Jackie Lawrence
EDF 2085
Reflection Paper #20
There are three different types of intersexuality, and all three represent a person with atypical sexual genitalia. A hermaphrodite is a person who was born with only one ovary and one testis. There are also male and female pseudohermaphrodites, who possess the external organs of one sex and the internal organs of the other sex. Males have testis and a female-like vulva, and females have ovaries along with a penis. Both produce estrogen and androgen. Since gender roles are a product of culture, it becomes the person’s job to distinguish which sex they feel more comfortable adhering to. Intersexuality is mainly caused by genetics or abnormal hormone levels during pregnancy.
Transsexuals, on the other hand, are completely different. They are born with anatomy that bears no physical abnormality, but to them it’s wrong. They associate themselves as having Gender Identity Disorder (GID), being biologically male or female, but feeling their gender identity is the opposite. They often feel trapped, and many become transvestites, dressing up in clothes of the other sex. Transsexuals truly believe they were born the wrong gender. So even though they may display homosexual tendencies, they consider themselves straight. Additionally, they seek to be with someone who is straight as well. Transsexuality is mainly caused by stress-related hormonal changes during pregnancy. Some transsexuals ultimately choose sexual reassignment surgery to fix their problem. The surgery is an extremely long and expensive process; the “half-way” phase can take up to two years, but ultimately better than a lifetime trying to cease the suffering.
Both intersexuality and transsexuality can cause feelings of shame, guilt, and self-loathing for the individual. These feelings cause such an intense amount of suffering that fifty percent die before the age of thirty. Interestingly, transsexuals are more intelligent and creative than the average human being, most likely because their brain wiring is so unique. Studies suggest that transsexuality occurs in most, if not all, mammals, and has occurred throughout history. I found the readings extremely interesting and helpful. With anything else that is foreign and unusual to me, education and exposure will help establish a knowledge base.
Sunday, November 29, 2009
Tuesday, November 17, 2009
EDF 2085 Reflection #19
Jackie Lawrence
EDF 2085
Reflection Paper #19
Through gender roles constructed by society, males and females are forced into conformity. Behavior, appearance, and even career choices are dependent on what one’s sex is. For instance, males are “supposed to be” dominant, independent, unemotional, and hold jobs such as policemen, firefighters, and lawyers. Women, on the other hand, are looked at as the weaker link; emotional and unstable. Women have had a tough time throughout American history with a variety of things, including voting rights and equality in the workforce. With such strict social standards, why would anyone want to label themselves as a homosexual? Fear and ignorance of the gay community make them inferior and estranged in society’s eyes. To me, anyone who has the ability to come out as a homosexual displays more courage than I probably have within me for a lifetime. I am a true believer that people are born either straight or gay. Fortunately, I have been closely subjected to the gay community; my uncle and step-cousin are both gay. Because of my family members, as a child, I had no other option but to learn to accept and love those who are different than me. My life experiences in Manhattan and Miami, in which homosexuality is common, probably helped as well. However, I found from the readings that I have been absolutely ignorant of intersexuality and genetic defects. Honestly, I’ve always thought the stories I’ve heard were myths. Right now, I happen to be at work, trying to get some homework done before a meeting. My coworkers found the pictures from “Sex and Sexism” quite amusing, to say the least. However, I cannot imagine being born with a mixture of sexual characteristics. But I do think I have a pretty good handle on what it’s like to be gay, lesbian, or bisexual. Sex and relationships are a huge part of being human. Even the famous psychologist, Sigmund Freud, laid the groundwork of many of his beliefs and theories through a psychosexual viewpoint. The more open we are about these topics, including the “exceptions” to the norm, the healthier we will be collectively. Heterosexism, the feeling of superiority over homo or bisexuals, is the response that stems from homophobia and biphobia. And why hold fear or hatred for somebody just because of the way they are born? Like racism, heterosexism is an enormous social problem in our society, and needs to be addressed until abolished.
EDF 2085
Reflection Paper #19
Through gender roles constructed by society, males and females are forced into conformity. Behavior, appearance, and even career choices are dependent on what one’s sex is. For instance, males are “supposed to be” dominant, independent, unemotional, and hold jobs such as policemen, firefighters, and lawyers. Women, on the other hand, are looked at as the weaker link; emotional and unstable. Women have had a tough time throughout American history with a variety of things, including voting rights and equality in the workforce. With such strict social standards, why would anyone want to label themselves as a homosexual? Fear and ignorance of the gay community make them inferior and estranged in society’s eyes. To me, anyone who has the ability to come out as a homosexual displays more courage than I probably have within me for a lifetime. I am a true believer that people are born either straight or gay. Fortunately, I have been closely subjected to the gay community; my uncle and step-cousin are both gay. Because of my family members, as a child, I had no other option but to learn to accept and love those who are different than me. My life experiences in Manhattan and Miami, in which homosexuality is common, probably helped as well. However, I found from the readings that I have been absolutely ignorant of intersexuality and genetic defects. Honestly, I’ve always thought the stories I’ve heard were myths. Right now, I happen to be at work, trying to get some homework done before a meeting. My coworkers found the pictures from “Sex and Sexism” quite amusing, to say the least. However, I cannot imagine being born with a mixture of sexual characteristics. But I do think I have a pretty good handle on what it’s like to be gay, lesbian, or bisexual. Sex and relationships are a huge part of being human. Even the famous psychologist, Sigmund Freud, laid the groundwork of many of his beliefs and theories through a psychosexual viewpoint. The more open we are about these topics, including the “exceptions” to the norm, the healthier we will be collectively. Heterosexism, the feeling of superiority over homo or bisexuals, is the response that stems from homophobia and biphobia. And why hold fear or hatred for somebody just because of the way they are born? Like racism, heterosexism is an enormous social problem in our society, and needs to be addressed until abolished.
Wednesday, November 11, 2009
EDF 1005 Reflection Paper #20
Jackie Lawrence
EDF 1005
Reflection Paper #20
Our founding fathers ingeniously built a system of democracy for America, in which equality and freedom were fundamental principles. Their ideologies have impacted us throughout history, influencing our system of government and our methods of educating the youth. Up until the 1850’s, the government had little to no involvement with the American educational system; it was almost purely democratic. Standards, financing, control of subjects studied, teacher guidelines, and textbook choices were all up to the people in the community. Secondary schools were known as academies, which were also run by private boards and financed through private endowment and/or tuition fees. Citizens viewed these schools as “public” since they weren’t owned and operated by the state. However, academies closely resembled what we now know as private schools. Because of their democratic nature, the public not only supported the growth of academies, but demanded it. Between 1800 and 1840, literacy in the North grew to over 90%, proving private education’s success rate. During this time, state governments actively encouraged the development of these decentralized schools through grants of land or money. They were more than happy to hand the burden of managing education over to somebody else. Meanwhile, back in Europe, governments in a variety of countries were beginning to take more control in regulating and centralizing education. Holland initiated the trend in 1806, and state-controlled education ideas reached America by 1817. A group of people from Boston felt that many parents were too poor to pay their children’s tuition, and government based schools were the answer to the problem. Research was conducted, and in reality, 96% of children in Boston already attended school, in spite of the tuition fees parents were forced to pay. However, there is no such thing as perfection. Differences of opinion concerning religion, compulsory attendance, funding, and concentration of subject areas led to many reforms. Eventually, governmental control increased, and today it dominants most aspects of how public schools are run and operated.
EDF 1005
Reflection Paper #20
Our founding fathers ingeniously built a system of democracy for America, in which equality and freedom were fundamental principles. Their ideologies have impacted us throughout history, influencing our system of government and our methods of educating the youth. Up until the 1850’s, the government had little to no involvement with the American educational system; it was almost purely democratic. Standards, financing, control of subjects studied, teacher guidelines, and textbook choices were all up to the people in the community. Secondary schools were known as academies, which were also run by private boards and financed through private endowment and/or tuition fees. Citizens viewed these schools as “public” since they weren’t owned and operated by the state. However, academies closely resembled what we now know as private schools. Because of their democratic nature, the public not only supported the growth of academies, but demanded it. Between 1800 and 1840, literacy in the North grew to over 90%, proving private education’s success rate. During this time, state governments actively encouraged the development of these decentralized schools through grants of land or money. They were more than happy to hand the burden of managing education over to somebody else. Meanwhile, back in Europe, governments in a variety of countries were beginning to take more control in regulating and centralizing education. Holland initiated the trend in 1806, and state-controlled education ideas reached America by 1817. A group of people from Boston felt that many parents were too poor to pay their children’s tuition, and government based schools were the answer to the problem. Research was conducted, and in reality, 96% of children in Boston already attended school, in spite of the tuition fees parents were forced to pay. However, there is no such thing as perfection. Differences of opinion concerning religion, compulsory attendance, funding, and concentration of subject areas led to many reforms. Eventually, governmental control increased, and today it dominants most aspects of how public schools are run and operated.
Monday, November 9, 2009
EDF 2085 Required Assignment #2
Jackie Lawrence
EDF 2085
Required Assignment #2: Self-Assessment Diversity Attitude Survey
When I took the survey entitled “Core Beliefs About Mind, Body, Spirit, and Reality,” I thought a lot about the Introduction to Philosophy course I took over the summer term. I believe we, as human beings, are separate entities, but absolutely intertwined. At birth, we were given the gift of emotion and feeling. I don’t think there is anything more powerful on earth, with the exception of spirituality and religion, than connecting emotionally with another human being. I believe our perceptions of reality are just that, perceptions. Two people can look at the exact same object or undergo the exact same experience and somehow organize their thoughts completely differently. Nature and nuture are what make us unique as people, the combination of biological inheritances plus our environmental influences. Furthermore, I believe our minds and souls take precedence. We were given a body in order to function, but the human brain is incredibly complex and will never be completely understood. And at the core of who we are is our soul, which to me, is the determining factor in whether one is good or bad, just or unjust, moral or unmoral. The state of our souls determines most of the actions, behaviors, and values we display throughout life. Sure, good people can make mistakes and do bad things, but their pure soul will prevail, and they will ultimately learn from their actions.
“Core Beliefs: What I Learned from my Parents” ended up being a pretty difficult survey for me. As a young child, I remember the way my father looked at me, and understood the capacity of his love. I was perfect in his eyes. I don’t remember much of my mother’s presence during those times, probably because she was experiencing post-partum depression after the birth of my younger brother, which I learned only recently. When she left, my family utterly and completely fell apart. My dad became an emotional roller-coaster, entirely incapable of parenting. I was on the verge of adolescence and puberty, without a mom to guide me. Therefore, throughout the survey, I often became confused. I agreed with many of the top statements when thinking back to before my mother left. However, after I turned twelve, my world became cloudy, confused, and ugly. My dad changed to such an enormous extent that he was now scary and intimidating, impossible to talk to and almost always miserable. Thankfully, time has healed a majority of the wounds and things in my family are much better today. All in all, I know how fortunate I am to even have a family that loves me, even if they can’t stand each other.
The survey called “Core Beliefs: How I was Raised” had a lot to do with cultural views, beliefs, and attitudes. When it came to the questions about knowledge and learning, I knew my personal feelings right away. My dad always pushed me to achieve; sometimes he was beneficial and constructive in influencing my educational accomplishments, and sometimes he was detrimental to my emotional health. But either way, I grew up with a firm knowledge that learning was imperative to my success as a human being. I found the questions about greeting others and personal space to be quite interesting. My mind kept wandering. In general, as a child, I was taught to trust others, look them directly in the eye, and respect them by all means. As a single adult woman living in a large city and fending entirely for herself, these behaviors are often completely inappropriate. I also had a difficult time with the questions about time being money versus taking time out to spend with family. I believe I was taught that both were of equal importance. My dad’s idea of spending time with the kids was sitting in front of the television, eating dinner, and simultaneously paying the bills. In general, I found this survey to be quite interesting and comprehensive. Personally, I believe how we are raised as children ends up being a profound indicator on who we turn into as adults. However, I don’t think I thought much about my culture when responding to the statements in the survey. In fact, growing up I was pretty much left up to my own devices to explore my cultural beliefs, which I truly wish wasn’t the case. I often envy people with strong ties to their culture and extended families, and think I wouldn’t have been as confused throughout adolescence if mine were stronger.
During both the “Beliefs About Men” and the “Beliefs About Women” surveys, it occurred to me that I hold various stereotypes concerning gender roles. I think men, generally, have a harder time expressing their emotions, mainly because of the pressures they face in society. In my eyes, due mainly to personal experiences, men are intimidated by hard-working, independent women. At the same time, they are also prone to judge women based on how they dress or where they meet them. I also think they sometimes justify things like infidelity and sexual aggression by blaming certain circumstances on their nature and testosterone. However, when putting a little more thought into the statements above, I know in my heart these are terrible stereotypes. I think I have a tendency to put more labels on gender roles than cultures or races. Furthermore, for the most part, I think of myself as an exception to the generalizations I feel about females. I think women look for a partner that will take care of them financially. I think they are more superficial and materialistic than men, especially in Miami. I often get angry when I run into “gold-diggers” because I work so incredibly hard to pay my bills. Maybe underneath it all, I am actually jealous and want to be taken care of as well. I also think I hold extraordinarily high standards when it comes to being in a relationship, which I think stems from how my father treated me as a child. The games people play these days in terms of dating make me quite cynical, which is a huge roadblock in building a fulfilling relationship. In fact, now that I think about it, these feelings are significant reasons I often have such a hard time even on a first date. During the “Beliefs About Women” survey I found that I agreed to many questions relating to positive stereotypes, thinking mainly about myself. I agreed that women, as a whole, are nurturing, caring, honest, and open. These are qualities I hold in high regard and aspire to possess myself. One day, I hope to be a good mother and compassionate wife. On the contrary, I also agreed to the statements on the survey concerning women as emotional train wrecks. Love is blind, and women in unstable relationships have a tendency to act pretty crazy. Romantic fantasy, emotional excitability, and jealousy can be common traits expressed. Again, I am aware these are stereotypes, and not very healthy to uphold. I often see these characteristics in myself when unhappy in a relationship, which is probably the main reason I attribute these traits to all women.
Because of my diversity and social science classes this semester, I had a pretty easy time with the “Beliefs About Race” survey. I recently learned that the concept of race is a culturally based idea; it does not truly exist. This knowledge has helped me immensely in altering certain learned stereotypes. Furthermore, I do not believe it is correct to generalize an entire culture/ethnic group by saying things such as, “Native Americans are savage, African Americans are of lesser intelligence, or white people are more evolved.” However, I do think that humans are by nature, more comfortable are others similar to them. Cultural groups evolve because people with the same characteristics share a common ground and history. This is where the foundation of the creation of stereotypes occurs. It isn’t too difficult to feel wary or intimidated of the unfamiliar. However, combating and overcoming prejudice throughout the world is a humongous feat. Education is the first step, but it seems an almost impossible goal to accomplish.
I also had a pretty easy time with the “Beliefs About Sex and Gender” survey. I grew up with a gay uncle and a lesbian cousin. My uncle, being from an extremely conservative background, always struggled with his sexual preferences. My parents, determined to accept their children for whoever they were, stressed the beauty of acceptance and openness when it came to sexuality. Also, living in Manhattan and Miami for the majority of my life played a significant role in my development of a healthy attitude towards the gay community. Deep in my heart, I know that people are born gay. It is similar to being born with autism or the disease of addiction; it’s just how it is. I don’t think displaying s tendency towards the opposite sex is a handicap, although society seems to make it that way. It’s a tough adjustment to being accepted in our world, and again, if people were more educated, gay stereotypes would definitely be less common.
I thoroughly enjoyed taking the last survey entitled “Where Do You Fit?” probably because they yielded results. I often become confused when it comes to political issues, and I’ve been meaning to educate myself more in this area for quite awhile. According to the survey, I belong to the “Upbeat Typology Group,” meaning I hold pretty positive views on the government and state of the economy. I feel that it is the individual’s responsibility to succeed in society; it’s all about work ethic and determination. I get extremely angry when I see perfectly capable people on the streets begging for money. The survey taught me that my views are pretty common compared to where I stand in society. Most Upbeats are Catholic or Protestant, well-educated, and a part of the middle class. They are relatively young, suburban, and white. For the most part, these characteristics describe me well.
EDF 2085
Required Assignment #2: Self-Assessment Diversity Attitude Survey
When I took the survey entitled “Core Beliefs About Mind, Body, Spirit, and Reality,” I thought a lot about the Introduction to Philosophy course I took over the summer term. I believe we, as human beings, are separate entities, but absolutely intertwined. At birth, we were given the gift of emotion and feeling. I don’t think there is anything more powerful on earth, with the exception of spirituality and religion, than connecting emotionally with another human being. I believe our perceptions of reality are just that, perceptions. Two people can look at the exact same object or undergo the exact same experience and somehow organize their thoughts completely differently. Nature and nuture are what make us unique as people, the combination of biological inheritances plus our environmental influences. Furthermore, I believe our minds and souls take precedence. We were given a body in order to function, but the human brain is incredibly complex and will never be completely understood. And at the core of who we are is our soul, which to me, is the determining factor in whether one is good or bad, just or unjust, moral or unmoral. The state of our souls determines most of the actions, behaviors, and values we display throughout life. Sure, good people can make mistakes and do bad things, but their pure soul will prevail, and they will ultimately learn from their actions.
“Core Beliefs: What I Learned from my Parents” ended up being a pretty difficult survey for me. As a young child, I remember the way my father looked at me, and understood the capacity of his love. I was perfect in his eyes. I don’t remember much of my mother’s presence during those times, probably because she was experiencing post-partum depression after the birth of my younger brother, which I learned only recently. When she left, my family utterly and completely fell apart. My dad became an emotional roller-coaster, entirely incapable of parenting. I was on the verge of adolescence and puberty, without a mom to guide me. Therefore, throughout the survey, I often became confused. I agreed with many of the top statements when thinking back to before my mother left. However, after I turned twelve, my world became cloudy, confused, and ugly. My dad changed to such an enormous extent that he was now scary and intimidating, impossible to talk to and almost always miserable. Thankfully, time has healed a majority of the wounds and things in my family are much better today. All in all, I know how fortunate I am to even have a family that loves me, even if they can’t stand each other.
The survey called “Core Beliefs: How I was Raised” had a lot to do with cultural views, beliefs, and attitudes. When it came to the questions about knowledge and learning, I knew my personal feelings right away. My dad always pushed me to achieve; sometimes he was beneficial and constructive in influencing my educational accomplishments, and sometimes he was detrimental to my emotional health. But either way, I grew up with a firm knowledge that learning was imperative to my success as a human being. I found the questions about greeting others and personal space to be quite interesting. My mind kept wandering. In general, as a child, I was taught to trust others, look them directly in the eye, and respect them by all means. As a single adult woman living in a large city and fending entirely for herself, these behaviors are often completely inappropriate. I also had a difficult time with the questions about time being money versus taking time out to spend with family. I believe I was taught that both were of equal importance. My dad’s idea of spending time with the kids was sitting in front of the television, eating dinner, and simultaneously paying the bills. In general, I found this survey to be quite interesting and comprehensive. Personally, I believe how we are raised as children ends up being a profound indicator on who we turn into as adults. However, I don’t think I thought much about my culture when responding to the statements in the survey. In fact, growing up I was pretty much left up to my own devices to explore my cultural beliefs, which I truly wish wasn’t the case. I often envy people with strong ties to their culture and extended families, and think I wouldn’t have been as confused throughout adolescence if mine were stronger.
During both the “Beliefs About Men” and the “Beliefs About Women” surveys, it occurred to me that I hold various stereotypes concerning gender roles. I think men, generally, have a harder time expressing their emotions, mainly because of the pressures they face in society. In my eyes, due mainly to personal experiences, men are intimidated by hard-working, independent women. At the same time, they are also prone to judge women based on how they dress or where they meet them. I also think they sometimes justify things like infidelity and sexual aggression by blaming certain circumstances on their nature and testosterone. However, when putting a little more thought into the statements above, I know in my heart these are terrible stereotypes. I think I have a tendency to put more labels on gender roles than cultures or races. Furthermore, for the most part, I think of myself as an exception to the generalizations I feel about females. I think women look for a partner that will take care of them financially. I think they are more superficial and materialistic than men, especially in Miami. I often get angry when I run into “gold-diggers” because I work so incredibly hard to pay my bills. Maybe underneath it all, I am actually jealous and want to be taken care of as well. I also think I hold extraordinarily high standards when it comes to being in a relationship, which I think stems from how my father treated me as a child. The games people play these days in terms of dating make me quite cynical, which is a huge roadblock in building a fulfilling relationship. In fact, now that I think about it, these feelings are significant reasons I often have such a hard time even on a first date. During the “Beliefs About Women” survey I found that I agreed to many questions relating to positive stereotypes, thinking mainly about myself. I agreed that women, as a whole, are nurturing, caring, honest, and open. These are qualities I hold in high regard and aspire to possess myself. One day, I hope to be a good mother and compassionate wife. On the contrary, I also agreed to the statements on the survey concerning women as emotional train wrecks. Love is blind, and women in unstable relationships have a tendency to act pretty crazy. Romantic fantasy, emotional excitability, and jealousy can be common traits expressed. Again, I am aware these are stereotypes, and not very healthy to uphold. I often see these characteristics in myself when unhappy in a relationship, which is probably the main reason I attribute these traits to all women.
Because of my diversity and social science classes this semester, I had a pretty easy time with the “Beliefs About Race” survey. I recently learned that the concept of race is a culturally based idea; it does not truly exist. This knowledge has helped me immensely in altering certain learned stereotypes. Furthermore, I do not believe it is correct to generalize an entire culture/ethnic group by saying things such as, “Native Americans are savage, African Americans are of lesser intelligence, or white people are more evolved.” However, I do think that humans are by nature, more comfortable are others similar to them. Cultural groups evolve because people with the same characteristics share a common ground and history. This is where the foundation of the creation of stereotypes occurs. It isn’t too difficult to feel wary or intimidated of the unfamiliar. However, combating and overcoming prejudice throughout the world is a humongous feat. Education is the first step, but it seems an almost impossible goal to accomplish.
I also had a pretty easy time with the “Beliefs About Sex and Gender” survey. I grew up with a gay uncle and a lesbian cousin. My uncle, being from an extremely conservative background, always struggled with his sexual preferences. My parents, determined to accept their children for whoever they were, stressed the beauty of acceptance and openness when it came to sexuality. Also, living in Manhattan and Miami for the majority of my life played a significant role in my development of a healthy attitude towards the gay community. Deep in my heart, I know that people are born gay. It is similar to being born with autism or the disease of addiction; it’s just how it is. I don’t think displaying s tendency towards the opposite sex is a handicap, although society seems to make it that way. It’s a tough adjustment to being accepted in our world, and again, if people were more educated, gay stereotypes would definitely be less common.
I thoroughly enjoyed taking the last survey entitled “Where Do You Fit?” probably because they yielded results. I often become confused when it comes to political issues, and I’ve been meaning to educate myself more in this area for quite awhile. According to the survey, I belong to the “Upbeat Typology Group,” meaning I hold pretty positive views on the government and state of the economy. I feel that it is the individual’s responsibility to succeed in society; it’s all about work ethic and determination. I get extremely angry when I see perfectly capable people on the streets begging for money. The survey taught me that my views are pretty common compared to where I stand in society. Most Upbeats are Catholic or Protestant, well-educated, and a part of the middle class. They are relatively young, suburban, and white. For the most part, these characteristics describe me well.
EDF 2085 Reflection #18
Jackie Lawrence
EDF 2085
Reflection Paper #18
In less than four years, beginning in 1959, over 215,000 Cubans fled their country to America seeking refuge. As Cuba’s socialist revolutionary government continued to deteriorate, the numbers grew, and have now reached well over a million. America welcomed the refugees with open arms, mainly because they were middle to upper class whites. In 1962, the US government and the Roman Catholic Church even arranged for Pam Am Airlines to fly Cuban children to Miami, Florida, until thwarted by Fidel Castro. Fourteen thousand children made it and became known as the “Peter Pans.” During the Camarioca Boat Lift in 1965, many Cuban exiles gave up their homes and property to the dictatorship in return for their relative’s safety. They were allowed back to America and treated as political refugees. They faced no immigration quota and were provided with automatic residence status.
Haiti’s government underwent similar corruption under the dictatorial leadership of “Papa Doc” Duvalier, but the US government reacted quite differently. The US not only ignored Haiti’s growing corruption and brutality, but even supported it by giving $40 million to Duvalier as aid. Under his regime, US firms prospered and our economic interests were served, so justification was easy. Meanwhile, Haiti was in shambles, and the working-class fled the island by the thousands for America. Almost 23,000 people arrived on the coast between 1981 and 1990, but only 11 were allowed to apply for asylum. Within the next two years, 34,000 were detained at Guantanamo Bay by the US Coast Guard. Those who were “allowed” to apply for asylum were given HIV tests, and if positive, denied entry to America. Because they were largely of color and underprivileged, stereotyped and prejudices ensued. The main consensus was that Haitian immigrants were undesirable; they would hurt America’s economy because they lacked education and job skills. Even under the Clinton administration, Haitians attempting to migrate were immediately placed in detention and sent back.
It doesn’t take much research or observation to see that the radical differences in treatment of Cuban and Haitian immigrants by the United States absolutely qualifies as numerous institutional acts of racism. Both countries were under severe political oppression and in need of help. There is no justifiable reason the two cultures should have been treated so differently. And unfortunately, because it was our government that instigated negative feelings, prejudice against the Haitian population is still widespread today.
EDF 2085
Reflection Paper #18
In less than four years, beginning in 1959, over 215,000 Cubans fled their country to America seeking refuge. As Cuba’s socialist revolutionary government continued to deteriorate, the numbers grew, and have now reached well over a million. America welcomed the refugees with open arms, mainly because they were middle to upper class whites. In 1962, the US government and the Roman Catholic Church even arranged for Pam Am Airlines to fly Cuban children to Miami, Florida, until thwarted by Fidel Castro. Fourteen thousand children made it and became known as the “Peter Pans.” During the Camarioca Boat Lift in 1965, many Cuban exiles gave up their homes and property to the dictatorship in return for their relative’s safety. They were allowed back to America and treated as political refugees. They faced no immigration quota and were provided with automatic residence status.
Haiti’s government underwent similar corruption under the dictatorial leadership of “Papa Doc” Duvalier, but the US government reacted quite differently. The US not only ignored Haiti’s growing corruption and brutality, but even supported it by giving $40 million to Duvalier as aid. Under his regime, US firms prospered and our economic interests were served, so justification was easy. Meanwhile, Haiti was in shambles, and the working-class fled the island by the thousands for America. Almost 23,000 people arrived on the coast between 1981 and 1990, but only 11 were allowed to apply for asylum. Within the next two years, 34,000 were detained at Guantanamo Bay by the US Coast Guard. Those who were “allowed” to apply for asylum were given HIV tests, and if positive, denied entry to America. Because they were largely of color and underprivileged, stereotyped and prejudices ensued. The main consensus was that Haitian immigrants were undesirable; they would hurt America’s economy because they lacked education and job skills. Even under the Clinton administration, Haitians attempting to migrate were immediately placed in detention and sent back.
It doesn’t take much research or observation to see that the radical differences in treatment of Cuban and Haitian immigrants by the United States absolutely qualifies as numerous institutional acts of racism. Both countries were under severe political oppression and in need of help. There is no justifiable reason the two cultures should have been treated so differently. And unfortunately, because it was our government that instigated negative feelings, prejudice against the Haitian population is still widespread today.
EDF 1005 Field Experience/Serivice Learning Journals
Jackie Lawrence
EDF 1005
Field Experience/Service Learning Journals
Journal One:
October 8th, 2009
7:30am- The Director of the Special Education Department at North Miami Senior High School, Ms. Vann Rees, took me on a tour of just about the entire school, which was not a short tour. I was introduced to the entire faculty in the Special Education Department, along with a variety of other teachers and counselors. Ms. Van Rees and I then sat down to discuss the main things I would achieve during my service learning hours. She asked a lot of questions about my future career aspirations, then gave her professional advice in regards to where I should be spending my time in the school. We both thought the Special Education Department seemed like a perfect fit.
9:00am- My first class experience was in the Profound Unit, where the most severely handicapped kids were placed. Immediately, the teacher showed me the main blackboard, which stated each student’s special needs. I quickly learned that Rodley wore a helmet 24/7 because he frequently underwent grand mal seizures. Belinda, a sweet little girl with autism, was unable to speak and allergic to latex and peanut butter. Kim often threw tantrums and also wore a helmet for protection from seizures. Iris was ambulatory, but also nonverbal, and could only eat pureed foods. The teacher informed me that all these kids were homebound, meaning a teacher actually went to their house twice a week for extra care and attention.
12:00pm- After lunch, I spent the remainder of the day in a classroom that quickly became my absolute favorite. Despite the fact that these students were diagnosed with Down syndrome and a variety of other mental/physical disabilities, I would soon find that they were some of the most, fun-loving, energetic, wonderful people I’ve ever had the pleasure to meet. This first day, I believed my most significant observation was that three teachers for that classroom of twelve were definitely not enough, as these kids has uncontrollable energy. But I had yet to see that not only were the kids totally harmless, but absolutely lovable. Furthermore, those three teachers were more than qualified to take control when necessary.
Journal Two:
October 13th, 2009
7:15am: I walked into school that day feeling pretty nervous, insecure, and anxious. I think my first day had a bigger impact on my psyche then I had anticipated. My heart went out to these kids; why was the world so cruel and unfair? And how could I possibly make some kind of impact when I didn’t have a clue as to how to relate to them? As I watched the teachers help the kids off the bus, my mind was all over the place, especially since I had gotten just a little over three hours of sleep. We went to breakfast as a group, and my anxious thoughts quickly turned to anger as I watched what happened in the breakfast line. Even though the Special Education kids had reached the cafeteria first, they were served dead last. All the regular kids were told to cut them in line because they were faster. To me, those lunch ladies were completely wrong in their thinking, and I was glad the Special Education teachers thought so too. Later, I found out the problem was fixed promptly once Ms. Van Rees heard what had been going on.
9:00am- Each and every day, after breakfast, Ms. Pierre goes over the day of the week, the weather outside, and the time of the day. The kids learned, once again, how to spell Tuesday, and reviewed what time school starts and ends. I noticed that Erika and Brian knew the answers immediately and were getting increasingly frustrated, as the rest of the kids would only participate when given special attention. Ms. Pierre inspired me with her endless patience and undying energy. Even with a classroom of only eight students, a job like that could take a serious toll on anybody.
12:00pm- We spent the rest of the day on various activities and learning games. Worksheet packets were for the students with higher skill levels, while other small groups played dominos, monopoly, and colored. I noticed that, for the most part, attention spans weren’t very high, so activities changed frequently. I went from group to group and tried my best to establish some type of trust, figuring that was the only way to eventually get through to them. However, one 10th grade boy named Larry almost instantly craved my attention. His teachers informed me he didn’t receive much at home. But I had to be careful, because I could not permit him constantly trying to grab my hand considering the situation and my role.
Journal Three:
October 15th, 2009
10:30am- This morning I had my interview with the school psychologist, Ms. Tate. Afterwards, I felt a little discouraged since she had pretty much busted my bubble concerning salaries in the field. I went outside for a short break to do some reflecting, and I’m sure glad I did. I remembered my passion underlying my drive to wake up and go to class each day. I thought about how much potential I have to offer empathetic love and understanding to others. My past personal experiences prove to me exactly what my calling in life is. I went back to the school with a newfound pride and excitement in continuing getting to know these kids, hoping I can make some type of impression.
11:00pm- Lunch was interesting. The dynamics that occur between all the Special Education kids in the cafeteria are more than remarkable. Additionally, this is really the only time of day they are fully integrated with the other students in the school. I watch how they talk to each other; some fight over food or personal space and others display affection and love. The rest sit in their own worlds, pretty much oblivious to the mass of people and noise around them. Silvia loves to tell me made-up stories about church and her children. I infer that her anecdotes come directly from listening to her mother talk to friends. Walking back to the Sped department from the cafeteria, Larry once again latched onto me and had to be told a number of times to join his classmates.
12:30pm- Back in the classroom, I assisted the teacher in his daily activity of reviewing lunch on the blackboard. The kids do this every day, and I haven’t seen much progress. Probably due to the way their brains are wired, they seem to forget that they ate grilled cheese just yesterday. Individually, they are called to the board to repeat the lunch items the teacher reads. Many students exhibit difficulty speaking, and also have a hard time looking at the blackboard for an extended period of time. I noticed that the teacher lets some kids use a pointer, which helps them maintain their attention span. He also puts his hand on the back of their neck to guide them into looking up at the board. Only three students in the class are able to copy down the items they ate for lunch. Regardless, each child receives an abundant amount of positive reinforcement and praise.
Journal Four:
October 20th, 2009
7:30am- Today is Progress Day, as well as 11th and 12th grade retesting for the FCAT. Many of the Special Education teachers were asked to assist in distributing the FCAT and supervising the test-takers. They were not happy, to say the least, and expressed gratitude that I had shown up to help out. At one point, I even got to oversee an entire class by myself! At this point I pretty much knew the drill. We went over the weather, date, and time. I had each student say aloud, “Today is Tuesday, October 20th, 2009.” Some kids had a hard time, and one boy became impatient and kept them to hurry up because they were “taking forever.” From there, I decided to have a discussion on respect, what it means, and how one can display it to others.
10:30am- I assisted the teachers in escorting the kids to the cafeteria for lunch. As we slowly meandered through the maze of faces, I noticed a small crowd of students making fun of Ernesta. They cruelly laughed at the way she zipped in front of everyone else in her wheelchair. My mind immediately correlated the experience to EDF 2085 and our discussions on diversity, and my gut reaction was to become angry. I wondered if the teachers had noticed as well, and if they had, why nothing was said. Ernesta can’t stick up for herself, so who is responsible for doing it for her?
12:30pm- Ms. Van Rees suggested I sit in on a Higher Order Learning class as it would further broaden my perspective. I was told that Higher Order Learning is a concept in which different teaching methods are utilized to create an understanding of new knowledge. It focuses on critical thinking and problem solving skills. This particular class was English and consisted of 9th grade Honors students as well as 10th and 11th grade kids with learning disabilities. I thought it was pretty incredible how well they integrated two completely different groups of students so well. The kids took a quiz on a story in their textbook called “The Most Dangerous Game.” I was given a copy of the quiz as well, and it was actually pretty tough. The questions consisted of using tricky vocabulary words in a sentence that related to the story. Honestly, I don’t remember English quizzes in my high school being that complex. Pretty impressive.
Journal 5:
October 27th, 2009
9:00am: This morning Larry craved attention again. He wanted my help with everything, from coloring, to worksheets, to playing with games. I felt almost awkward, as if he had singled me out. I went and sat with Ericka and Brian to play monopoly, and Larry immediately wanted to join. The other kids weren’t having it because he didn’t know how to play and kept messing up the pieces. Honestly, I was pretty relieved when we had to pack up the game for physical education/therapy.
10:00am- When the kids went to PE, I went to sit in on a different Special Education class, and little to my knowledge, Larry was sitting on the bathroom floor throwing a tantrum. Ms. Pierre came over to tell me what was going on. She mentioned he had done the same thing last week when I had left his class. Guilt overtook me. If trying to help these kids can create this type of reaction, then how can progress possibly occur?
10:30am- However, as I looked into these kids faces, I knew we had begun to establish trust. Somewhere along the way, they began to listen to and respect me. They were beginning to look to me for positive reinforcement and they wanted me to be proud of them. Sammy always showed me his lunch menu after he copied it from the board. Ericka always told me if something was bothering her, which was often, and asked me to fix it. Silvia had innumerable stories, probably imagined, about her life outside of school. They all wanted to share their lunch with me, even if a fruit cup was the only thing their mother had packed. Even Kenny had begun to look me directly in my eyes when I spoke to him. As I reflected on our progress, I knew this experience has been more than worthwhile.
Journal 6:
October 27th, 2009
11:00am- We played an interactive story-telling game from a website on the computer. The teachers were so excited that a new projector had been put up in the classroom. The software we used was called “Who Am I?” and basically let the kids develop a person based on choosing specific characteristics. I couldn’t believe the results of this activity. Each and every student in the class was of Spanish or African American descent, and yet they created a white boy with light eyes and blond hair. Why wouldn’t they choose characteristics more similar to their own?
12:00pm: Two students came down to the Special Education Department to retrieve Ericka. It turned out she needed to retake her ESOL test since her last test scores were from September 8th, 2008. Ericka was scared I would leave her there and not come back, so the faculty at the testing center were nice enough to let me stay. I was even allowed to sit in on the test. The ESOL test consisted of various pictures with related questions. For instance, Ericka was asked to count the people in one picture, determine the weather and time of day, and point to different objects in another. The oral element of the test consisted of a story about a boy who went to the bakery and couldn’t decide what to buy. He finally chose a donut for 50 cents. Ericka was then prompted to answer various questions about the story, testing her memory skills. I noticed she had a habit of looking at me before answering questions, as if she needed comfort and support. All in all, I thought the test was extremely interesting and I felt lucky to have the experience.
1:30pm- As I knew today was my last day with the kids, I brought some candy and stickers as a little surprise. Thank goodness no one was allergic to peanut butter M&Ms. The kids were thrilled, and they all wore stickers on their foreheads for the remainder of the day. Sammy had actually remembered it was my last day; I had told him the week before. He made me a beautiful picture that must’ve taken him hours to create, and I have already had it framed. Before they got on the bus, the kids all ran to give me a hug goodbye. I walked out of the school feeling like a million bucks. My service hours were a phenomenal experience. Not only did my time at North Miami Senior High give me insight for my future career, but it expanded my personal feelings of self-esteem, gratification, pride, and love.
EDF 1005
Field Experience/Service Learning Journals
Journal One:
October 8th, 2009
7:30am- The Director of the Special Education Department at North Miami Senior High School, Ms. Vann Rees, took me on a tour of just about the entire school, which was not a short tour. I was introduced to the entire faculty in the Special Education Department, along with a variety of other teachers and counselors. Ms. Van Rees and I then sat down to discuss the main things I would achieve during my service learning hours. She asked a lot of questions about my future career aspirations, then gave her professional advice in regards to where I should be spending my time in the school. We both thought the Special Education Department seemed like a perfect fit.
9:00am- My first class experience was in the Profound Unit, where the most severely handicapped kids were placed. Immediately, the teacher showed me the main blackboard, which stated each student’s special needs. I quickly learned that Rodley wore a helmet 24/7 because he frequently underwent grand mal seizures. Belinda, a sweet little girl with autism, was unable to speak and allergic to latex and peanut butter. Kim often threw tantrums and also wore a helmet for protection from seizures. Iris was ambulatory, but also nonverbal, and could only eat pureed foods. The teacher informed me that all these kids were homebound, meaning a teacher actually went to their house twice a week for extra care and attention.
12:00pm- After lunch, I spent the remainder of the day in a classroom that quickly became my absolute favorite. Despite the fact that these students were diagnosed with Down syndrome and a variety of other mental/physical disabilities, I would soon find that they were some of the most, fun-loving, energetic, wonderful people I’ve ever had the pleasure to meet. This first day, I believed my most significant observation was that three teachers for that classroom of twelve were definitely not enough, as these kids has uncontrollable energy. But I had yet to see that not only were the kids totally harmless, but absolutely lovable. Furthermore, those three teachers were more than qualified to take control when necessary.
Journal Two:
October 13th, 2009
7:15am: I walked into school that day feeling pretty nervous, insecure, and anxious. I think my first day had a bigger impact on my psyche then I had anticipated. My heart went out to these kids; why was the world so cruel and unfair? And how could I possibly make some kind of impact when I didn’t have a clue as to how to relate to them? As I watched the teachers help the kids off the bus, my mind was all over the place, especially since I had gotten just a little over three hours of sleep. We went to breakfast as a group, and my anxious thoughts quickly turned to anger as I watched what happened in the breakfast line. Even though the Special Education kids had reached the cafeteria first, they were served dead last. All the regular kids were told to cut them in line because they were faster. To me, those lunch ladies were completely wrong in their thinking, and I was glad the Special Education teachers thought so too. Later, I found out the problem was fixed promptly once Ms. Van Rees heard what had been going on.
9:00am- Each and every day, after breakfast, Ms. Pierre goes over the day of the week, the weather outside, and the time of the day. The kids learned, once again, how to spell Tuesday, and reviewed what time school starts and ends. I noticed that Erika and Brian knew the answers immediately and were getting increasingly frustrated, as the rest of the kids would only participate when given special attention. Ms. Pierre inspired me with her endless patience and undying energy. Even with a classroom of only eight students, a job like that could take a serious toll on anybody.
12:00pm- We spent the rest of the day on various activities and learning games. Worksheet packets were for the students with higher skill levels, while other small groups played dominos, monopoly, and colored. I noticed that, for the most part, attention spans weren’t very high, so activities changed frequently. I went from group to group and tried my best to establish some type of trust, figuring that was the only way to eventually get through to them. However, one 10th grade boy named Larry almost instantly craved my attention. His teachers informed me he didn’t receive much at home. But I had to be careful, because I could not permit him constantly trying to grab my hand considering the situation and my role.
Journal Three:
October 15th, 2009
10:30am- This morning I had my interview with the school psychologist, Ms. Tate. Afterwards, I felt a little discouraged since she had pretty much busted my bubble concerning salaries in the field. I went outside for a short break to do some reflecting, and I’m sure glad I did. I remembered my passion underlying my drive to wake up and go to class each day. I thought about how much potential I have to offer empathetic love and understanding to others. My past personal experiences prove to me exactly what my calling in life is. I went back to the school with a newfound pride and excitement in continuing getting to know these kids, hoping I can make some type of impression.
11:00pm- Lunch was interesting. The dynamics that occur between all the Special Education kids in the cafeteria are more than remarkable. Additionally, this is really the only time of day they are fully integrated with the other students in the school. I watch how they talk to each other; some fight over food or personal space and others display affection and love. The rest sit in their own worlds, pretty much oblivious to the mass of people and noise around them. Silvia loves to tell me made-up stories about church and her children. I infer that her anecdotes come directly from listening to her mother talk to friends. Walking back to the Sped department from the cafeteria, Larry once again latched onto me and had to be told a number of times to join his classmates.
12:30pm- Back in the classroom, I assisted the teacher in his daily activity of reviewing lunch on the blackboard. The kids do this every day, and I haven’t seen much progress. Probably due to the way their brains are wired, they seem to forget that they ate grilled cheese just yesterday. Individually, they are called to the board to repeat the lunch items the teacher reads. Many students exhibit difficulty speaking, and also have a hard time looking at the blackboard for an extended period of time. I noticed that the teacher lets some kids use a pointer, which helps them maintain their attention span. He also puts his hand on the back of their neck to guide them into looking up at the board. Only three students in the class are able to copy down the items they ate for lunch. Regardless, each child receives an abundant amount of positive reinforcement and praise.
Journal Four:
October 20th, 2009
7:30am- Today is Progress Day, as well as 11th and 12th grade retesting for the FCAT. Many of the Special Education teachers were asked to assist in distributing the FCAT and supervising the test-takers. They were not happy, to say the least, and expressed gratitude that I had shown up to help out. At one point, I even got to oversee an entire class by myself! At this point I pretty much knew the drill. We went over the weather, date, and time. I had each student say aloud, “Today is Tuesday, October 20th, 2009.” Some kids had a hard time, and one boy became impatient and kept them to hurry up because they were “taking forever.” From there, I decided to have a discussion on respect, what it means, and how one can display it to others.
10:30am- I assisted the teachers in escorting the kids to the cafeteria for lunch. As we slowly meandered through the maze of faces, I noticed a small crowd of students making fun of Ernesta. They cruelly laughed at the way she zipped in front of everyone else in her wheelchair. My mind immediately correlated the experience to EDF 2085 and our discussions on diversity, and my gut reaction was to become angry. I wondered if the teachers had noticed as well, and if they had, why nothing was said. Ernesta can’t stick up for herself, so who is responsible for doing it for her?
12:30pm- Ms. Van Rees suggested I sit in on a Higher Order Learning class as it would further broaden my perspective. I was told that Higher Order Learning is a concept in which different teaching methods are utilized to create an understanding of new knowledge. It focuses on critical thinking and problem solving skills. This particular class was English and consisted of 9th grade Honors students as well as 10th and 11th grade kids with learning disabilities. I thought it was pretty incredible how well they integrated two completely different groups of students so well. The kids took a quiz on a story in their textbook called “The Most Dangerous Game.” I was given a copy of the quiz as well, and it was actually pretty tough. The questions consisted of using tricky vocabulary words in a sentence that related to the story. Honestly, I don’t remember English quizzes in my high school being that complex. Pretty impressive.
Journal 5:
October 27th, 2009
9:00am: This morning Larry craved attention again. He wanted my help with everything, from coloring, to worksheets, to playing with games. I felt almost awkward, as if he had singled me out. I went and sat with Ericka and Brian to play monopoly, and Larry immediately wanted to join. The other kids weren’t having it because he didn’t know how to play and kept messing up the pieces. Honestly, I was pretty relieved when we had to pack up the game for physical education/therapy.
10:00am- When the kids went to PE, I went to sit in on a different Special Education class, and little to my knowledge, Larry was sitting on the bathroom floor throwing a tantrum. Ms. Pierre came over to tell me what was going on. She mentioned he had done the same thing last week when I had left his class. Guilt overtook me. If trying to help these kids can create this type of reaction, then how can progress possibly occur?
10:30am- However, as I looked into these kids faces, I knew we had begun to establish trust. Somewhere along the way, they began to listen to and respect me. They were beginning to look to me for positive reinforcement and they wanted me to be proud of them. Sammy always showed me his lunch menu after he copied it from the board. Ericka always told me if something was bothering her, which was often, and asked me to fix it. Silvia had innumerable stories, probably imagined, about her life outside of school. They all wanted to share their lunch with me, even if a fruit cup was the only thing their mother had packed. Even Kenny had begun to look me directly in my eyes when I spoke to him. As I reflected on our progress, I knew this experience has been more than worthwhile.
Journal 6:
October 27th, 2009
11:00am- We played an interactive story-telling game from a website on the computer. The teachers were so excited that a new projector had been put up in the classroom. The software we used was called “Who Am I?” and basically let the kids develop a person based on choosing specific characteristics. I couldn’t believe the results of this activity. Each and every student in the class was of Spanish or African American descent, and yet they created a white boy with light eyes and blond hair. Why wouldn’t they choose characteristics more similar to their own?
12:00pm: Two students came down to the Special Education Department to retrieve Ericka. It turned out she needed to retake her ESOL test since her last test scores were from September 8th, 2008. Ericka was scared I would leave her there and not come back, so the faculty at the testing center were nice enough to let me stay. I was even allowed to sit in on the test. The ESOL test consisted of various pictures with related questions. For instance, Ericka was asked to count the people in one picture, determine the weather and time of day, and point to different objects in another. The oral element of the test consisted of a story about a boy who went to the bakery and couldn’t decide what to buy. He finally chose a donut for 50 cents. Ericka was then prompted to answer various questions about the story, testing her memory skills. I noticed she had a habit of looking at me before answering questions, as if she needed comfort and support. All in all, I thought the test was extremely interesting and I felt lucky to have the experience.
1:30pm- As I knew today was my last day with the kids, I brought some candy and stickers as a little surprise. Thank goodness no one was allergic to peanut butter M&Ms. The kids were thrilled, and they all wore stickers on their foreheads for the remainder of the day. Sammy had actually remembered it was my last day; I had told him the week before. He made me a beautiful picture that must’ve taken him hours to create, and I have already had it framed. Before they got on the bus, the kids all ran to give me a hug goodbye. I walked out of the school feeling like a million bucks. My service hours were a phenomenal experience. Not only did my time at North Miami Senior High give me insight for my future career, but it expanded my personal feelings of self-esteem, gratification, pride, and love.
Wednesday, November 4, 2009
EDF 1005 Required Assignment #1: Educational Philosophy Essay
Educational Philosophy 1
Running Head: EDUCATIONAL PHILOSOPHY
Educational Philosophy
Jackie Lawrence
November 4th, 2009
Miami Dade College
Educational Philosophy 2
Abstract
After taking a survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. These views will determine the basis of my personal teaching style in the classroom and the learning expectations I will have for my students. The survey results confirmed that I hold mainly Constructivism and Progressivism points of view. I also support the ideologies of Reconstruction and Critical Theory. This fresh knowledge will assist me in developing a well-thought out plan of action once my career begins.
Educational Philosophy 3
Every decision and action I will undertake in the classroom will reflect my personal educational philosophy. What methods will I utilize to become an effective educator? How can I ensure my students academic knowledge and critical thinking/life skills are developed appropriately? And how can I excel in my career, finding fulfillment in watching young people achieve?
After taking the survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. As an apparent advocate of Constructivism, Progressivism, and Reconstruction/Critical Theory, I follow the ideologies of John Dewy, Jean Piaget, Lev Vygotsky, and Paulo Freire.
As an aspiring school psychologist, it makes sense that my primary views of how education should be conducted center around Constructivism. I believe that one’s reality has everything to do with how it is perceived. People constantly attempt to create order and understanding in their world, reconstructing thoughts
based on new information (Sadker, Sadker, & Zittleman, 2008). Constructivism, an idea inspired by the cognitive psychologists Jean Piaget and Lev Vygotsky, asserts that teachers can expand the minds of their students only after they become aware of what their students already know (Sadker, Sadker, & Zittleman, 2008).Challenging norms and extending insight leads to the creation of critical thinking skills, which are absolutely imperative in today’s world. Scaffolding is the primary tool used in Constructivism, which are questions teachers may ask to assist students in linking together old and new information (Sadker, Sadker, & Zittleman, 2008). Because I hold strong faith in philosophic and psychological thought, it only makes sense that my educational ideals are based on Constructivism.
Educational Philosophy 4
We currently reside in an increasingly globalized world, where competition for success is only becoming tougher. Many young people have absolutely no idea where they’re going in life, and I believe it is up to the schools to direct them. Vocational training, health concerns, family issues, psychology, and social problems are addressed in progressive education schools, and students are given the freedom to learn about their personal interests (Sadker, Sadker, & Zittleman, 2008). As an advocate of progressive education, my main role will be to assist students in finding their passions, and let them flourish from there. John Dewey, a main
advocate of Progressivism, believed that schools should be a working model of democracy and by applying the scientific method to new situations, learning would ensue (Sadker, Sadker, & Zittleman, 2008). I completely agree, and also believe that the main function of educators is to make sure students are enjoying the process of learning. I have been fortunate enough in my life to have people show me just how beautiful expanding my mind can be, and I want to be able to offer that to others.
Lastly, I believe that societal problems should be addressed in schools in order to prepare students for real world situations. Learning how to be a proactive citizen will assist young people in developing a sense of personal responsibility and pride in who they are becoming. Paulo Freire is a contemporary reconstructionist who believes that true education liberates (Sadker, Sadker, & Zittleman, 2008). His inspirational book, Pedagogy of the Oppressed, discusses poverty in Brazil and how problems such as sanitation can be fixed through literature
and education (Sadker, Sadker, & Zittleman, 2008). If current students are to one day be responsible for the future, shouldn’t they develop proactive, civic learning tools today?
Educational Philosophy 5
Elementary, primary, and secondary education should focus on much more than just basic academic skills. Of course, reading, writing, and the sciences are extremely important concepts that young people must become proficient in. However, basic life skill development is imperative. Unfortunately, not all parents
make it their responsibility to mold their children for success, and it is therefore up to the schools system. Now that I am conscious of my personal beliefs regarding successful education, it won’t be too difficult to determine a course of action in the classroom. My future lesson plans for my students can include components such as developing critical thinking skills, understanding the scientific method, searching for personal passions, questioning, and searching for solutions to social problems in society. If these are the aspects of education that I value, using them in the classroom will ultimately make me an educator that has dedication,
enthusiasm, and perseverance in expanding the minds of my students. Hopefully, my students be inspired by these qualities and look forward to having a positive educational experience with me.
.
Educational Philosophy 6
References
Book:
Sadker, David Miller, Sadker, Myra Pollack, & Zittleman, Karen R. (2008). Teachers,
Schools, and Society: Florida Edition, 133, 213, 281-284, 324, 325, 336.
Running Head: EDUCATIONAL PHILOSOPHY
Educational Philosophy
Jackie Lawrence
November 4th, 2009
Miami Dade College
Educational Philosophy 2
Abstract
After taking a survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. These views will determine the basis of my personal teaching style in the classroom and the learning expectations I will have for my students. The survey results confirmed that I hold mainly Constructivism and Progressivism points of view. I also support the ideologies of Reconstruction and Critical Theory. This fresh knowledge will assist me in developing a well-thought out plan of action once my career begins.
Educational Philosophy 3
Every decision and action I will undertake in the classroom will reflect my personal educational philosophy. What methods will I utilize to become an effective educator? How can I ensure my students academic knowledge and critical thinking/life skills are developed appropriately? And how can I excel in my career, finding fulfillment in watching young people achieve?
After taking the survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. As an apparent advocate of Constructivism, Progressivism, and Reconstruction/Critical Theory, I follow the ideologies of John Dewy, Jean Piaget, Lev Vygotsky, and Paulo Freire.
As an aspiring school psychologist, it makes sense that my primary views of how education should be conducted center around Constructivism. I believe that one’s reality has everything to do with how it is perceived. People constantly attempt to create order and understanding in their world, reconstructing thoughts
based on new information (Sadker, Sadker, & Zittleman, 2008). Constructivism, an idea inspired by the cognitive psychologists Jean Piaget and Lev Vygotsky, asserts that teachers can expand the minds of their students only after they become aware of what their students already know (Sadker, Sadker, & Zittleman, 2008).Challenging norms and extending insight leads to the creation of critical thinking skills, which are absolutely imperative in today’s world. Scaffolding is the primary tool used in Constructivism, which are questions teachers may ask to assist students in linking together old and new information (Sadker, Sadker, & Zittleman, 2008). Because I hold strong faith in philosophic and psychological thought, it only makes sense that my educational ideals are based on Constructivism.
Educational Philosophy 4
We currently reside in an increasingly globalized world, where competition for success is only becoming tougher. Many young people have absolutely no idea where they’re going in life, and I believe it is up to the schools to direct them. Vocational training, health concerns, family issues, psychology, and social problems are addressed in progressive education schools, and students are given the freedom to learn about their personal interests (Sadker, Sadker, & Zittleman, 2008). As an advocate of progressive education, my main role will be to assist students in finding their passions, and let them flourish from there. John Dewey, a main
advocate of Progressivism, believed that schools should be a working model of democracy and by applying the scientific method to new situations, learning would ensue (Sadker, Sadker, & Zittleman, 2008). I completely agree, and also believe that the main function of educators is to make sure students are enjoying the process of learning. I have been fortunate enough in my life to have people show me just how beautiful expanding my mind can be, and I want to be able to offer that to others.
Lastly, I believe that societal problems should be addressed in schools in order to prepare students for real world situations. Learning how to be a proactive citizen will assist young people in developing a sense of personal responsibility and pride in who they are becoming. Paulo Freire is a contemporary reconstructionist who believes that true education liberates (Sadker, Sadker, & Zittleman, 2008). His inspirational book, Pedagogy of the Oppressed, discusses poverty in Brazil and how problems such as sanitation can be fixed through literature
and education (Sadker, Sadker, & Zittleman, 2008). If current students are to one day be responsible for the future, shouldn’t they develop proactive, civic learning tools today?
Educational Philosophy 5
Elementary, primary, and secondary education should focus on much more than just basic academic skills. Of course, reading, writing, and the sciences are extremely important concepts that young people must become proficient in. However, basic life skill development is imperative. Unfortunately, not all parents
make it their responsibility to mold their children for success, and it is therefore up to the schools system. Now that I am conscious of my personal beliefs regarding successful education, it won’t be too difficult to determine a course of action in the classroom. My future lesson plans for my students can include components such as developing critical thinking skills, understanding the scientific method, searching for personal passions, questioning, and searching for solutions to social problems in society. If these are the aspects of education that I value, using them in the classroom will ultimately make me an educator that has dedication,
enthusiasm, and perseverance in expanding the minds of my students. Hopefully, my students be inspired by these qualities and look forward to having a positive educational experience with me.
.
Educational Philosophy 6
References
Book:
Sadker, David Miller, Sadker, Myra Pollack, & Zittleman, Karen R. (2008). Teachers,
Schools, and Society: Florida Edition, 133, 213, 281-284, 324, 325, 336.
EDF 2085 Reflection #17
Jackie Lawrence
EDF 2085
Reflection Paper #17
Race, first and foremost, is a culturally defined concept. Biologically, we all derive from common ancestry. Genetic research preformed suggests we all stem from the Mitochondrial Eve, one woman who lived 200,000 years ago in Africa. Differences in color of our skin have been blown out of proportion throughout history. There are various types of prejudices that lead to racism; ethnocentrism being at the core and hence the primary factor in the creation of feelings of superiority. All of them are rooted in fear and ignorance. Racial chauvinism is when an individual combines the attitudes and rejective behaviors of prejudice and acts against them. Even in America, we have undergone institutional acts of racism, when government condones acts of prejudice as constitutional. A prime example of this would be slavery in the United States. The 1955 murder of Emmett Till in Money, Mississippi was an inexcusable act preformed in the South, which ultimately spawned the American Civil Rights Movement. Even going back to colonial times in America, Native Americans were treated more than terribly. Forced from their homes, many of them died during the Trail of Tears. And during World War II, Japanese Americans underwent forcible relocation to internment camps after Japan’s attack on Pearl Harbor. Racial bigotry combines hatred and feelings of superiority towards another group, which was a prime factor in the devastation of the Holocaust in Nazi Germany. Feelings of hatred can lead to indescribably cruel acts of genocide and/or ethnic cleansing. Throughout the world and its history, entire cultures have been wiped out on the basis of hatred. At some point, we need to bring this devastating problem to a standstill. To achieve this, individual beliefs, values, and attitudes must be attacked and changed. Active work must be present, along with awareness and a willingness to undergo transformation. Collectively, we need to make a conscious effort to halt the stereotypes and partial truths that have been handed down from generation to generation within cultures.
EDF 2085
Reflection Paper #17
Race, first and foremost, is a culturally defined concept. Biologically, we all derive from common ancestry. Genetic research preformed suggests we all stem from the Mitochondrial Eve, one woman who lived 200,000 years ago in Africa. Differences in color of our skin have been blown out of proportion throughout history. There are various types of prejudices that lead to racism; ethnocentrism being at the core and hence the primary factor in the creation of feelings of superiority. All of them are rooted in fear and ignorance. Racial chauvinism is when an individual combines the attitudes and rejective behaviors of prejudice and acts against them. Even in America, we have undergone institutional acts of racism, when government condones acts of prejudice as constitutional. A prime example of this would be slavery in the United States. The 1955 murder of Emmett Till in Money, Mississippi was an inexcusable act preformed in the South, which ultimately spawned the American Civil Rights Movement. Even going back to colonial times in America, Native Americans were treated more than terribly. Forced from their homes, many of them died during the Trail of Tears. And during World War II, Japanese Americans underwent forcible relocation to internment camps after Japan’s attack on Pearl Harbor. Racial bigotry combines hatred and feelings of superiority towards another group, which was a prime factor in the devastation of the Holocaust in Nazi Germany. Feelings of hatred can lead to indescribably cruel acts of genocide and/or ethnic cleansing. Throughout the world and its history, entire cultures have been wiped out on the basis of hatred. At some point, we need to bring this devastating problem to a standstill. To achieve this, individual beliefs, values, and attitudes must be attacked and changed. Active work must be present, along with awareness and a willingness to undergo transformation. Collectively, we need to make a conscious effort to halt the stereotypes and partial truths that have been handed down from generation to generation within cultures.
Tuesday, November 3, 2009
EDF 1005 Required Assignment #2: Teacher Interview
Jackie Lawrence
EDF 1005
Required Assignment #2: Teacher Interview/Role of the Teacher
There are two school psychologists at North Miami Senior High School, Ms. Schneider and Ms. Tate. On October 15th, 2009, I was lucky enough to sit down with Ms. Tate for about forty-five minutes, in between mounds of paperwork, while most of the students she needed to see were eating lunch. Not only did she allow me to pick her brain, she also bestowed upon me tons of priceless information that will be tremendously helpful once I begin my own career.
Ms. Tate completed her undergraduate studies at Juniata College in Pennsylvania, where she received a bachelor degree in psychology and biology. It was here she discovered her passion for psychology and the study of people and behaviors. Afterwards, she spent the next three years at Northwestern State University in Louisiana for her master’s degree in clinical psychology. Ms. Tate received her Psy.D five years later from Argosy University in Washington DC. Her one-year clinical internship was based in Miami at a mental health organization called Citrus Health Network.
This is Ms. Tate’s fifth year at North Miami Senior High, along with an elementary school in Dade County she is assigned to. Because school psychologists make nowhere near the amount of money I thought they did, Ms. Tate also teaches two online classes for a school counseling program and practices private therapy sessions on the side. She thoroughly enjoys her time at the elementary school since she prefers to work with younger children, as they are more impressionable and open to what she has to offer. However, she mainly performs IQ tests, achievement tests, and evaluations there. She expressed her passion for counseling and developing bonds with the students, which is her primary function at the high school. Between Ms. Tate and Ms. Schneider, as many students as possible are seen on a weekly basis for as long as time permits. On average, they usually have enough time to counsel around twenty students each every two days. Keeping up with paperwork, IEP’s, and evaluations is tedious, but worth the effort in the long run.
Ms. Tate provided me with a plethora of invaluable information I had never heard before. For instance, it is imperative to undertake a clinical internship accredited by the American Psychological Association for doctoral hours. She also managed to clear up my confusion about what type of degree I want to earn in the future. Licensed mental health counselors work mainly in hospitals and community mental health centers, which can be extremely stressful environments. Becoming a licensed clinical social worker is also an option, but aspiring towards being a clinical or counseling psychologist is truly worth the long, strenuous path. A Psy.D in clinical psychology, versus a PhD, provides more practice in counseling and therapy, which is exactly what I am looking forward to. When I asked about future employment opportunities within the education system, Ms. Tate informed me that many school psychologists were being laid off two years ago because of budget cuts. However, many schools are now understaffed in this area, so rehiring has commenced. And regardless of the state of the economy, psychologists will always be a significant component to a successful school. I also asked Ms. Tate what she has a hard time with when it comes to her job. She mentioned her frustration at having too many kids to counsel and not enough time in the school day. Unfortunately, poverty, crime, and drug addiction go hand-in-hand with many large cities, which can have a big impact on inner-city schools. And, sadly, sometimes issues concerning lack of care and bad parenting are presiding factors as well. She also implied that every now and then students are over-identified and diagnoses aren’t always 100% correct. However, these kids aren’t doomed for failure at all. Schools that are lucky enough to have driven, motivated, empathic, and caring employees have a good chance in guiding students to develop these same characteristics. And North Miami Senior High School is definitely one of them.
EDF 1005
Required Assignment #2: Teacher Interview/Role of the Teacher
There are two school psychologists at North Miami Senior High School, Ms. Schneider and Ms. Tate. On October 15th, 2009, I was lucky enough to sit down with Ms. Tate for about forty-five minutes, in between mounds of paperwork, while most of the students she needed to see were eating lunch. Not only did she allow me to pick her brain, she also bestowed upon me tons of priceless information that will be tremendously helpful once I begin my own career.
Ms. Tate completed her undergraduate studies at Juniata College in Pennsylvania, where she received a bachelor degree in psychology and biology. It was here she discovered her passion for psychology and the study of people and behaviors. Afterwards, she spent the next three years at Northwestern State University in Louisiana for her master’s degree in clinical psychology. Ms. Tate received her Psy.D five years later from Argosy University in Washington DC. Her one-year clinical internship was based in Miami at a mental health organization called Citrus Health Network.
This is Ms. Tate’s fifth year at North Miami Senior High, along with an elementary school in Dade County she is assigned to. Because school psychologists make nowhere near the amount of money I thought they did, Ms. Tate also teaches two online classes for a school counseling program and practices private therapy sessions on the side. She thoroughly enjoys her time at the elementary school since she prefers to work with younger children, as they are more impressionable and open to what she has to offer. However, she mainly performs IQ tests, achievement tests, and evaluations there. She expressed her passion for counseling and developing bonds with the students, which is her primary function at the high school. Between Ms. Tate and Ms. Schneider, as many students as possible are seen on a weekly basis for as long as time permits. On average, they usually have enough time to counsel around twenty students each every two days. Keeping up with paperwork, IEP’s, and evaluations is tedious, but worth the effort in the long run.
Ms. Tate provided me with a plethora of invaluable information I had never heard before. For instance, it is imperative to undertake a clinical internship accredited by the American Psychological Association for doctoral hours. She also managed to clear up my confusion about what type of degree I want to earn in the future. Licensed mental health counselors work mainly in hospitals and community mental health centers, which can be extremely stressful environments. Becoming a licensed clinical social worker is also an option, but aspiring towards being a clinical or counseling psychologist is truly worth the long, strenuous path. A Psy.D in clinical psychology, versus a PhD, provides more practice in counseling and therapy, which is exactly what I am looking forward to. When I asked about future employment opportunities within the education system, Ms. Tate informed me that many school psychologists were being laid off two years ago because of budget cuts. However, many schools are now understaffed in this area, so rehiring has commenced. And regardless of the state of the economy, psychologists will always be a significant component to a successful school. I also asked Ms. Tate what she has a hard time with when it comes to her job. She mentioned her frustration at having too many kids to counsel and not enough time in the school day. Unfortunately, poverty, crime, and drug addiction go hand-in-hand with many large cities, which can have a big impact on inner-city schools. And, sadly, sometimes issues concerning lack of care and bad parenting are presiding factors as well. She also implied that every now and then students are over-identified and diagnoses aren’t always 100% correct. However, these kids aren’t doomed for failure at all. Schools that are lucky enough to have driven, motivated, empathic, and caring employees have a good chance in guiding students to develop these same characteristics. And North Miami Senior High School is definitely one of them.
Thursday, October 29, 2009
EDF 2085 Reflection #16
Jackie Lawrence
EDF 2085
Reflection Paper #16
Ratko Mladic is the Serbian military commander who was largely responsible for the ethnic cleansing of Muslims in Bosnia. Civilians were terrorized, raped, and left to die in concentration camps throughout the war. It didn’t matter if Serbs, the so-called superior ethnic group, were living in cities that were to be cleansed. They were warned, and if they neglected to evacuate, they might have been killed as well. The Serbs, as highly successful cleansers, had their method down pact: concentration, decapitation, separation, evacuation, and liquidation. Over two hundred thousand people were killed and millions more were left without a place to call home.
In 1994, half a million Tutsi people were killed in Rwanda when the Hutu majority decided to mass arms and wipe out an entire ethnic group. Political ideologies, ethnic tensions, religious beliefs and media propaganda were chief factors in the promotion of what ultimately became genocide. This civil war was extremely organized and weapons such as grenades, machetes, and AK-47 assault rifles were used.
In western Sudan, a region called Darfur, one million black villagers were driven from their homes and executed by the Arab military. The reasoning of the Arabs was based on the fact that their skin was lighter, which, in their minds, made them superior. Janjaweed were Arab bandits that were known for stealing livestock and attacking innocent Africans. They were eventually enlisted as foot soldiers for the Arab military during a resistance movement. Tension over cattle eventually reached its peak, so torture and massacre were justifiable. The Arabs used methods such as raids and air assaults to kill the Africans.
Racial and ethnic divisions only lead to turmoil and tragedy. The purpose of studying history is to learn from the mistakes of the past, and regrettably, history seems to sometimes repeat itself. The terrifying part is that as technology continues to progress, we become more capable of mass destruction and completely wiping ourselves out. The crimes committed during these ethnic cleanses are absolutely horrifying and should never have been tolerated, even by bystanders. Personally, I just cannot fathom detesting a group of people to the point I want them dead, especially just because of their religion or the color of their skin.
EDF 2085
Reflection Paper #16
Ratko Mladic is the Serbian military commander who was largely responsible for the ethnic cleansing of Muslims in Bosnia. Civilians were terrorized, raped, and left to die in concentration camps throughout the war. It didn’t matter if Serbs, the so-called superior ethnic group, were living in cities that were to be cleansed. They were warned, and if they neglected to evacuate, they might have been killed as well. The Serbs, as highly successful cleansers, had their method down pact: concentration, decapitation, separation, evacuation, and liquidation. Over two hundred thousand people were killed and millions more were left without a place to call home.
In 1994, half a million Tutsi people were killed in Rwanda when the Hutu majority decided to mass arms and wipe out an entire ethnic group. Political ideologies, ethnic tensions, religious beliefs and media propaganda were chief factors in the promotion of what ultimately became genocide. This civil war was extremely organized and weapons such as grenades, machetes, and AK-47 assault rifles were used.
In western Sudan, a region called Darfur, one million black villagers were driven from their homes and executed by the Arab military. The reasoning of the Arabs was based on the fact that their skin was lighter, which, in their minds, made them superior. Janjaweed were Arab bandits that were known for stealing livestock and attacking innocent Africans. They were eventually enlisted as foot soldiers for the Arab military during a resistance movement. Tension over cattle eventually reached its peak, so torture and massacre were justifiable. The Arabs used methods such as raids and air assaults to kill the Africans.
Racial and ethnic divisions only lead to turmoil and tragedy. The purpose of studying history is to learn from the mistakes of the past, and regrettably, history seems to sometimes repeat itself. The terrifying part is that as technology continues to progress, we become more capable of mass destruction and completely wiping ourselves out. The crimes committed during these ethnic cleanses are absolutely horrifying and should never have been tolerated, even by bystanders. Personally, I just cannot fathom detesting a group of people to the point I want them dead, especially just because of their religion or the color of their skin.
EDF 1005 Required Article Review and Reflection
Required Article Review and Reflection
According to a study conducted by the Institute for Education Sciences, in 2003 and 2004, the United States teaching force consisted of well over three million educators. Two-thirds are female and almost half have a master’s degree. Also, in public schools, seven percent of teachers have earned doctoral or specialist degrees. Obviously, they are well trained and fit enough to educate the future of our country. So why is it that an overwhelming number of studies point to the fact that they lack vital knowledge pertaining to education law?
Mark Littleton’s journal entitled “Action in Teacher Education” addressed various statistics and studies relating to the knowledge base of education-related law. In 1970 there were around 300 lawsuits involving schools, and in 2001, that number exploded to over 1,800. Centers of conflict involve public school finance, accountability, special education, English-language learners, and religion. If teachers were more knowledgeable about their rights, student rights, care and supervision, instruction, and health and safety issues, then many of these predicaments would cease to exist. The No Child Left Behind Act and the Individuals With Disabilities Education Act have both had a profound impact on the manner in which schools operate, as well as major legal consequences if mistakes are made. Unfortunately, Level 1 hearings in the United States concerning schools and special education matters have increased 92% in the past nine years. And in Florida, a devastating majority of legal disputes are centered on special education.
Although no national study about teacher knowledge of education law has been conducted to date, much research and analysis has been done, primarily through doctoral dissertations in a variety of states. Experience, age, and gender of teachers are the variables frequently investigated. When it came to experience, some reports actually contradicted each other. Some studies found that the more experience teachers possessed, the more knowledge they had on how to protect themselves and their students from legal problems. Seven other studies found no such correlation. And one report in Georgia in 2001 found that novice teachers with less than three years on the job had a better grasp of education law then teachers with over thirty years of experience. In terms of age, the main consensus is that older teachers are more aware of how to protect themselves in the classroom than younger teachers are. When it comes to analysis of sex, both male and female teachers are equally uneducated on issues pertaining to law and their careers. Examinations of other variables have also been done. For instance, urban teachers possess a greater knowledge of minority rights and suburban teachers know more about student discipline legal matters. Additionally, middle school and high school teachers seem to have more knowledge than elementary school teachers. And teachers who are members of professional organizations have acquired a better comprehension of education and legal issues then other teachers. A study in 1997 by Gullatt and Tollet found that very few states have teaching requirements that include courses on education law, regardless of the degree being earned. So basically, even the seven percent of public school teachers with doctoral degrees could potentially have just as little knowledge on this matter as their students.
The United States Congress and state legislators continue to formulate laws that make legal standards and education norms almost inseparable. Many educators express confusion when faced with difficult situations in the classroom. Some are timid in taking risks and being innovative, while others regard the law with apathy, or even ignore it altogether. Teachers can easily destroy their professional careers and reputations with one incident that could have been easily prevented. Young people’s lives can go down the drain after an experience with a negligent teacher. So what can we do to address this alarming problem? Mark Littleton makes three clever suggestions. Structured coursework, periodic professional development sessions, and membership in law-based informative organizations may be what teachers need to close the legal knowledge gap. Wagner did a study in 2006 and found that 75% of the teachers he surveyed had never taken an education law course. Based on the alarming increase of school based lawsuits, teacher preparation programs, colleges, and universities should incorporate these classes and make sure the learner’s knowledge of education law is acceptable for real world situations. Professional development sessions have proved to be the most effective method in reminding practicing teachers the consequences of making serious mistakes. As 88% of America’s teaching force has been on the job for more than three years, a periodic reminder is not a bad idea. Additionally, professional organization membership can also assist in generating teacher awareness. Professional libraries can be established to inform teachers of the variety of job-related legal issues they can encounter, and what approach to take with each. School administrators can mandate recurring training on subject matter specific to their districts. Focusing on special education, tort liability, student rights, and religion can only benefit teachers and expand their familiarity with issues that could arise. Undergraduate and graduate schools, policy-makers, and public school district personnel can all do their part in combating the documented lack of comprehension of education law by our teachers.
Schools in the United States have not only been growing in size, but they have also become increasingly multifaceted, diverse, and complex. Our society is on a continuum in becoming more and more sophisticated due to technology. As we develop, various problems arise. Sadly, in the school system, a major one of these problems pertains to litigation matters. This journal article parallels closely to EDF 1005 at Miami Dade College. A head-start in attaining knowledge of education law can only help my own career, even at an introductory level. The more information I seek out, the bigger chance I have in ultimately becoming a successful employee at a public or private high school. I can continue studying the major Supreme Court cases that have shaped the history of the US educational system, and I can look to my professors for positive influence and insight. Legal disputes are time-consuming, disruptive, and cost a lot of money. They are the absolute last thing children should have to deal with. Schools should be a place of refuge, where children can go to escape problems at home and divulge themselves in books and learning, using knowledge as an outlet to achieve peace, clarity, and self-esteem. The more educated teachers are on how to avoid conflict, the fewer lawsuits there will be. And it doesn’t need to be stated that less lawsuits would benefit the lives of administrators, parents, students, teachers, communities, and society as a whole.
According to a study conducted by the Institute for Education Sciences, in 2003 and 2004, the United States teaching force consisted of well over three million educators. Two-thirds are female and almost half have a master’s degree. Also, in public schools, seven percent of teachers have earned doctoral or specialist degrees. Obviously, they are well trained and fit enough to educate the future of our country. So why is it that an overwhelming number of studies point to the fact that they lack vital knowledge pertaining to education law?
Mark Littleton’s journal entitled “Action in Teacher Education” addressed various statistics and studies relating to the knowledge base of education-related law. In 1970 there were around 300 lawsuits involving schools, and in 2001, that number exploded to over 1,800. Centers of conflict involve public school finance, accountability, special education, English-language learners, and religion. If teachers were more knowledgeable about their rights, student rights, care and supervision, instruction, and health and safety issues, then many of these predicaments would cease to exist. The No Child Left Behind Act and the Individuals With Disabilities Education Act have both had a profound impact on the manner in which schools operate, as well as major legal consequences if mistakes are made. Unfortunately, Level 1 hearings in the United States concerning schools and special education matters have increased 92% in the past nine years. And in Florida, a devastating majority of legal disputes are centered on special education.
Although no national study about teacher knowledge of education law has been conducted to date, much research and analysis has been done, primarily through doctoral dissertations in a variety of states. Experience, age, and gender of teachers are the variables frequently investigated. When it came to experience, some reports actually contradicted each other. Some studies found that the more experience teachers possessed, the more knowledge they had on how to protect themselves and their students from legal problems. Seven other studies found no such correlation. And one report in Georgia in 2001 found that novice teachers with less than three years on the job had a better grasp of education law then teachers with over thirty years of experience. In terms of age, the main consensus is that older teachers are more aware of how to protect themselves in the classroom than younger teachers are. When it comes to analysis of sex, both male and female teachers are equally uneducated on issues pertaining to law and their careers. Examinations of other variables have also been done. For instance, urban teachers possess a greater knowledge of minority rights and suburban teachers know more about student discipline legal matters. Additionally, middle school and high school teachers seem to have more knowledge than elementary school teachers. And teachers who are members of professional organizations have acquired a better comprehension of education and legal issues then other teachers. A study in 1997 by Gullatt and Tollet found that very few states have teaching requirements that include courses on education law, regardless of the degree being earned. So basically, even the seven percent of public school teachers with doctoral degrees could potentially have just as little knowledge on this matter as their students.
The United States Congress and state legislators continue to formulate laws that make legal standards and education norms almost inseparable. Many educators express confusion when faced with difficult situations in the classroom. Some are timid in taking risks and being innovative, while others regard the law with apathy, or even ignore it altogether. Teachers can easily destroy their professional careers and reputations with one incident that could have been easily prevented. Young people’s lives can go down the drain after an experience with a negligent teacher. So what can we do to address this alarming problem? Mark Littleton makes three clever suggestions. Structured coursework, periodic professional development sessions, and membership in law-based informative organizations may be what teachers need to close the legal knowledge gap. Wagner did a study in 2006 and found that 75% of the teachers he surveyed had never taken an education law course. Based on the alarming increase of school based lawsuits, teacher preparation programs, colleges, and universities should incorporate these classes and make sure the learner’s knowledge of education law is acceptable for real world situations. Professional development sessions have proved to be the most effective method in reminding practicing teachers the consequences of making serious mistakes. As 88% of America’s teaching force has been on the job for more than three years, a periodic reminder is not a bad idea. Additionally, professional organization membership can also assist in generating teacher awareness. Professional libraries can be established to inform teachers of the variety of job-related legal issues they can encounter, and what approach to take with each. School administrators can mandate recurring training on subject matter specific to their districts. Focusing on special education, tort liability, student rights, and religion can only benefit teachers and expand their familiarity with issues that could arise. Undergraduate and graduate schools, policy-makers, and public school district personnel can all do their part in combating the documented lack of comprehension of education law by our teachers.
Schools in the United States have not only been growing in size, but they have also become increasingly multifaceted, diverse, and complex. Our society is on a continuum in becoming more and more sophisticated due to technology. As we develop, various problems arise. Sadly, in the school system, a major one of these problems pertains to litigation matters. This journal article parallels closely to EDF 1005 at Miami Dade College. A head-start in attaining knowledge of education law can only help my own career, even at an introductory level. The more information I seek out, the bigger chance I have in ultimately becoming a successful employee at a public or private high school. I can continue studying the major Supreme Court cases that have shaped the history of the US educational system, and I can look to my professors for positive influence and insight. Legal disputes are time-consuming, disruptive, and cost a lot of money. They are the absolute last thing children should have to deal with. Schools should be a place of refuge, where children can go to escape problems at home and divulge themselves in books and learning, using knowledge as an outlet to achieve peace, clarity, and self-esteem. The more educated teachers are on how to avoid conflict, the fewer lawsuits there will be. And it doesn’t need to be stated that less lawsuits would benefit the lives of administrators, parents, students, teachers, communities, and society as a whole.
EDF 1005 Reflection Paper #19
Jackie Lawrence
EDF 1005
Reflection Paper #19
The education system in the United States, since its beginnings, has primarily attempted to prepare children to succeed in the world. A utilitarian system has always been dominant, whereas value is measured in terms of usefulness. In colonial New England, reading, writing, arithmetic, and religion were dominant areas of focus in local schools. During the 18th century, Benjamin Franklin impacted education with his faith in practicality and rational utility. Thomas Jefferson thought young people should be exposed to politics while in school through universal schooling. Beginning in the 1830’s, industrialization and urbanism swept the North. Immigrants were arriving in the US at amazing rates, and cultural diversity was exploding. It became increasingly important to make sure children became literate, and Horace Mann assisted in influencing the development of universal elementary schooling. It was customary for many parents to work incredibly long hours in the factories, so schools suddenly became responsible for “command of the basic intellectual processes, preparation for citizenship, preparation for an appropriate vocation, and training in basic morality.” In 1890, only twenty-seven states had attendance laws regarding children and schools, and lots of kids worked instead of receiving an education. Progressive reformers fought child exploitation in the workplace with a passion, and by 1918, compulsory education laws existed in all of the states. Slowly but surely, education became more clearly defined and structured. Questions began to arise in terms of what the most effective method of schooling our children may be. Would a set, clearly defined curriculum work better than a flexible system that adapts to student needs? Should courses of study be different for children who aren’t planning on attending college after high school? Is it better to stress individuality or conformity in the classroom? These questions and others are still largely debated today. The main consensus is that schools should focus on active learning, personal experiences in the classroom, acceptance of diversity, clarity of thinking, and building up of self-esteem/efficacy. Also, technology has assisted us in making major strides within our current education system. Computers, the Internet, DVD’s, projectors, tape recorders, and the like have made drastic changes in the way we learn. Issues of prejudice and discrimination have always been a social problem in the United States, including the school systems. As globalization continues to make our world increasingly smaller, multicultural education has become a major focus, with the belief that positive influence will advocate acceptance.
EDF 1005
Reflection Paper #19
The education system in the United States, since its beginnings, has primarily attempted to prepare children to succeed in the world. A utilitarian system has always been dominant, whereas value is measured in terms of usefulness. In colonial New England, reading, writing, arithmetic, and religion were dominant areas of focus in local schools. During the 18th century, Benjamin Franklin impacted education with his faith in practicality and rational utility. Thomas Jefferson thought young people should be exposed to politics while in school through universal schooling. Beginning in the 1830’s, industrialization and urbanism swept the North. Immigrants were arriving in the US at amazing rates, and cultural diversity was exploding. It became increasingly important to make sure children became literate, and Horace Mann assisted in influencing the development of universal elementary schooling. It was customary for many parents to work incredibly long hours in the factories, so schools suddenly became responsible for “command of the basic intellectual processes, preparation for citizenship, preparation for an appropriate vocation, and training in basic morality.” In 1890, only twenty-seven states had attendance laws regarding children and schools, and lots of kids worked instead of receiving an education. Progressive reformers fought child exploitation in the workplace with a passion, and by 1918, compulsory education laws existed in all of the states. Slowly but surely, education became more clearly defined and structured. Questions began to arise in terms of what the most effective method of schooling our children may be. Would a set, clearly defined curriculum work better than a flexible system that adapts to student needs? Should courses of study be different for children who aren’t planning on attending college after high school? Is it better to stress individuality or conformity in the classroom? These questions and others are still largely debated today. The main consensus is that schools should focus on active learning, personal experiences in the classroom, acceptance of diversity, clarity of thinking, and building up of self-esteem/efficacy. Also, technology has assisted us in making major strides within our current education system. Computers, the Internet, DVD’s, projectors, tape recorders, and the like have made drastic changes in the way we learn. Issues of prejudice and discrimination have always been a social problem in the United States, including the school systems. As globalization continues to make our world increasingly smaller, multicultural education has become a major focus, with the belief that positive influence will advocate acceptance.
Monday, October 26, 2009
EDF 1005 Murtala Muhammad Airport
My dad is not only my best friend, but an incredible writer. He worked as a publisher of children's books at Universal Printing Comapny located in Grand Central Station for as long as I can remember. As a child I quickly learned that books and writing could lead your imagination to far-away, wonderful places. Once I discovered your writing style through your blog, Professor, I called my father immediately. I knew he would appreciate how vividly you can describe a place, an experience, or a feeling. Although a little over my head sometimes, your posts can take me away from sitting at the computer and actually put me in your shoes. Murtala Muhammad Airport had just this effect. I now have an idea of what an airpot in Nigeria is like. I can truly imagine the sea of faces, the long lines, the porter running around. And your apprehension over your camera and personal belongings. I have a love of traveling myself, but have only been to Africa through you.
Thursday, October 22, 2009
EDF 1005 Reflection Paper #17
Jackie Lawrence
EDF 1005
Reflection Paper # 17
In contemporary America, the majority of children attend some type of government financed educational system. We go by the 5-3-4-4 model, and while many people decide not to attend college, most receive a high school diploma or equivalent. During America’s beginnings, many children couldn’t afford to go to school at all. They were forced to work in the factories or on the farms instead. Hundreds of years of reform and governmental influence has proved effective in attendance rate, as well as a variety of other issues.
In colonial America, the Puritans established common schools, which were founded on the belief that a strong religious focus would maintain social order and ensure success. Also, it was important to ensure church attendance, and an education with a religious background would help. Common schools were private and funded mainly through the parents of the students. Today, only private schools still draw on religion as a main part of the curriculum, and even Catholic schools make it a priority to provide background history on a variety of world religions.
In terms of discrimination, colonial schools did a good job making Native American citizens feel unwanted. They attempted to “Americanize” them, versus celebrating their diversity and helping them find their place in the American lifestyle. However, African Americans had it the worst, and continue to face prejudices today. Slavery, segregation, and other forms of discrimination have had a profound impact on African American education in America, and continue to do so in less obvious ways.
The first school that specifically taught young women in New England how to be successful teachers was founded in 1839. The hopeful attendees had to pass a general knowledge test on a variety of subjects in order to get in. Up to this point in history, teaching had not been considered a respectable job; the upper class was too good for this profession as teachers were only paid $30 a month. Although teachers are still underpaid in comparison to how hard they work, at least they are looked at with more respect. According to President Bush’s reform, by the year 2000, “The nation's teaching force will have access to programs for the continued improvement of their professional skills needed to instruct and prepare all American students for the next century. U.S. students will be first in the world in science and mathematics achievement.” Teachers today as viewed as primary influences over a child’s fragile development, and trusted to mold them into successful, thriving adults.
EDF 1005
Reflection Paper # 17
In contemporary America, the majority of children attend some type of government financed educational system. We go by the 5-3-4-4 model, and while many people decide not to attend college, most receive a high school diploma or equivalent. During America’s beginnings, many children couldn’t afford to go to school at all. They were forced to work in the factories or on the farms instead. Hundreds of years of reform and governmental influence has proved effective in attendance rate, as well as a variety of other issues.
In colonial America, the Puritans established common schools, which were founded on the belief that a strong religious focus would maintain social order and ensure success. Also, it was important to ensure church attendance, and an education with a religious background would help. Common schools were private and funded mainly through the parents of the students. Today, only private schools still draw on religion as a main part of the curriculum, and even Catholic schools make it a priority to provide background history on a variety of world religions.
In terms of discrimination, colonial schools did a good job making Native American citizens feel unwanted. They attempted to “Americanize” them, versus celebrating their diversity and helping them find their place in the American lifestyle. However, African Americans had it the worst, and continue to face prejudices today. Slavery, segregation, and other forms of discrimination have had a profound impact on African American education in America, and continue to do so in less obvious ways.
The first school that specifically taught young women in New England how to be successful teachers was founded in 1839. The hopeful attendees had to pass a general knowledge test on a variety of subjects in order to get in. Up to this point in history, teaching had not been considered a respectable job; the upper class was too good for this profession as teachers were only paid $30 a month. Although teachers are still underpaid in comparison to how hard they work, at least they are looked at with more respect. According to President Bush’s reform, by the year 2000, “The nation's teaching force will have access to programs for the continued improvement of their professional skills needed to instruct and prepare all American students for the next century. U.S. students will be first in the world in science and mathematics achievement.” Teachers today as viewed as primary influences over a child’s fragile development, and trusted to mold them into successful, thriving adults.
Tuesday, October 20, 2009
EDF 1005 Reflection Paper #18
Jackie Lawrence
EDF 1005
Reflection Paper # 18
“In America, education has always been viewed as a vehicle for improving the society at large.” Although we have always faced an abundance of obstacles along the way, I do believe that Americans, in general, have faith in the system. There may be a plethora of flaws and always something to improve, but people wouldn’t flock to the US by the thousands if they didn’t believe opportunities were available for the taking. Additionally, our country has always been based on the idea that educated citizens are the key to producing a strong, powerful society. Since the beginning of early colonial America, our founding fathers set up private schools which operated on a laissez-faire basis. Parents decided how their children were to be educated, and paid for whichever type of school they chose accordingly. America’s first governmental schools had a firm religious foundation, with the majority in New England. Even though compulsory attendance laws didn’t exist, it was found that 96% of children in Boston were attending school by 1817. Boston ultimately became the first American city to establish a fully government-financed school system because, to the reformers, 100% attendance was necessary. In 1837, Horace Mann founded the Massachusetts Board of Education which sought to achieve social unity through governmental control of education methods. Many people fervently disagreed with Mann’s efforts, but this only further supports my belief that education has always been a key aspect of what Americans value. They may disagree about how to go about improving the system, but these disagreements stem from an underlying passion and faith in education. Many Americans today believe that democracy itself would be threatened without governmental influence in schools. Even throughout my lifetime, I have seen reform after reform within the system. And President Barack Obama is still working on it, through parental responsibility along with “retaining, recruiting, and rewarding an army of new teachers to fill new successful schools that prepare our children for success in college and the workforce.” Because of influences from my family and society, I actually felt guilty about not attending college. A huge part of what puts me in my seat today is the conviction that my life will be better with a college degree and an educated mind. And honestly, it already is.
EDF 1005
Reflection Paper # 18
“In America, education has always been viewed as a vehicle for improving the society at large.” Although we have always faced an abundance of obstacles along the way, I do believe that Americans, in general, have faith in the system. There may be a plethora of flaws and always something to improve, but people wouldn’t flock to the US by the thousands if they didn’t believe opportunities were available for the taking. Additionally, our country has always been based on the idea that educated citizens are the key to producing a strong, powerful society. Since the beginning of early colonial America, our founding fathers set up private schools which operated on a laissez-faire basis. Parents decided how their children were to be educated, and paid for whichever type of school they chose accordingly. America’s first governmental schools had a firm religious foundation, with the majority in New England. Even though compulsory attendance laws didn’t exist, it was found that 96% of children in Boston were attending school by 1817. Boston ultimately became the first American city to establish a fully government-financed school system because, to the reformers, 100% attendance was necessary. In 1837, Horace Mann founded the Massachusetts Board of Education which sought to achieve social unity through governmental control of education methods. Many people fervently disagreed with Mann’s efforts, but this only further supports my belief that education has always been a key aspect of what Americans value. They may disagree about how to go about improving the system, but these disagreements stem from an underlying passion and faith in education. Many Americans today believe that democracy itself would be threatened without governmental influence in schools. Even throughout my lifetime, I have seen reform after reform within the system. And President Barack Obama is still working on it, through parental responsibility along with “retaining, recruiting, and rewarding an army of new teachers to fill new successful schools that prepare our children for success in college and the workforce.” Because of influences from my family and society, I actually felt guilty about not attending college. A huge part of what puts me in my seat today is the conviction that my life will be better with a college degree and an educated mind. And honestly, it already is.
EDF 2085 Required Assignment #1: Observation For Equity
Jackie Lawrence
EDF 2085
Required Assignment #1: Observation For Equity
Every day after lunch, the special education students at North Miami Senior High School review with their teacher ten items they ate. The teacher writes the various foods on the chalkboard, and each student is then called to the front to recite to the class what was eaten. As some of the kids exhibit a lot of trouble speaking, this is a lengthy process. Only three students are capable of copying onto paper what is on the board. As they work on this task, the other children break up into small groups to work on activities that are within their skill levels. The learning styles of this group are incredibly diverse, which must be somewhat exasperating at times for their teachers. For example, Kenny is autistic and often has an extremely short attention span. He likes to grab his classmates and twist their arms and hands. The teachers must constantly tell him to put his hands in his pockets, and he is regularly isolated from everybody else. He displays a preference for learning through touch, and gets frustrated when disciplined for hurting his classmates. Kenny is just one of about fifteen exceptional children in his class. Although each student is treated equitably and with respect, some obviously require more individualized attention than others. The teachers utilize a variety of materials in order to achieve growth and development from each child. There might be ten different activities going on at any given time. For example, some kids may be coloring, while others are on the computer, while others are stringing beads or sewing. While all of this is going on, the teachers are busy creating an open climate so each child can feel comfortable with his or her classmates.
Each student’s IEP is readily accessible so the teachers are constantly aware of the different diagnoses they must be prepared to deal with, as well as individual goals that are to be met. I was fortunate enough to be allowed to look through the IEP’s, and found them to be extremely comprehensive. They included the student’s IQ test results, assessment of conduct and learning styles, medical and behavioral issues, and the unique requirements of each student.
In 1990, the Individuals with Disabilities Education Act was passed, which focused on all students receiving the necessary services they require while being mainstreamed and integrated into as ordinary a school setting as possible. Even the most profound students at North Miami Senior High School make the trek to the cafeteria to have breakfast and lunch with everybody else. The gifted and talented kids are placed in honors courses with the older kids, while students with learning disabilities receive specialized attention. Behavioral problems are addressed in specific classes with highly-trained teachers. The school psychologist works long hours to make certain each student that needs care gets it. I truly believe the administrators at North Miami Senior High make an incredible effort to achieve tolerance and acceptance between students, along with a successful and valuable learning experience.
EDF 2085
Required Assignment #1: Observation For Equity
Every day after lunch, the special education students at North Miami Senior High School review with their teacher ten items they ate. The teacher writes the various foods on the chalkboard, and each student is then called to the front to recite to the class what was eaten. As some of the kids exhibit a lot of trouble speaking, this is a lengthy process. Only three students are capable of copying onto paper what is on the board. As they work on this task, the other children break up into small groups to work on activities that are within their skill levels. The learning styles of this group are incredibly diverse, which must be somewhat exasperating at times for their teachers. For example, Kenny is autistic and often has an extremely short attention span. He likes to grab his classmates and twist their arms and hands. The teachers must constantly tell him to put his hands in his pockets, and he is regularly isolated from everybody else. He displays a preference for learning through touch, and gets frustrated when disciplined for hurting his classmates. Kenny is just one of about fifteen exceptional children in his class. Although each student is treated equitably and with respect, some obviously require more individualized attention than others. The teachers utilize a variety of materials in order to achieve growth and development from each child. There might be ten different activities going on at any given time. For example, some kids may be coloring, while others are on the computer, while others are stringing beads or sewing. While all of this is going on, the teachers are busy creating an open climate so each child can feel comfortable with his or her classmates.
Each student’s IEP is readily accessible so the teachers are constantly aware of the different diagnoses they must be prepared to deal with, as well as individual goals that are to be met. I was fortunate enough to be allowed to look through the IEP’s, and found them to be extremely comprehensive. They included the student’s IQ test results, assessment of conduct and learning styles, medical and behavioral issues, and the unique requirements of each student.
In 1990, the Individuals with Disabilities Education Act was passed, which focused on all students receiving the necessary services they require while being mainstreamed and integrated into as ordinary a school setting as possible. Even the most profound students at North Miami Senior High School make the trek to the cafeteria to have breakfast and lunch with everybody else. The gifted and talented kids are placed in honors courses with the older kids, while students with learning disabilities receive specialized attention. Behavioral problems are addressed in specific classes with highly-trained teachers. The school psychologist works long hours to make certain each student that needs care gets it. I truly believe the administrators at North Miami Senior High make an incredible effort to achieve tolerance and acceptance between students, along with a successful and valuable learning experience.
EDF 2085 Reflection #15
Jackie Lawrence
EDF 2085
Reflection Paper #15
Throughout world history, the most horrific display of anti-Semitism, or maybe even prejudice in general, occurred in Nazi Germany during World War II. Under Adolf Hitler’s regime, from January 30th, 1933 until May 8th, 1945, six million Jews were annihilated, along with a variety of other “inferior” groups of people. Segregation turned into destruction, physical attack, and ultimately, massacre. The ethnocentrism of many German citizens and their belief in their “master race” justified their appalling behaviors, which included sterilization, imprisonment, euthanasia, and mass extermination of innocent people. The Germans who disagreed with Hitler’s prejudicial actions lacked the courage to fight back, mostly out of fear for their own lives. We probably still don’t fully comprehend the full magnitude of how this tragedy has affected our world, its people, and the future.
Everybody has been affected. August Hirt, a Nazi doctor closely related to the gassings of those in concentration camps, eventually committed suicide. Hitler’s Armaments Minister, Albert Speer, was sentenced to twenty years imprisonment. A sick man, he refused to divulge much of his inside knowledge in order to escape the death penalty. Many other people deny the Holocaust even existed. Advocates of the anti-Semitic conspiracy theory believe that the Nazis had no intention of mass extermination. To them, the Jews deserved what happened because under Stalin’s regime, Christians were exterminated on an even larger scale. And mainstream historical beliefs as to how many Jews were actually killed is blown way out of proportion. In my eyes, to misrepresent, ignore, or minimize the events that occurred is to prove just how much ignorance and prejudice can cloud perspective. How could one of the most terrible crimes in history be downsized and disrespected? I would like to think these people are suffering from the psychological defense mechanism repression because they can’t bear to deal with their true emotions on the topic. Unfortunately, I think prejudice is at the heart of their reasoning. And this just goes to show that if we don’t learn from the past and this horrendous social problem persists, history could possibly repeat itself.
EDF 2085
Reflection Paper #15
Throughout world history, the most horrific display of anti-Semitism, or maybe even prejudice in general, occurred in Nazi Germany during World War II. Under Adolf Hitler’s regime, from January 30th, 1933 until May 8th, 1945, six million Jews were annihilated, along with a variety of other “inferior” groups of people. Segregation turned into destruction, physical attack, and ultimately, massacre. The ethnocentrism of many German citizens and their belief in their “master race” justified their appalling behaviors, which included sterilization, imprisonment, euthanasia, and mass extermination of innocent people. The Germans who disagreed with Hitler’s prejudicial actions lacked the courage to fight back, mostly out of fear for their own lives. We probably still don’t fully comprehend the full magnitude of how this tragedy has affected our world, its people, and the future.
Everybody has been affected. August Hirt, a Nazi doctor closely related to the gassings of those in concentration camps, eventually committed suicide. Hitler’s Armaments Minister, Albert Speer, was sentenced to twenty years imprisonment. A sick man, he refused to divulge much of his inside knowledge in order to escape the death penalty. Many other people deny the Holocaust even existed. Advocates of the anti-Semitic conspiracy theory believe that the Nazis had no intention of mass extermination. To them, the Jews deserved what happened because under Stalin’s regime, Christians were exterminated on an even larger scale. And mainstream historical beliefs as to how many Jews were actually killed is blown way out of proportion. In my eyes, to misrepresent, ignore, or minimize the events that occurred is to prove just how much ignorance and prejudice can cloud perspective. How could one of the most terrible crimes in history be downsized and disrespected? I would like to think these people are suffering from the psychological defense mechanism repression because they can’t bear to deal with their true emotions on the topic. Unfortunately, I think prejudice is at the heart of their reasoning. And this just goes to show that if we don’t learn from the past and this horrendous social problem persists, history could possibly repeat itself.
Saturday, October 17, 2009
EDF 2085 Reflection #14
Jackie Lawrence
EDF 2085
Reflection Paper #14
As early as infancy, human beings display suspiciousness and hesitancy toward the unfamiliar. As a survival mechanism, we assess and react to changes in our environment and the unknown. However, I do not believe that human beings are born with prejudicial tendencies. While growing up, we look to cultural values to tell us what, or who, is good or bad. In my opinion, this is where the root of prejudice lies. The topic of this reflection reminds me a lot of my recent experiences at the high school where I am doing my service learning hours. I’ve noticed various displays of prejudice between the special education students and the “normal” kids, particularly during the walks to and from the cafeteria for lunch. The high school I’ve been working with tries especially hard to integrate everybody and provide an effective learning environment free of discrimination, so it can be especially hard to watch. The first time I witnessed some children blatantly making fun of the kids in wheelchairs, I became upset with the teachers and wondered why nothing was said. Did they really not see what was going on or were they consciously choosing to ignore the situation? Personally, I think children who display such insensitive behavior should face consequences. Maybe some time helping the special education teachers with their students isn’t such a bad idea. Increased integration might even promote understanding and prevent unintentional prejudicial actions from becoming intentional later on in life. According to the three principles in the readings, it should be up to school administrators to intervene and redirect the force of prejudicial behaviors. Non-target people must unite and provide passive resistance to encourage change. Leadership and training based strategies utilize authority figures and education to reduce prejudice, and either of these methods would probably be effective in a school setting.
In America, segregation is once again increasing in public schools, non-whites are receiving less adequate health care, and even our psychotherapists are behaving in discriminatory ways. Although our country is becoming more and more diverse, we are not exhibiting as much tolerance and acceptance as we should. Prejudice is a widely spread, ongoing social problem that will never completely disappear. But it can be reduced, and it is up to all of us to make it a priority.
EDF 2085
Reflection Paper #14
As early as infancy, human beings display suspiciousness and hesitancy toward the unfamiliar. As a survival mechanism, we assess and react to changes in our environment and the unknown. However, I do not believe that human beings are born with prejudicial tendencies. While growing up, we look to cultural values to tell us what, or who, is good or bad. In my opinion, this is where the root of prejudice lies. The topic of this reflection reminds me a lot of my recent experiences at the high school where I am doing my service learning hours. I’ve noticed various displays of prejudice between the special education students and the “normal” kids, particularly during the walks to and from the cafeteria for lunch. The high school I’ve been working with tries especially hard to integrate everybody and provide an effective learning environment free of discrimination, so it can be especially hard to watch. The first time I witnessed some children blatantly making fun of the kids in wheelchairs, I became upset with the teachers and wondered why nothing was said. Did they really not see what was going on or were they consciously choosing to ignore the situation? Personally, I think children who display such insensitive behavior should face consequences. Maybe some time helping the special education teachers with their students isn’t such a bad idea. Increased integration might even promote understanding and prevent unintentional prejudicial actions from becoming intentional later on in life. According to the three principles in the readings, it should be up to school administrators to intervene and redirect the force of prejudicial behaviors. Non-target people must unite and provide passive resistance to encourage change. Leadership and training based strategies utilize authority figures and education to reduce prejudice, and either of these methods would probably be effective in a school setting.
In America, segregation is once again increasing in public schools, non-whites are receiving less adequate health care, and even our psychotherapists are behaving in discriminatory ways. Although our country is becoming more and more diverse, we are not exhibiting as much tolerance and acceptance as we should. Prejudice is a widely spread, ongoing social problem that will never completely disappear. But it can be reduced, and it is up to all of us to make it a priority.
Tuesday, October 13, 2009
EDF 1005 Reflection Paper #16
Jackie Lawrence
EDF 1005
Reflection Paper #16
Rhetoric is a Greece disciple of education, one of the three ancient arts of discourse. It originated around 600 BC through the teachings of pre-Socratic philosophers, known as Sophists. During the Middle Ages, rhetoric became a significant aspect of Roman education. Philosophers taught it along with logic and grammar, thus creating the concept of the liberal arts. Aristotle, in particular, is credited with furthering rhetoric through presenting his thoughts and beliefs in a rational, systematic way. He utilized the beauty of language to persuade, actually creating a scientifically-based method which could be correlated to other educational topics. Aristotle manipulated logic and emotions to “prove” rhetorical questions, based on his personal beliefs. From him, we get logos, pathos, ethos, and formal vs. informal reasoning. In Roman schools, boys were taught the art of public speaking and how to engage in debates, which both concentrated on the rhetorican tradition. Additionally, the controversia was developed to provide Roman citizens entertainment and amusement during their leisure time. However, rhetoric as a discipline in Roman education had various ups and downs, and eventually lost its credibility to religion and the age of scientific reason. Many Roman citizens preferred to believe in the gods, rather than question, debate, or persuade. And during the Age of Enlightenment, the desire for clarity led to the development of the scientific method, which left little room for the art of persuasion. However, the 20th Century has aided in reshaping rhetoric’s role in western education. This “rhetoric of inquiry” movement has helped rediscover many ways persuasion plays a vital role in our everyday lives and helps broaden our knowledge base. Today, rhetoric is applied in the training of public speakers, writers, lawyers, and the like, and is commonly used in public and political environments. College and university professors apply rhetorical practices in their classrooms, and the mass media makes prominent use of visual rhetoric in advertising. It is once again an accepted technique in analyzing and influencing what is true and real in the world.
EDF 1005
Reflection Paper #16
Rhetoric is a Greece disciple of education, one of the three ancient arts of discourse. It originated around 600 BC through the teachings of pre-Socratic philosophers, known as Sophists. During the Middle Ages, rhetoric became a significant aspect of Roman education. Philosophers taught it along with logic and grammar, thus creating the concept of the liberal arts. Aristotle, in particular, is credited with furthering rhetoric through presenting his thoughts and beliefs in a rational, systematic way. He utilized the beauty of language to persuade, actually creating a scientifically-based method which could be correlated to other educational topics. Aristotle manipulated logic and emotions to “prove” rhetorical questions, based on his personal beliefs. From him, we get logos, pathos, ethos, and formal vs. informal reasoning. In Roman schools, boys were taught the art of public speaking and how to engage in debates, which both concentrated on the rhetorican tradition. Additionally, the controversia was developed to provide Roman citizens entertainment and amusement during their leisure time. However, rhetoric as a discipline in Roman education had various ups and downs, and eventually lost its credibility to religion and the age of scientific reason. Many Roman citizens preferred to believe in the gods, rather than question, debate, or persuade. And during the Age of Enlightenment, the desire for clarity led to the development of the scientific method, which left little room for the art of persuasion. However, the 20th Century has aided in reshaping rhetoric’s role in western education. This “rhetoric of inquiry” movement has helped rediscover many ways persuasion plays a vital role in our everyday lives and helps broaden our knowledge base. Today, rhetoric is applied in the training of public speakers, writers, lawyers, and the like, and is commonly used in public and political environments. College and university professors apply rhetorical practices in their classrooms, and the mass media makes prominent use of visual rhetoric in advertising. It is once again an accepted technique in analyzing and influencing what is true and real in the world.
EDF 2085 Reflection #13
Jackie Lawrence
EDF 2085
Reflection Paper #13
“Think about it. It is sometimes easier for us to be warm and friendly to a person we don't like than to be loving and accepting to a person we care for deeply.” This quote from the article “Understanding the Self” by Don Hamachek struck me deeply. An incredibly important concept, and sometimes so hard to change once embedded in behavior patterns. This is probably one of my worst character flaws when it comes to my personal relationships. I often have a difficult time accepting certain personality traits in my loved ones, wish to change them, and neglect to focus on my own imperfections. I justify my behavior by thinking that I love that person so much, and I just want them to be aware of how they can become better. I would like to think, especially because of my passion for psychology, that I have established a somewhat firm foundation of who I am and where I am going. I may, for the most part, be aware of my strengths and weaknesses, but I often find myself getting angry when I behave in ways I don’t like.
Additionally, I related strongly to the section of the article that discussed impression management efforts. I often feel like three completely different people; who I am at work, who I am at school, and who I am in my own head. My various “faces” sometimes make me feel a little fake, which has caused me to question how genuine other people are being when talking to me. However, the article expressed that impression management is a completely mainstream behavior pattern people utilize to adapt to cultural norms and changes in social environments. In fact, my sensitivity to how I present myself to others suggests I am a high self-monitor, which I can perceive as being a positive characteristic. I suppose I just wish everyone could feel 100% comfortable being exactly who they are at all times. Feedback from others can have an incredible impact on our self-esteem, and our innate desire to be accepted forces us to act in socially desirable ways. This topic greatly parallels what we’ve been talking about all semester in terms of accepting those who may be a little different. If only our world was just a little less judgmental and a lot more open to non-conformity.
All in all, the beauty of being human is that we possess the ability to think, question, ponder, and change. If we don’t like certain aspects of our personality to the point that self-esteem is affected, we can make a conscious effort to transform. And with awareness, constant work, and reflection, we can create meaning and fulfillment during the short time we are here on earth.
EDF 2085
Reflection Paper #13
“Think about it. It is sometimes easier for us to be warm and friendly to a person we don't like than to be loving and accepting to a person we care for deeply.” This quote from the article “Understanding the Self” by Don Hamachek struck me deeply. An incredibly important concept, and sometimes so hard to change once embedded in behavior patterns. This is probably one of my worst character flaws when it comes to my personal relationships. I often have a difficult time accepting certain personality traits in my loved ones, wish to change them, and neglect to focus on my own imperfections. I justify my behavior by thinking that I love that person so much, and I just want them to be aware of how they can become better. I would like to think, especially because of my passion for psychology, that I have established a somewhat firm foundation of who I am and where I am going. I may, for the most part, be aware of my strengths and weaknesses, but I often find myself getting angry when I behave in ways I don’t like.
Additionally, I related strongly to the section of the article that discussed impression management efforts. I often feel like three completely different people; who I am at work, who I am at school, and who I am in my own head. My various “faces” sometimes make me feel a little fake, which has caused me to question how genuine other people are being when talking to me. However, the article expressed that impression management is a completely mainstream behavior pattern people utilize to adapt to cultural norms and changes in social environments. In fact, my sensitivity to how I present myself to others suggests I am a high self-monitor, which I can perceive as being a positive characteristic. I suppose I just wish everyone could feel 100% comfortable being exactly who they are at all times. Feedback from others can have an incredible impact on our self-esteem, and our innate desire to be accepted forces us to act in socially desirable ways. This topic greatly parallels what we’ve been talking about all semester in terms of accepting those who may be a little different. If only our world was just a little less judgmental and a lot more open to non-conformity.
All in all, the beauty of being human is that we possess the ability to think, question, ponder, and change. If we don’t like certain aspects of our personality to the point that self-esteem is affected, we can make a conscious effort to transform. And with awareness, constant work, and reflection, we can create meaning and fulfillment during the short time we are here on earth.
EDF 1005 Reflection Paper #15
Jackie Lawrence
EDF 1005
Reflection Paper #15
To the people of Ancient Rome and Greece, education was considered extremely important and held in high regard. Nonetheless, many differences in their structures existed. In Rome, even the poorest of children learned how to read and write, although they couldn’t receive a formal education because tuition was too high. Rich children were home-schooled by tutors; and girls were taught how to run a successful household from home because they were expected to get married by the time they were twelve. Meanwhile, in Athens, girls received formal schooling in how to become domesticated. Hetaerae, or courtesans, as the most highly educated women were called, were taught how to become good wives and companions for their husbands. Regular schools in Rome were for boys only and based education practices on fear. If students answered a question incorrectly, being beaten or whipped was not out of the ordinary. In both Rome and Greece, paper was very expensive, so writing practice was done on wax tablets. Also, students were taught to memorize everything since textbooks didn’t exist. In the earlier stages of Roman education, classes were informal and somewhat disorganized. It was the student’s sole duty to get the work done and have it checked by the teacher. Furthermore, no intelligence tests were performed to assess the skill levels of the students; we don’t even have evidence of exams given by teachers in the classroom. There were no laws mandating formal education, and schooling probably ended at age fourteen because that’s when Roman boys became responsible for paying taxes to the Empire. To the Romans, competition and athletics were considered more essential in molding their young. However, in Athens, little boys were schooled at home until the age of six or seven. Then, since formal education was cheap, most boys went to neighborhood primary schools. Some received private school education. They were only required to receive military training for two years once they turned eighteen. In schools, the boys learned athletics, such as gymnastics, as well as the arts and music. Literature was vital to the people of Athens, and children were taught subjects that prepared them for spiritual harmony and well-roundedness. Philosophy and peace were considered important facets in bringing up good and moral citizens.
EDF 1005
Reflection Paper #15
To the people of Ancient Rome and Greece, education was considered extremely important and held in high regard. Nonetheless, many differences in their structures existed. In Rome, even the poorest of children learned how to read and write, although they couldn’t receive a formal education because tuition was too high. Rich children were home-schooled by tutors; and girls were taught how to run a successful household from home because they were expected to get married by the time they were twelve. Meanwhile, in Athens, girls received formal schooling in how to become domesticated. Hetaerae, or courtesans, as the most highly educated women were called, were taught how to become good wives and companions for their husbands. Regular schools in Rome were for boys only and based education practices on fear. If students answered a question incorrectly, being beaten or whipped was not out of the ordinary. In both Rome and Greece, paper was very expensive, so writing practice was done on wax tablets. Also, students were taught to memorize everything since textbooks didn’t exist. In the earlier stages of Roman education, classes were informal and somewhat disorganized. It was the student’s sole duty to get the work done and have it checked by the teacher. Furthermore, no intelligence tests were performed to assess the skill levels of the students; we don’t even have evidence of exams given by teachers in the classroom. There were no laws mandating formal education, and schooling probably ended at age fourteen because that’s when Roman boys became responsible for paying taxes to the Empire. To the Romans, competition and athletics were considered more essential in molding their young. However, in Athens, little boys were schooled at home until the age of six or seven. Then, since formal education was cheap, most boys went to neighborhood primary schools. Some received private school education. They were only required to receive military training for two years once they turned eighteen. In schools, the boys learned athletics, such as gymnastics, as well as the arts and music. Literature was vital to the people of Athens, and children were taught subjects that prepared them for spiritual harmony and well-roundedness. Philosophy and peace were considered important facets in bringing up good and moral citizens.
Wednesday, October 7, 2009
EDF 2085 Reflection #12
Jackie Lawrence
EDF 2085
Reflection Paper #12
According to Sigmund Freud, there are two major contributors that constitute the entire human thought process, including emotions and behavior, both of which are motivated by his Pleasure Principle. These concepts, Eros and Thanatos, or sex and aggression, are the primary driving forces of human nature and procreation. To Freud, it’s pretty simple; our entire personality is based on the primitive, basic instinct of survival. The ego, an idea introduced in 1923, is a part of conscious thought which emerges in early childhood to control feelings of instant gratification that the id seeks out. The ego also satisfies the superego’s need to behave in moral and ethical ways. This model on psychosexual development also included the Oedipus and Electra complex, in which children lust for their parent of the opposite sex during early childhood. Each stage of growth represented a shift of sexual energy in various erogenous zones. For example, during the phallic stage from ages 3 to 5, Freud believed little girls felt inferior to boys, and little boys feared losing their sexual reproductive systems. Hence, the concepts of penis envy and castration anxiety were developed.
Many professionals believe Freud’s Psychoanalytic Theory had an unhealthy and unnecessary overemphasis on sex. Other critics scrutinize the absence of adult developmental stages in his research, and even attribute his “creative” thinking process to a cocaine problem. Regardless, Freud’s efforts did supply significant groundwork in understanding the developmental stages of humans, which psychologists have examined and analyzed throughout the years. In all actuality, the study of psychology escalated with an extraordinary intensity after Freud’s theories became notorious. Many contemporary psychologists still have confidence in the idea that we are only aware of a minute fraction of our total thought processes at any given time, which Freud identified in his iceberg model of the conscious, preconscious, and unconscious. Defense mechanisms are also acknowledged today, which were originally a Freudian view. Sigmund Freud definitely had some interesting beliefs concerning how the human psyche functions, but I truly respect and admire just how tremendous his contributions were to today’s modern psychological views.
EDF 2085
Reflection Paper #12
According to Sigmund Freud, there are two major contributors that constitute the entire human thought process, including emotions and behavior, both of which are motivated by his Pleasure Principle. These concepts, Eros and Thanatos, or sex and aggression, are the primary driving forces of human nature and procreation. To Freud, it’s pretty simple; our entire personality is based on the primitive, basic instinct of survival. The ego, an idea introduced in 1923, is a part of conscious thought which emerges in early childhood to control feelings of instant gratification that the id seeks out. The ego also satisfies the superego’s need to behave in moral and ethical ways. This model on psychosexual development also included the Oedipus and Electra complex, in which children lust for their parent of the opposite sex during early childhood. Each stage of growth represented a shift of sexual energy in various erogenous zones. For example, during the phallic stage from ages 3 to 5, Freud believed little girls felt inferior to boys, and little boys feared losing their sexual reproductive systems. Hence, the concepts of penis envy and castration anxiety were developed.
Many professionals believe Freud’s Psychoanalytic Theory had an unhealthy and unnecessary overemphasis on sex. Other critics scrutinize the absence of adult developmental stages in his research, and even attribute his “creative” thinking process to a cocaine problem. Regardless, Freud’s efforts did supply significant groundwork in understanding the developmental stages of humans, which psychologists have examined and analyzed throughout the years. In all actuality, the study of psychology escalated with an extraordinary intensity after Freud’s theories became notorious. Many contemporary psychologists still have confidence in the idea that we are only aware of a minute fraction of our total thought processes at any given time, which Freud identified in his iceberg model of the conscious, preconscious, and unconscious. Defense mechanisms are also acknowledged today, which were originally a Freudian view. Sigmund Freud definitely had some interesting beliefs concerning how the human psyche functions, but I truly respect and admire just how tremendous his contributions were to today’s modern psychological views.
Tuesday, October 6, 2009
EDF 2085 Reflection #11
Jackie Lawrence
EDF 2085
Reflection Paper #11
It takes time and experience to cultivate a common culture, and culture is often the underlying reason people think and behave as they do. A group of closely related people will ultimately form a universal system of beliefs, convictions, values, attitudes, and behaviors. Once certain aspects of culture are formed and learned, change can be difficult. Even more so, tolerating and accepting someone else’s cultural attitudes may seem impossible. However, culture is learned, and anything learned can always be unlearned.
The article “Beliefs, Values, and Attitudes” taught me that in order to progress towards multicultural awareness, beliefs, values, and attitudes must sometimes change. And in order to change, one must be exposed to new information that seems reasonable and realistic. Paradigm shifts can occur, even when it comes to prejudice and discriminatory outlooks. All people have an innate need for affiliation, because stress is decreased if interpersonal relationships are present and healthy. Hence, various clusters of people form, and prejudicial attitudes may materialize towards those outside of the in-group. These views are rooted in fear, ignorance, and isolation. Therefore, as a school psychologist, it is imperative I am aware of the various cultural backgrounds of the children I deal with on a day to day basis. Additionally, I need to research the general beliefs and attitudes of each so I can be prepared and knowledgeable of what’s in store. According to the article, because my students will be interacting with me in their environment, I will have some type of influence on their belief system. I think the most significant concept I obtained from reading the article is that it will be primarily my responsibility to strive for an understanding and respect between my students that are different from each other. When counseling, I need to focus on creating a multicultural understanding between kids of all ethnic groups, religions, and social classes. If I can do my part in decreasing prejudice and discrimination just a little in our very diverse world, then I have done my job.
EDF 2085
Reflection Paper #11
It takes time and experience to cultivate a common culture, and culture is often the underlying reason people think and behave as they do. A group of closely related people will ultimately form a universal system of beliefs, convictions, values, attitudes, and behaviors. Once certain aspects of culture are formed and learned, change can be difficult. Even more so, tolerating and accepting someone else’s cultural attitudes may seem impossible. However, culture is learned, and anything learned can always be unlearned.
The article “Beliefs, Values, and Attitudes” taught me that in order to progress towards multicultural awareness, beliefs, values, and attitudes must sometimes change. And in order to change, one must be exposed to new information that seems reasonable and realistic. Paradigm shifts can occur, even when it comes to prejudice and discriminatory outlooks. All people have an innate need for affiliation, because stress is decreased if interpersonal relationships are present and healthy. Hence, various clusters of people form, and prejudicial attitudes may materialize towards those outside of the in-group. These views are rooted in fear, ignorance, and isolation. Therefore, as a school psychologist, it is imperative I am aware of the various cultural backgrounds of the children I deal with on a day to day basis. Additionally, I need to research the general beliefs and attitudes of each so I can be prepared and knowledgeable of what’s in store. According to the article, because my students will be interacting with me in their environment, I will have some type of influence on their belief system. I think the most significant concept I obtained from reading the article is that it will be primarily my responsibility to strive for an understanding and respect between my students that are different from each other. When counseling, I need to focus on creating a multicultural understanding between kids of all ethnic groups, religions, and social classes. If I can do my part in decreasing prejudice and discrimination just a little in our very diverse world, then I have done my job.
Friday, October 2, 2009
EDF 1005 Reflection Paper #14
Jackie Lawrence
EDF 1005
Reflection Paper #14
Aristotle acquired much of his knowledge from his teacher Plato in the Grove of Academus, a school that adjoined Plato’s home. Plato and Aristotle became close, even though they often disagreed in their thoughts. Aristotle took an interest in studying the facts and laws of the physical world, while Plato believed the Platonic Forms mattered more so in achieving enlightenment. Aristotle studied in Athens from the age of eighteen to thirty-seven, and then departed to Stagira, where he would tutor Alexander, the son of the King of Macedon. Because of Alexander’s riches, Aristotle now had an abundant amount of access to books on scientific knowledge. He formulated questions to ask when contemplating biological matter, which later became known as “Aristotle’s Four Causes.” These inquiries included the following: What is it made from? What is its form or essence? What produced it? For what purpose? This model resembles the beginnings of the Scientific Method, which is studied in schools today. Later, Aristotle returned to Athens and opened the Peripatetic school, where he dedicated much time to his writings, and is now accredited with the establishment of the first library. He believed that philosophy is actual science which is based on the fundamental nature of what is actual and real. In his book Metaphysics, Aristotle used philosophy to describe the nature of the universe in motion, which he called the unmoved mover. His philosophical “Great Chain of Being” classified the world by ranking living things from the least to most complex. His model probably influenced Darwin’s Theory of Evolution, as well as formed a basis for our classification of species today.
As you can see, the studies and beliefs of Socrates, Plato, and Aristotle have played a key role in founding modern western education. They all thought it was imperative to establish their own fact base; never just blindly believe the opinions of others. In America’s contemporary society, this model of critical thinking is continually being considered more and more essential. Analyzing these great philosophers and their beliefs in contemporary education will help fabricate the great thinkers of tomorrow.
EDF 1005
Reflection Paper #14
Aristotle acquired much of his knowledge from his teacher Plato in the Grove of Academus, a school that adjoined Plato’s home. Plato and Aristotle became close, even though they often disagreed in their thoughts. Aristotle took an interest in studying the facts and laws of the physical world, while Plato believed the Platonic Forms mattered more so in achieving enlightenment. Aristotle studied in Athens from the age of eighteen to thirty-seven, and then departed to Stagira, where he would tutor Alexander, the son of the King of Macedon. Because of Alexander’s riches, Aristotle now had an abundant amount of access to books on scientific knowledge. He formulated questions to ask when contemplating biological matter, which later became known as “Aristotle’s Four Causes.” These inquiries included the following: What is it made from? What is its form or essence? What produced it? For what purpose? This model resembles the beginnings of the Scientific Method, which is studied in schools today. Later, Aristotle returned to Athens and opened the Peripatetic school, where he dedicated much time to his writings, and is now accredited with the establishment of the first library. He believed that philosophy is actual science which is based on the fundamental nature of what is actual and real. In his book Metaphysics, Aristotle used philosophy to describe the nature of the universe in motion, which he called the unmoved mover. His philosophical “Great Chain of Being” classified the world by ranking living things from the least to most complex. His model probably influenced Darwin’s Theory of Evolution, as well as formed a basis for our classification of species today.
As you can see, the studies and beliefs of Socrates, Plato, and Aristotle have played a key role in founding modern western education. They all thought it was imperative to establish their own fact base; never just blindly believe the opinions of others. In America’s contemporary society, this model of critical thinking is continually being considered more and more essential. Analyzing these great philosophers and their beliefs in contemporary education will help fabricate the great thinkers of tomorrow.
EDF 1005 Reflection Paper #13
Jackie Lawrence
EDF 1005
Reflection Paper #13
Plato, a student and follower of the philosopher Socrates, believed that the world is only meaningful because of the ideas, or forms, created in our minds. According to him, the soul and the body are separate beings, and the needs of the body impede on the expansion of the soul. All people are born ignorant once they receive a human body, but have the ability to become enlightened if they so choose. “This is the doctrine of recollection, Plato’s conviction that our most basic knowledge comes when we bring back to mind our acquaintance with eternal realities during a previous existence of the soul.” To me, this belief parallels our education system enormously. There have been innumerable times I have been sitting in a classroom and experienced déjà vu, simply because I’ve heard the same information before and actually retained it. To Plato, those fortunate few who have discovered the truth have a duty to educate others. Because of this outlook, Plato founded a school called the Academy in the fourth century, in which his students attempted to discover reality through concentration on metaphysics and epistemology Ordinary objects of this world are changeable and unreliable, only through an understanding of the Platonic Forms can we achieve enlightenment. Furthermore, Plato was also responsible for the development of idealism, which has also had a pretty enormous impact on modern western education. Platonic idealism holds that truth is eternal and perfect, and should be sought out using critical thinking skills. His writings formed a basis of true philosophical thought by examining various issues from alternative perspectives, a process known today as dialectic, still common in classrooms today. Another example of Plato’s teachings is that through utilization of the elenchus, people should question their beliefs, achieve clarity through open-mindedness, and progress towards the Good. In essence, true virtue could be taught through utilizing appropriate educational methods. Isn’t this the basic conception of how children should become knowledgeable today?
EDF 1005
Reflection Paper #13
Plato, a student and follower of the philosopher Socrates, believed that the world is only meaningful because of the ideas, or forms, created in our minds. According to him, the soul and the body are separate beings, and the needs of the body impede on the expansion of the soul. All people are born ignorant once they receive a human body, but have the ability to become enlightened if they so choose. “This is the doctrine of recollection, Plato’s conviction that our most basic knowledge comes when we bring back to mind our acquaintance with eternal realities during a previous existence of the soul.” To me, this belief parallels our education system enormously. There have been innumerable times I have been sitting in a classroom and experienced déjà vu, simply because I’ve heard the same information before and actually retained it. To Plato, those fortunate few who have discovered the truth have a duty to educate others. Because of this outlook, Plato founded a school called the Academy in the fourth century, in which his students attempted to discover reality through concentration on metaphysics and epistemology Ordinary objects of this world are changeable and unreliable, only through an understanding of the Platonic Forms can we achieve enlightenment. Furthermore, Plato was also responsible for the development of idealism, which has also had a pretty enormous impact on modern western education. Platonic idealism holds that truth is eternal and perfect, and should be sought out using critical thinking skills. His writings formed a basis of true philosophical thought by examining various issues from alternative perspectives, a process known today as dialectic, still common in classrooms today. Another example of Plato’s teachings is that through utilization of the elenchus, people should question their beliefs, achieve clarity through open-mindedness, and progress towards the Good. In essence, true virtue could be taught through utilizing appropriate educational methods. Isn’t this the basic conception of how children should become knowledgeable today?
Thursday, October 1, 2009
EDF 2085 Reflection Paper #10
Jackie Lawrence
EDF 2085
Reflection Paper #10
This morning I went to North Miami Senior High School, where I plan on conducting my service learning hours to gain a broader perspective of what my career aspirations truly consist of. The school psychologist gave me a walk-through and showed me a little bit of where and how the special education students are taught. Boy, was I in for a wake-up call!! I left there today feeling anxious, nervous, and incredibly overwhelmed. Thank goodness for the article “Strategies for Inclusive Teaching!” After reflecting, I feel slightly more confident that I just may be able to handle what’s in store.
Teachers must focus on individual student needs, even though classrooms will be filled with obstacles to overcome. It’s important to get to know each student on a personal level; showing an interest in understanding their backgrounds and belief systems will encourage them to trust you. As a teacher, you must be comfortable addressing issues of race, gender, culture, and social class in an appropriate and respectable way. This will influence your students to do the same. Making students feel important and included facilitates learning and academic success, along with success outside of the classroom. Group involvement may assist in addressing many issues that will inevitably arise, such as religion, spirituality, prejudice, and stereotyping. It also might help to give students questionnaires concerning such topics throughout the semester. This will aid in measuring where your students are at in their heads; maybe they have even experienced a paradigm shift or two. Additionally, encourage your students to ask questions and promote classroom discussions. Children who feel free to actively engage will enjoy class time more and most likely receive higher grades as a result. Setting ground rules and a trusting atmosphere early on is important so students can feel comfortable to openly express their opinions and learn from others. When initiating the pedagogical cycle, use anecdotes that students can easily relate to. Role playing, visual aids, an organized syllabus, and fair grading scales are also important. Most of all, make learning fun. I can’t imagine a better feeling then knowing that my students are looking forward to what I have to offer them.
EDF 2085
Reflection Paper #10
This morning I went to North Miami Senior High School, where I plan on conducting my service learning hours to gain a broader perspective of what my career aspirations truly consist of. The school psychologist gave me a walk-through and showed me a little bit of where and how the special education students are taught. Boy, was I in for a wake-up call!! I left there today feeling anxious, nervous, and incredibly overwhelmed. Thank goodness for the article “Strategies for Inclusive Teaching!” After reflecting, I feel slightly more confident that I just may be able to handle what’s in store.
Teachers must focus on individual student needs, even though classrooms will be filled with obstacles to overcome. It’s important to get to know each student on a personal level; showing an interest in understanding their backgrounds and belief systems will encourage them to trust you. As a teacher, you must be comfortable addressing issues of race, gender, culture, and social class in an appropriate and respectable way. This will influence your students to do the same. Making students feel important and included facilitates learning and academic success, along with success outside of the classroom. Group involvement may assist in addressing many issues that will inevitably arise, such as religion, spirituality, prejudice, and stereotyping. It also might help to give students questionnaires concerning such topics throughout the semester. This will aid in measuring where your students are at in their heads; maybe they have even experienced a paradigm shift or two. Additionally, encourage your students to ask questions and promote classroom discussions. Children who feel free to actively engage will enjoy class time more and most likely receive higher grades as a result. Setting ground rules and a trusting atmosphere early on is important so students can feel comfortable to openly express their opinions and learn from others. When initiating the pedagogical cycle, use anecdotes that students can easily relate to. Role playing, visual aids, an organized syllabus, and fair grading scales are also important. Most of all, make learning fun. I can’t imagine a better feeling then knowing that my students are looking forward to what I have to offer them.
EDF 1005 Reflection Paper #12
Jackie Lawrence
EDF 1005
Reflection Paper #12
As far back as 1896, John Dewey established a laboratory school at the University of Chicago, which featured his concept of progressive education. This new concept incorporated more respect for a diversified classroom, more emphasis on social sciences and vocational education, and more concern for family and community issues. Dewey believed that children would receive an enhanced education if they pursued their own personal interests. During the 1930’s, the Progressive Education Association conducted a study which examined the benefits of progressive education. In general, students taught at progressive schools had higher grades, were more objective thinkers, and exhibited more intellectual curiosity then students from traditional schools. Unfortunately, the concept of progressive education was pushed to the side at the time, as the space race and World War II were viewed as significantly more important.
During the Cold War, in 1957, the Soviet Union launched an aircraft called Sputnik into space, beating United States attempts. The space race resulted in impacting the education system in America in a variety of ways. Because US politicians blamed the education system for letting the Soviets beat us into space, science, math, and foreign language classes suddenly became more rigorous and viewed as vital parts of the curriculum. Additionally, the National Defense Education Act was passed by Congress in 1958, which aimed to train our children in national defense to provide better security for our nation.
The launching of Sputnik also had an influence on the organization of essentialism, which was generated in the 1930’s by educator William Bagley. According to our textbook, essentialism “strives to teach students the accumulated knowledge of our civilization through core courses in the traditional academic disciplines.” After World War II, the back-to-basics approach, patriotism, training the mind, and character development became prevailing principles in the education system.
In essence, the history of our country, along with politics, has manipulated our methods of education. I suppose different times call for different measures, but in my own personal opinion, the concept of progressive education may have been a constructive system and beneficial to the American education system. I believe a mixture of progressivism, essentialism, and multicultural education may be the models we should attempt to base education on today.
EDF 1005
Reflection Paper #12
As far back as 1896, John Dewey established a laboratory school at the University of Chicago, which featured his concept of progressive education. This new concept incorporated more respect for a diversified classroom, more emphasis on social sciences and vocational education, and more concern for family and community issues. Dewey believed that children would receive an enhanced education if they pursued their own personal interests. During the 1930’s, the Progressive Education Association conducted a study which examined the benefits of progressive education. In general, students taught at progressive schools had higher grades, were more objective thinkers, and exhibited more intellectual curiosity then students from traditional schools. Unfortunately, the concept of progressive education was pushed to the side at the time, as the space race and World War II were viewed as significantly more important.
During the Cold War, in 1957, the Soviet Union launched an aircraft called Sputnik into space, beating United States attempts. The space race resulted in impacting the education system in America in a variety of ways. Because US politicians blamed the education system for letting the Soviets beat us into space, science, math, and foreign language classes suddenly became more rigorous and viewed as vital parts of the curriculum. Additionally, the National Defense Education Act was passed by Congress in 1958, which aimed to train our children in national defense to provide better security for our nation.
The launching of Sputnik also had an influence on the organization of essentialism, which was generated in the 1930’s by educator William Bagley. According to our textbook, essentialism “strives to teach students the accumulated knowledge of our civilization through core courses in the traditional academic disciplines.” After World War II, the back-to-basics approach, patriotism, training the mind, and character development became prevailing principles in the education system.
In essence, the history of our country, along with politics, has manipulated our methods of education. I suppose different times call for different measures, but in my own personal opinion, the concept of progressive education may have been a constructive system and beneficial to the American education system. I believe a mixture of progressivism, essentialism, and multicultural education may be the models we should attempt to base education on today.
EDF 1005 Reflection Paper #11
Jackie Lawrence
EDF 1005
Reflection Paper #11
Ancient Greek philosopher Socrates believed that people should focus on who they truly are at the core and what type of habits and behaviors they should focus on and develop. He spent much of his life speaking to whoever would listen, whether it be the people in the marketplace or in homes of the wealthy. He thought moral actions could occur only after one examined their own character, that challenging ignorance would ultimately formulate wisdom. Pursuing a good, moral soul was much more honorable then acquiring money or success. Being wicked and evil means you have a rotting soul and this is even worse than death. Socrates’ elenthus leads to moral knowledge and an understanding that behaving righteously will lead to enlightenment. He urged his followers to question their beliefs, challenge them, and ultimately sharpen their morality. Many influential figures from Athens believed that the elenthus had little to no validity for discovering truth, mainly because he questioned their wisdom. Because of his teachings and “corrupting” the Greek youths, Socrates was ordered to drink hemlock by the Athenian Senate, condemning him to death. Despite this, Socrates believed that he was enlightened, and no human being could ruin his state, even through death, and impose evil on him.
Regardless of his fate, Socrates’ beliefs have influenced Western education in a variety of ways. The method of elenchus, or inquiry, is still used today, and we also hold his five cardinal virtues in high regard. Today, we encourage students to question what they are taught, using critical thinking on an everyday basis. We value those who are educated and knowledgeable in America, although I sometimes think we sometimes neglect to challenge their decisions enough. Socrates taught that wisdom is based on practical, everyday thinking. In order for our future generations to become successful, educators and influencers must cultivate this type of thinking in our children. Daily life experience will eventually generate wisdom, and may even answer those seemingly impossible questions we all ponder. Education brings us expertise in specific subject areas, but the process of education helps to expand our mind and bring true awareness into play. I think this is what Socrates was ultimately trying to teach his followers.
EDF 1005
Reflection Paper #11
Ancient Greek philosopher Socrates believed that people should focus on who they truly are at the core and what type of habits and behaviors they should focus on and develop. He spent much of his life speaking to whoever would listen, whether it be the people in the marketplace or in homes of the wealthy. He thought moral actions could occur only after one examined their own character, that challenging ignorance would ultimately formulate wisdom. Pursuing a good, moral soul was much more honorable then acquiring money or success. Being wicked and evil means you have a rotting soul and this is even worse than death. Socrates’ elenthus leads to moral knowledge and an understanding that behaving righteously will lead to enlightenment. He urged his followers to question their beliefs, challenge them, and ultimately sharpen their morality. Many influential figures from Athens believed that the elenthus had little to no validity for discovering truth, mainly because he questioned their wisdom. Because of his teachings and “corrupting” the Greek youths, Socrates was ordered to drink hemlock by the Athenian Senate, condemning him to death. Despite this, Socrates believed that he was enlightened, and no human being could ruin his state, even through death, and impose evil on him.
Regardless of his fate, Socrates’ beliefs have influenced Western education in a variety of ways. The method of elenchus, or inquiry, is still used today, and we also hold his five cardinal virtues in high regard. Today, we encourage students to question what they are taught, using critical thinking on an everyday basis. We value those who are educated and knowledgeable in America, although I sometimes think we sometimes neglect to challenge their decisions enough. Socrates taught that wisdom is based on practical, everyday thinking. In order for our future generations to become successful, educators and influencers must cultivate this type of thinking in our children. Daily life experience will eventually generate wisdom, and may even answer those seemingly impossible questions we all ponder. Education brings us expertise in specific subject areas, but the process of education helps to expand our mind and bring true awareness into play. I think this is what Socrates was ultimately trying to teach his followers.
Wednesday, September 30, 2009
EDF 2085 Reflection Paper #9
Jackie Lawrence
EDF 2085
Reflection Paper #9
There were a couple of major themes to the article “Transformation: Awareness and Consciousness.” I thought it was a glorious article that touched on many significant things that many of us neglect to ponder on a daily basis, such as spirituality, fulfillment, clarity, and levels of consciousness. It is easy to get caught up in the mix of contemporary lifestyles. School, work, family, friends, goals, and hobbies can often overwhelm the little time we are given each day. Sometimes it is even possible to lose the basic concept of who one is and why they exist on planet earth. Personally, in order to achieve a balance in my life, it is imperative to be aware and conscious. Yoga and my personal version of practicing spirituality serve as my main outlets in achieving a sense of expanding my “self” and maintaining true happiness.
David Rosenthal and Colin Wilson examine and define different levels of consciousness. Rosenthal’s beliefs include creature consciousness, transitive consciousness and state consciousness. Wilson describes seven various levels of consciousness, which I enjoyed reflecting on and applying to my own experiences in life. For example, I believe I experience Wilson’s Level 5 on a daily basis, which is described as “an active, spontaneous, happy consciousness in which life is exciting and interesting.” I try, each and every day, to reflect on the multitude of reasons I am grateful to be alive, which aids in my ability to achieve a sense of happiness and contentment. I also make it important to talk to my loved ones often. They may live thousands of miles away, but our relationships could never be closer. Additionally, I’ve been fortunate enough to reach Level 6 a couple of times, which had resulted in true, life-changing transformations. True awareness occurs once the mind transcends itself and we see ourselves from outside our own body, as a detached observer. Sometimes, at least for me, obstacles and eye-openers assist in expanding one’s sense of self. Usually, I have to make tough mistakes in order to become aware and experience paradigm shifts. I thought this article was truly beautiful because it reminded me of my own personal transformations, which have molded me into who I am today. And as Socrates once reflected, “an unexamined life is not worth living.”
EDF 2085
Reflection Paper #9
There were a couple of major themes to the article “Transformation: Awareness and Consciousness.” I thought it was a glorious article that touched on many significant things that many of us neglect to ponder on a daily basis, such as spirituality, fulfillment, clarity, and levels of consciousness. It is easy to get caught up in the mix of contemporary lifestyles. School, work, family, friends, goals, and hobbies can often overwhelm the little time we are given each day. Sometimes it is even possible to lose the basic concept of who one is and why they exist on planet earth. Personally, in order to achieve a balance in my life, it is imperative to be aware and conscious. Yoga and my personal version of practicing spirituality serve as my main outlets in achieving a sense of expanding my “self” and maintaining true happiness.
David Rosenthal and Colin Wilson examine and define different levels of consciousness. Rosenthal’s beliefs include creature consciousness, transitive consciousness and state consciousness. Wilson describes seven various levels of consciousness, which I enjoyed reflecting on and applying to my own experiences in life. For example, I believe I experience Wilson’s Level 5 on a daily basis, which is described as “an active, spontaneous, happy consciousness in which life is exciting and interesting.” I try, each and every day, to reflect on the multitude of reasons I am grateful to be alive, which aids in my ability to achieve a sense of happiness and contentment. I also make it important to talk to my loved ones often. They may live thousands of miles away, but our relationships could never be closer. Additionally, I’ve been fortunate enough to reach Level 6 a couple of times, which had resulted in true, life-changing transformations. True awareness occurs once the mind transcends itself and we see ourselves from outside our own body, as a detached observer. Sometimes, at least for me, obstacles and eye-openers assist in expanding one’s sense of self. Usually, I have to make tough mistakes in order to become aware and experience paradigm shifts. I thought this article was truly beautiful because it reminded me of my own personal transformations, which have molded me into who I am today. And as Socrates once reflected, “an unexamined life is not worth living.”
Friday, September 25, 2009
EDF 1005 Reflection Paper #9
Jackie Lawrence
EDF 1005
Reflection Paper #9
In Mesopotamia, cuneiform writing was taught formally in schools on pictograph clay tablets. Even as far back to 2500 BC, the Sumerians used textbooks in order to educate their children. Fortunately, many clay tablets have been recovered, which gives us much insight into how significant education actually was in Mesopotamia. Even teachers, also known as “school fathers,” wrote journals that described the process of formal education and scribe training, which is fortunate, because actual lectures were never recorded. However, teacher salaries came from tuition fees. Therefore many poor children were unable to receive an education and ended up following in the footsteps of their father’s profession. In school, subjects such as math, reading, writing, literature, and science were highly regarded and studied in depth. Sumerian children remained in school for many years and often became scribes.
Ancient Egyptian education differed greatly from the Sumerian system. In Egypt, only artists, draftsmen, and sculptors were taught how to read and write. Additionally, the sons and daughters of the kings were educated by personal tutors, but regular children only learned the craft of their parents. Family was also responsible for instilling morals, values, and religious beliefs into their kids through the Books of Instruction, or Wisdom Literature. To the Egyptians, honor, justice, obedience, religion, and humanity were far more important than formal education.
Today, our school system incorporates a little bit of both the Sumerian and Egyptian methods of educating our young. Family plays a major role in instilling values and morality, while teachers are responsible for implanting knowledge considered imperative to success in our culture. Unlike ancient societies, there is an incredible amount of diversity and change occurring today, which makes successful formal education more difficult to accomplish. Educators in today’s contemporary society must recognize and respect the differences in their students in order to embrace a thriving classroom. Simply copying and memorizing may not work for everyone today. Social class, gender, religion, learning styles, and background must all be considered. Furthermore, as we move towards multicultural education, educators are becoming more and more important to the achievements and success of our future generations.
EDF 1005
Reflection Paper #9
In Mesopotamia, cuneiform writing was taught formally in schools on pictograph clay tablets. Even as far back to 2500 BC, the Sumerians used textbooks in order to educate their children. Fortunately, many clay tablets have been recovered, which gives us much insight into how significant education actually was in Mesopotamia. Even teachers, also known as “school fathers,” wrote journals that described the process of formal education and scribe training, which is fortunate, because actual lectures were never recorded. However, teacher salaries came from tuition fees. Therefore many poor children were unable to receive an education and ended up following in the footsteps of their father’s profession. In school, subjects such as math, reading, writing, literature, and science were highly regarded and studied in depth. Sumerian children remained in school for many years and often became scribes.
Ancient Egyptian education differed greatly from the Sumerian system. In Egypt, only artists, draftsmen, and sculptors were taught how to read and write. Additionally, the sons and daughters of the kings were educated by personal tutors, but regular children only learned the craft of their parents. Family was also responsible for instilling morals, values, and religious beliefs into their kids through the Books of Instruction, or Wisdom Literature. To the Egyptians, honor, justice, obedience, religion, and humanity were far more important than formal education.
Today, our school system incorporates a little bit of both the Sumerian and Egyptian methods of educating our young. Family plays a major role in instilling values and morality, while teachers are responsible for implanting knowledge considered imperative to success in our culture. Unlike ancient societies, there is an incredible amount of diversity and change occurring today, which makes successful formal education more difficult to accomplish. Educators in today’s contemporary society must recognize and respect the differences in their students in order to embrace a thriving classroom. Simply copying and memorizing may not work for everyone today. Social class, gender, religion, learning styles, and background must all be considered. Furthermore, as we move towards multicultural education, educators are becoming more and more important to the achievements and success of our future generations.
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