like announcements and links to the reading schedule.
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