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.”
Wednesday, September 30, 2009
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.
Thursday, September 24, 2009
EDF 1005 Reflection Paper #10
Jackie Lawrence
EDF 1005
Reflection Paper #10
According to our textbook, Teachers, Schools, and Society, by Sadker, Sadker, and Zittleman, teachers ask students up to 348 questions throughout the course of a school day. And that’s only counting questions; over a thousand verbal exchanges occur daily as well. Philip Jackson labeled this process gatekeeping, in which “teachers determine who will talk, when and for how long, as well as the basic direction of the communication.” In essence, educators govern exactly what will go on in their classroom every single day and are ultimately accountable for student’s successes and/or failures. This is an enormous responsibility, but not necessarily an impossible feat to overcome. In fact, I believe that passionate and motivated teachers can use gatekeeping to their advantage.
For instance, teachers initiate the pedagogical cycle around 85% of the time. This succession basically includes lecturing, questioning, and reacting. If teachers spent more class time on questioning, students would be forced to think creatively and critically. It is a known fact that silent, passive students have less positive attitudes and lower grades then students who are actively involved in classroom discussions and activities. It is up to the teacher to create an exciting, motivational learning environment in which all students have the ability to truly comprehend the given material. Anyone can read out of a textbook and assign homework from the end of the chapter, but this just doesn’t cut it. Long, boring lectures put kids to sleep, and busy work is even worse. Kids need an incentive these days, and teacher that incites enthusiasm and excitement for learning is the key. Looking back on my own education, I vividly remember every single teacher that made an impact on me. I could tell you right now how they looked, dressed, spoke to me, and even smelled. I can remember my grades and what we learned in class. Those teachers made an effort to know me, realized I had the potential to excel academically, and forced me to do so. Those teachers are the key reason why education is such a significant aspect of my life today. I was lucky, a lot of kids aren’t. If more classroom time is spent pushing students to challenge and conquer, gatekeeping could produce children that are dying to get to the classroom so they can thrive.
EDF 1005
Reflection Paper #10
According to our textbook, Teachers, Schools, and Society, by Sadker, Sadker, and Zittleman, teachers ask students up to 348 questions throughout the course of a school day. And that’s only counting questions; over a thousand verbal exchanges occur daily as well. Philip Jackson labeled this process gatekeeping, in which “teachers determine who will talk, when and for how long, as well as the basic direction of the communication.” In essence, educators govern exactly what will go on in their classroom every single day and are ultimately accountable for student’s successes and/or failures. This is an enormous responsibility, but not necessarily an impossible feat to overcome. In fact, I believe that passionate and motivated teachers can use gatekeeping to their advantage.
For instance, teachers initiate the pedagogical cycle around 85% of the time. This succession basically includes lecturing, questioning, and reacting. If teachers spent more class time on questioning, students would be forced to think creatively and critically. It is a known fact that silent, passive students have less positive attitudes and lower grades then students who are actively involved in classroom discussions and activities. It is up to the teacher to create an exciting, motivational learning environment in which all students have the ability to truly comprehend the given material. Anyone can read out of a textbook and assign homework from the end of the chapter, but this just doesn’t cut it. Long, boring lectures put kids to sleep, and busy work is even worse. Kids need an incentive these days, and teacher that incites enthusiasm and excitement for learning is the key. Looking back on my own education, I vividly remember every single teacher that made an impact on me. I could tell you right now how they looked, dressed, spoke to me, and even smelled. I can remember my grades and what we learned in class. Those teachers made an effort to know me, realized I had the potential to excel academically, and forced me to do so. Those teachers are the key reason why education is such a significant aspect of my life today. I was lucky, a lot of kids aren’t. If more classroom time is spent pushing students to challenge and conquer, gatekeeping could produce children that are dying to get to the classroom so they can thrive.
EDF 2085 "The Blues Had A Baby"
My first kiss was pretty gross too, he tasted like peanut butter. Then we were both teased for days because the other kids on the playground caught us behind the jungle gym. Haha. I loved reading this piece, you have such an eloquent way with words. One of my favorite things to do is let my imagination take me back to when I was young and naive, filled with questions, hormones, and unexplained emotions. It's too bad those beautiful days of innocence are long gone, adulthood can seem so bitter in comparison. I guess all you can really do is cherish those precious memories and hope to learn something from them.
Wednesday, September 23, 2009
EDF 2085 "True Love"
Lonliness and abandonment are scary feelings no person wants to endure. Delectus Clark speaks for most humans with this powerful, heartfelt piece, especially men. At the time the song was written, marriage and relationships were considered special sacraments that were to be respected and valued. A deteriorated relationship was looked down upon; reputations around the neighborhood were affected. Furthermore, negative emotions were not to be expressed, especially by men. Typically, men were looked at as the strong breadmakers and backbone of the family. Broken hearts were not to be expressed. Little boys were raised to hide emotions, crying was not an option. Dee Clark acted courageously by openly portraying his hurt from his broken relationship, even though he could only express "raindrops falling from his eyes."
EDF 2085 "Raindrops"
Lonliness and abandonment are scary feelings no person wants to endure. Delectus Clark speaks for most humans with this powerful, heartfelt piece, especially men. At the time the song was written, marriage and relationships were considered special sacraments that were to be respected and valued. A deteriorated relationship was looked down upon; reputations around the neighborhood were affected. Furthermore, negative emotions were not to be expressed, especially by men. Typically, men were looked at as the strong breadmakers and backbone of the family. Broken hearts were not to be expressed. Little boys were raised to hide emotions, crying was not an option. Dee Clark acted courageously by openly portraying his hurt from his broken relationship, even though he could only express "raindrops falling from his eyes."
EDF 2085 "A Casual Look"
Professor McNair,
Puppy dog love is a beautiful feeling and definitely an adrenaline rush. However, call me cynical, but lust is lust, and true, long-lasting relationships take an incredible amount of work and effort. I wish fairy-tale love actually existed, but in today'scontemporary society, divorces far outnumber happy,fulfilling marraiges. Some of my favorite memories as a child are of innocent crushes and "casual looks." Those beautiful experiences can become the foundation of learning how to succeed in love and relationships with others in general. I still have many of my childhood "love" notes, and look at them fondly from time to time, wishing it could still be that simple.
September 23, 2009 5:01 PM
Puppy dog love is a beautiful feeling and definitely an adrenaline rush. However, call me cynical, but lust is lust, and true, long-lasting relationships take an incredible amount of work and effort. I wish fairy-tale love actually existed, but in today'scontemporary society, divorces far outnumber happy,fulfilling marraiges. Some of my favorite memories as a child are of innocent crushes and "casual looks." Those beautiful experiences can become the foundation of learning how to succeed in love and relationships with others in general. I still have many of my childhood "love" notes, and look at them fondly from time to time, wishing it could still be that simple.
September 23, 2009 5:01 PM
Tuesday, September 22, 2009
EDF 2085 Reflection Paper #8
Jackie Lawrence
EDF 2085
Reflection Paper #8
This is a great topic for me to explore in depth. Since this diversity class began in August, I’ve had quite a hard time figuring out my own opinions concerning social classes, gender, and sexual relations. This has, obviously, led me to believe that I may not know my true self as well as I thought I did.
In terms of gender, my parents taught me I could become anything I wanted, regardless of the fact that I was female. My dad told stories of little girls that flew planes and went to outer space. My mother always told me that I should never completely rely on a man for money or financial security. The minute I was old enough to work legally in New York, I went out and got a job. Both of my parents emphasized my brain, talents, and work ethic over becoming a homemaker. I thought all of this was normal until I moved to Miami. My experiences here, along with the media, have led me to believe that most women are just looking to be spoiled and taken care of, which, quite frankly, gets me pretty angry. The topic of sexual relations is even worse. Sometimes I feel like I’m not good enough to be a trophy wife because I have a head on my shoulders and aspirations of professionalism. The media depicts females as nothing more than baby-makers and sexual beings. I’ve had an extremely hard time dating, and even making friends, because I tend to put up major walls with the people I am constantly surrounded by. I was definitely brought up the right way, but in today’s society, I sometimes feel as if I’m going to be alone forever because my standards are simply set too high.
Social class is a whole other story. I was taught to accept and love people for who they are inside, not how they dress, where they live, what they do for a living, or what type of car they drive. And even though media has produced a culture that is overly materialistic and superficial, I still strongly feel that way. Good people come in all shapes, sizes, and social classes, as do bad people. Some of the most crooked, terrible people I’ve ever come across in life have been upper-class, white Americans. They say money is at the root of all evil, but yet media has taught us to look down on the poor. All in all, it is quite easy to develop stereotypes and prejudices after a bad experience with someone different then you. And it’s even easier to justify your prejudice based on the social class the other person has come from.
So, in conclusion, I am still confused. I do know that most of my passion for psychology stems from a desire to understand myself and others, and I will continue to search for my answers. The media plays a powerful role in constructing people’s opinions and beliefs, which may or may not be positive for society as a whole.
EDF 2085
Reflection Paper #8
This is a great topic for me to explore in depth. Since this diversity class began in August, I’ve had quite a hard time figuring out my own opinions concerning social classes, gender, and sexual relations. This has, obviously, led me to believe that I may not know my true self as well as I thought I did.
In terms of gender, my parents taught me I could become anything I wanted, regardless of the fact that I was female. My dad told stories of little girls that flew planes and went to outer space. My mother always told me that I should never completely rely on a man for money or financial security. The minute I was old enough to work legally in New York, I went out and got a job. Both of my parents emphasized my brain, talents, and work ethic over becoming a homemaker. I thought all of this was normal until I moved to Miami. My experiences here, along with the media, have led me to believe that most women are just looking to be spoiled and taken care of, which, quite frankly, gets me pretty angry. The topic of sexual relations is even worse. Sometimes I feel like I’m not good enough to be a trophy wife because I have a head on my shoulders and aspirations of professionalism. The media depicts females as nothing more than baby-makers and sexual beings. I’ve had an extremely hard time dating, and even making friends, because I tend to put up major walls with the people I am constantly surrounded by. I was definitely brought up the right way, but in today’s society, I sometimes feel as if I’m going to be alone forever because my standards are simply set too high.
Social class is a whole other story. I was taught to accept and love people for who they are inside, not how they dress, where they live, what they do for a living, or what type of car they drive. And even though media has produced a culture that is overly materialistic and superficial, I still strongly feel that way. Good people come in all shapes, sizes, and social classes, as do bad people. Some of the most crooked, terrible people I’ve ever come across in life have been upper-class, white Americans. They say money is at the root of all evil, but yet media has taught us to look down on the poor. All in all, it is quite easy to develop stereotypes and prejudices after a bad experience with someone different then you. And it’s even easier to justify your prejudice based on the social class the other person has come from.
So, in conclusion, I am still confused. I do know that most of my passion for psychology stems from a desire to understand myself and others, and I will continue to search for my answers. The media plays a powerful role in constructing people’s opinions and beliefs, which may or may not be positive for society as a whole.
Thursday, September 17, 2009
EDF 1005 Reflection Paper #7
Jackie Lawrence
EDF 1005
Reflection Paper #7
In Ancient Egypt, children were mainly educated by their families at home. Little girls were taught how to manage household chores, and boys learned the family trade through apprenticeship to become journeymen. Once the young boys were old enough, they went out with their fathers and imitated the craft they were expected to learn, also called formal vocational training. Only the King’s children had private tutors and enjoyed the benefits of learning about math, literature, and writing. Children from poor families were only taught their father’s trade, while those studying to become artists, draftsmen, and sculptors learned how to read and write. It was actually against the rules to teach children foreign languages and physical education, but most parents passed down their religious beliefs through folk rituals. In the Middle Kingdom and the New Kingdom of Ancient Egypt, children were also taught how to behave and practice religion in Temple Schools. The senior officials compiled the Books of Instruction, which contained rules on the values and behaviors children were expected to instill.
The Ancient Mesopotamians also practiced the threefold approach to education. Children learned to write and practice arithmetic using clay tablets. Future scribes and priests were taught by formal education, in which they learned reading, writing, math, astrology, and so on. Priests were taught in Temples, and the center of their education was in the library, where they strenuously, patiently copied scripts in order to learn them by heart. To the Sumerians, the Code of Hammurabi, the earliest laws, taught how significant apprenticeship was. Temple worship was extremely important in the Mesopotamian culture. Most temples had stairways symbolizing the ascent to Heaven. According to the Sumerians, the gods visited their temples from time to time on the platforms, or ziggurats. The Sumerian’s main temple, in Babylon, had seven spiral walkways with ziggurats leading to the top.
As you can see, education, formal training, and religion were extremely important practices to the Ancient Egyptians and Mesopotamians. Their rituals and inventions have been passed down for thousands of years and formed the basis of today’s contemporary societies.
EDF 1005
Reflection Paper #7
In Ancient Egypt, children were mainly educated by their families at home. Little girls were taught how to manage household chores, and boys learned the family trade through apprenticeship to become journeymen. Once the young boys were old enough, they went out with their fathers and imitated the craft they were expected to learn, also called formal vocational training. Only the King’s children had private tutors and enjoyed the benefits of learning about math, literature, and writing. Children from poor families were only taught their father’s trade, while those studying to become artists, draftsmen, and sculptors learned how to read and write. It was actually against the rules to teach children foreign languages and physical education, but most parents passed down their religious beliefs through folk rituals. In the Middle Kingdom and the New Kingdom of Ancient Egypt, children were also taught how to behave and practice religion in Temple Schools. The senior officials compiled the Books of Instruction, which contained rules on the values and behaviors children were expected to instill.
The Ancient Mesopotamians also practiced the threefold approach to education. Children learned to write and practice arithmetic using clay tablets. Future scribes and priests were taught by formal education, in which they learned reading, writing, math, astrology, and so on. Priests were taught in Temples, and the center of their education was in the library, where they strenuously, patiently copied scripts in order to learn them by heart. To the Sumerians, the Code of Hammurabi, the earliest laws, taught how significant apprenticeship was. Temple worship was extremely important in the Mesopotamian culture. Most temples had stairways symbolizing the ascent to Heaven. According to the Sumerians, the gods visited their temples from time to time on the platforms, or ziggurats. The Sumerian’s main temple, in Babylon, had seven spiral walkways with ziggurats leading to the top.
As you can see, education, formal training, and religion were extremely important practices to the Ancient Egyptians and Mesopotamians. Their rituals and inventions have been passed down for thousands of years and formed the basis of today’s contemporary societies.
EDF 1005 Reflection Paper #8
Jackie Lawrence
EDF 1005
Reflection Paper #8
In 1983, the National Commission on Excellence in Education released a report called “A Nation At Risk: The Imperative for Educational Reform.” This review marked the beginning of the three waves of reform that America’s school system encountered. The Commission addressed the fact that American students were being surpassed by International students on standardized test scores. They also lacked essential skills necessary for the workforce and even basic reading and math proficiencies. This first wave of reform made a significant impact on education. People woke up and started recognizing the magnitude of our problem. In the late 1980’s, educators such as Theodore Sizer believed the curriculum was the main reason students weren’t succeeding in the classroom. He suggested that topics should be fewer, so true comprehension about certain subjects could be reached. This second wave also focused on poor teaching performance and emphasized the need for teacher autonomy along with improved professionalism in the classroom. The third wave of reform in the early 1990’s aimed to incorporate more full service schools, which provided a better education for the underprivileged. These schools operated for longer hours and gave students a chance to stay off the streets, bettering their education and lives in general.
Even though the text states that the first wave of reform never ended, I believe it is the third wave that plays a main role in today’s contemporary society. When I was young, there were innumerable after-school clubs, activities, and sports available to me. We had monthly dances, decent cafeteria food, buses that ran three times a day, and a plethora of guidance counselors and security guards. Our many seminars and pep-rallies raised school spirit and produced a strong sense of belongingness. I was a Washingtonville Wizard, that’s for sure. I ran for the varsity cross- country team, participated in the band, the Spanish club, the yearbook club, and the Honor Society. Honestly, if these outlets were not available to me, I probably would have ended up a complete lost cause. Programs such as these keep kids off the street, too busy to indulge in negative influences. Furthermore, I had no sense of just how diverse my school was because of these programs. I never saw my classmates as being black, white, poor or rich. To me, they were only jocks, nerds, stoners, or cheerleaders. Thus, I think the third wave is the most significant in establishing schools that are student-friendly and foster a healthy attitude of acceptance. If successful multicultural education is today’s goal, then the third wave of reform will most likely get us there.
EDF 1005
Reflection Paper #8
In 1983, the National Commission on Excellence in Education released a report called “A Nation At Risk: The Imperative for Educational Reform.” This review marked the beginning of the three waves of reform that America’s school system encountered. The Commission addressed the fact that American students were being surpassed by International students on standardized test scores. They also lacked essential skills necessary for the workforce and even basic reading and math proficiencies. This first wave of reform made a significant impact on education. People woke up and started recognizing the magnitude of our problem. In the late 1980’s, educators such as Theodore Sizer believed the curriculum was the main reason students weren’t succeeding in the classroom. He suggested that topics should be fewer, so true comprehension about certain subjects could be reached. This second wave also focused on poor teaching performance and emphasized the need for teacher autonomy along with improved professionalism in the classroom. The third wave of reform in the early 1990’s aimed to incorporate more full service schools, which provided a better education for the underprivileged. These schools operated for longer hours and gave students a chance to stay off the streets, bettering their education and lives in general.
Even though the text states that the first wave of reform never ended, I believe it is the third wave that plays a main role in today’s contemporary society. When I was young, there were innumerable after-school clubs, activities, and sports available to me. We had monthly dances, decent cafeteria food, buses that ran three times a day, and a plethora of guidance counselors and security guards. Our many seminars and pep-rallies raised school spirit and produced a strong sense of belongingness. I was a Washingtonville Wizard, that’s for sure. I ran for the varsity cross- country team, participated in the band, the Spanish club, the yearbook club, and the Honor Society. Honestly, if these outlets were not available to me, I probably would have ended up a complete lost cause. Programs such as these keep kids off the street, too busy to indulge in negative influences. Furthermore, I had no sense of just how diverse my school was because of these programs. I never saw my classmates as being black, white, poor or rich. To me, they were only jocks, nerds, stoners, or cheerleaders. Thus, I think the third wave is the most significant in establishing schools that are student-friendly and foster a healthy attitude of acceptance. If successful multicultural education is today’s goal, then the third wave of reform will most likely get us there.
EDF 2085 Reflection Paper #7
Jackie Lawrence
EDF 2085
Reflection Paper #7
Different cultures celebrate a child’s maturation into adulthood with a plethora of diverse traditions. Whatever these customs may be, they all serve one main purpose, and that is to recognize and appreciate the younger generation’s arrival into respectable replicas of the culture. In many cultures outside of our own, these rites of passage parallel closely to our own system of formal education, even if we don’t necessarily understand them.
For instance, clitoridectomy is still a common practice in many societies around the world. To these people, circumcision teaches children about tribal law, morality, and religion. Many others, including the Church of Scotland Mission and several European delegates, strongly disagree with this practice and want it abolished promptly. However, does that necessarily mean that they are correct in their feelings? Is it proper to impose on someone else’s strong belief and outlaw their practices? Nobody can enforce that the Poro Society Bush School or the Sambian tradition of regular fellatio be outlawed. Many people may want to dispute these initiations, but there are religious reasons they are practiced that we don’t fully comprehend. Cultural relativism teaches that all cultures are of equal value. Furthermore, we cannot truly have a handle on why other people believe what they do until we study their entire culture in depth. And even then, according to Frank Boas, we shouldn’t be judgmental.
Conversely, when it comes to our own culture, do we change traditions and customs that may be unhealthy or socially unethical? Personally, I think that when it comes to our school system, it is absolutely imperative to make suggestions, corrections, and reform when things are not right. Children undergo initiation rites throughout the world to learn what being a good adult in their society is all about. Every single impression they get comes from their surroundings; family, friends, educators, and social groups. The older generations need to make sure they are raising the future of our world as well as they can. We might not be able to change other country’s laws regarding education and rites of passage, but we can sure focus on our own issues.
EDF 2085
Reflection Paper #7
Different cultures celebrate a child’s maturation into adulthood with a plethora of diverse traditions. Whatever these customs may be, they all serve one main purpose, and that is to recognize and appreciate the younger generation’s arrival into respectable replicas of the culture. In many cultures outside of our own, these rites of passage parallel closely to our own system of formal education, even if we don’t necessarily understand them.
For instance, clitoridectomy is still a common practice in many societies around the world. To these people, circumcision teaches children about tribal law, morality, and religion. Many others, including the Church of Scotland Mission and several European delegates, strongly disagree with this practice and want it abolished promptly. However, does that necessarily mean that they are correct in their feelings? Is it proper to impose on someone else’s strong belief and outlaw their practices? Nobody can enforce that the Poro Society Bush School or the Sambian tradition of regular fellatio be outlawed. Many people may want to dispute these initiations, but there are religious reasons they are practiced that we don’t fully comprehend. Cultural relativism teaches that all cultures are of equal value. Furthermore, we cannot truly have a handle on why other people believe what they do until we study their entire culture in depth. And even then, according to Frank Boas, we shouldn’t be judgmental.
Conversely, when it comes to our own culture, do we change traditions and customs that may be unhealthy or socially unethical? Personally, I think that when it comes to our school system, it is absolutely imperative to make suggestions, corrections, and reform when things are not right. Children undergo initiation rites throughout the world to learn what being a good adult in their society is all about. Every single impression they get comes from their surroundings; family, friends, educators, and social groups. The older generations need to make sure they are raising the future of our world as well as they can. We might not be able to change other country’s laws regarding education and rites of passage, but we can sure focus on our own issues.
Thursday, September 10, 2009
EDF 2085 Reflection Paper #6
Jackie Lawrence
EDF 2085
Reflection Paper #6
On May 17th, 1954, the United States Supreme Court finally ruled that segregated schools were unconstitutional and must be integrated. Although Brown vs. Board of Education was a momentous occasion in the African American Civil Rights Movement, it surely did not magically mend the racist attitude of our country at the time.
On September 5th, 1957, nine African American students impacted history by entering Little Rock Central High School to obtain an equal education. However, President Eisenhower was forced to call for help from the United States Army and the Arkansas National Guard in order for this to happen. Segregationist councils protested outside the school, and even Arkansas’ governor, Orval Faubus, promoted the segregation of Little Rock to “preserve the peace and avert violence.” These nine children endured horrendous treatment as they were spat on, taunted, tormented, and abused. Outside school, angry parents of the white children initiated riots. Inside school, teachers treated them unequally and fellow students acted cruelly. One child even threw acid into Melba Pattillo’s eyes. These young children were subjected to such incredible cruelty; it probably took almost a lifetime to psychologically heal their wounds.
I’ve been through a lot in life, and I don’t think there’s any way I could have dealt with that type of overwhelming mistreatment and vindictiveness. High school was, by far, the most difficult time of my life. I always felt different, lost, scared, and alone. To be one of nine in a mob of thousands that are against you is inconceivable to me. The courage and inner-strength those kids demonstrated on a daily basis is one of the most inspirational things I’ve learned about in a long time. A runner at heart, I highly doubt I would have made it to graduation at Central High. I myself left one high school for another because I couldn’t cope with my problems. And the majority of those problems I inflicted upon myself. Those children were ostracized because of their skin color, and they still showed their face the next day. Most likely, I would’ve run away crying before I even made it to the front door.
It took fifteen more years for Little Rock public schools to reopen and become fully integrated, only eleven years before I was born. When I was taught about diversity and racism in the classroom, my teachers spoke of slavery as if it happened 10,000 years ago. And because I grew up around so many different types of people that seemed to get along on the surface, I truly believed prejudice to be ancient history. It wasn’t until I reached high school that I learned how cruel people could actually be. In 1999, the “Little Rock Nine” were awarded the Congressional Gold Medal, and in 2007, a silver dollar was made by the US Mint to acknowledge their strength. They absolutely deserve every single piece of publicity and honor they’ve received, and they probably deserve a lot more. It’s not every day that nine courageous children influence a country and shape history.
EDF 2085
Reflection Paper #6
On May 17th, 1954, the United States Supreme Court finally ruled that segregated schools were unconstitutional and must be integrated. Although Brown vs. Board of Education was a momentous occasion in the African American Civil Rights Movement, it surely did not magically mend the racist attitude of our country at the time.
On September 5th, 1957, nine African American students impacted history by entering Little Rock Central High School to obtain an equal education. However, President Eisenhower was forced to call for help from the United States Army and the Arkansas National Guard in order for this to happen. Segregationist councils protested outside the school, and even Arkansas’ governor, Orval Faubus, promoted the segregation of Little Rock to “preserve the peace and avert violence.” These nine children endured horrendous treatment as they were spat on, taunted, tormented, and abused. Outside school, angry parents of the white children initiated riots. Inside school, teachers treated them unequally and fellow students acted cruelly. One child even threw acid into Melba Pattillo’s eyes. These young children were subjected to such incredible cruelty; it probably took almost a lifetime to psychologically heal their wounds.
I’ve been through a lot in life, and I don’t think there’s any way I could have dealt with that type of overwhelming mistreatment and vindictiveness. High school was, by far, the most difficult time of my life. I always felt different, lost, scared, and alone. To be one of nine in a mob of thousands that are against you is inconceivable to me. The courage and inner-strength those kids demonstrated on a daily basis is one of the most inspirational things I’ve learned about in a long time. A runner at heart, I highly doubt I would have made it to graduation at Central High. I myself left one high school for another because I couldn’t cope with my problems. And the majority of those problems I inflicted upon myself. Those children were ostracized because of their skin color, and they still showed their face the next day. Most likely, I would’ve run away crying before I even made it to the front door.
It took fifteen more years for Little Rock public schools to reopen and become fully integrated, only eleven years before I was born. When I was taught about diversity and racism in the classroom, my teachers spoke of slavery as if it happened 10,000 years ago. And because I grew up around so many different types of people that seemed to get along on the surface, I truly believed prejudice to be ancient history. It wasn’t until I reached high school that I learned how cruel people could actually be. In 1999, the “Little Rock Nine” were awarded the Congressional Gold Medal, and in 2007, a silver dollar was made by the US Mint to acknowledge their strength. They absolutely deserve every single piece of publicity and honor they’ve received, and they probably deserve a lot more. It’s not every day that nine courageous children influence a country and shape history.
EDF 1005 Reflection Paper #6
Jackie Lawrence
EDF 1005
Reflection Paper #6
Writing was first invented not only in Mesopotamia, but also in China and Mesoamerica. Scientist think it may have been formulated in Egypt as well, as evidence suggests. In Sumeria, around 3100 and 2000 BC, cuneiform was the writing system that developed and flourished, also known as wedge-writing. Scientists now know writing was developed and redeveloped in different countries around the world, depending on the language used and the culture that was prevalent. Homo sapiens drew pictures up to 40,000 years ago. Scientists suggest that the earliest forms of writing, pictographs, were used in Southeast Asia, or more specifically, Mesopotamia. The Sumerian culture used symbols impressed in clay known as “counting tokens.” This pre-writing eventually began to correlate to the spoken language, and was eventually borrowed by other countries nearby. All of a sudden, the Egyptians, the Cretans, the Elamites, and the Indus-Valley people had developed their own pretty complex system of writing.
Once Homo sapiens developed anatomically, they were able to communicate. As connections deepened, cultural systems developed further. Man was now able to claim land, develop religion, deepen family ties, and so on. Farming came into play, grain was cultivated, and beer was invented. A lot of early writings discovered by anthropologists concerned the celebration of beer and even how much each member of the community was allowed to have on a daily basis. Eventually, the Sumerians developed an alphabet using consonants similar to the Egyptian system. Later, the Greek, Hebrew, and Aramaic cultures adopted this Phoenician Alphabet. The Greeks created further advancements with the utilization of vowels. This was a major stepping stone and eventually led to Latin Cyrillic. Modern day Arabic was created from the Aramaic system.
Even humans in ancient times have used information effectively to create social change, evolution, and even revolution. The invention of writing assisted in creating a division of labor, agricultural techniques, social structures, and information expansion. Writing not only helped ancient cultures blossom and begin to thrive, but it aided in providing anthropologists with precious evidence of how history went down.
EDF 1005
Reflection Paper #6
Writing was first invented not only in Mesopotamia, but also in China and Mesoamerica. Scientist think it may have been formulated in Egypt as well, as evidence suggests. In Sumeria, around 3100 and 2000 BC, cuneiform was the writing system that developed and flourished, also known as wedge-writing. Scientists now know writing was developed and redeveloped in different countries around the world, depending on the language used and the culture that was prevalent. Homo sapiens drew pictures up to 40,000 years ago. Scientists suggest that the earliest forms of writing, pictographs, were used in Southeast Asia, or more specifically, Mesopotamia. The Sumerian culture used symbols impressed in clay known as “counting tokens.” This pre-writing eventually began to correlate to the spoken language, and was eventually borrowed by other countries nearby. All of a sudden, the Egyptians, the Cretans, the Elamites, and the Indus-Valley people had developed their own pretty complex system of writing.
Once Homo sapiens developed anatomically, they were able to communicate. As connections deepened, cultural systems developed further. Man was now able to claim land, develop religion, deepen family ties, and so on. Farming came into play, grain was cultivated, and beer was invented. A lot of early writings discovered by anthropologists concerned the celebration of beer and even how much each member of the community was allowed to have on a daily basis. Eventually, the Sumerians developed an alphabet using consonants similar to the Egyptian system. Later, the Greek, Hebrew, and Aramaic cultures adopted this Phoenician Alphabet. The Greeks created further advancements with the utilization of vowels. This was a major stepping stone and eventually led to Latin Cyrillic. Modern day Arabic was created from the Aramaic system.
Even humans in ancient times have used information effectively to create social change, evolution, and even revolution. The invention of writing assisted in creating a division of labor, agricultural techniques, social structures, and information expansion. Writing not only helped ancient cultures blossom and begin to thrive, but it aided in providing anthropologists with precious evidence of how history went down.
Wednesday, September 9, 2009
EDF 2085 Reflection Paper #5
Jackie Lawrence
EDF 2085
Reflection Paper #5
After reading the articles, I definitely agree with Sir Edward Burnett Tylor’s definition of culture over Matthew Arnold’s. To Tyler, culture includes, “knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a result of his society.” In today’s times, culture is a broad term, and includes much more than the fine art, cuisine, and music reflective of the Victorian era. Don’t get me wrong, I absolutely love to indulge myself with designer clothes, fine wine, and a classic novel every now and then. Sometimes I think I can be a little too materialistic, which might just be a quality I obtained from today’s society. For instance, I’ve run into a lot of judgment and superficiality since I’ve lived in Miami. To me, those are terrible qualities that initiate behavior, emotional, and cognitive constraints and can inhibit me from understanding someone else’s point of view. But that doesn’t stop me from behaving like my friends and co-workers every once in awhile. And if everyone were to exhibit traits like that, how could cross-cultural communication possibly take place, let alone cross-cultural understanding? Personally, I think Miami’s diversity is absolutely beautiful. It astounds me to this day how we all seem to get along, until I remember that we don’t do a very good job some of the time.
Reading Joyce Millet’s overview of culture broadened my own perspectives of just how much culture impacts people on a daily basis. Sometimes I forget that a person’s actions and behaviors are not just based on psychological and genetic factors, or nature. Culture is learned, or nurtured, and plays a major role in dictating our values and behavior patterns. Robert Gibson summed it up nicely with his “cultural iceberg.” In order to acquire intercultural competence, it is imperative to understand where the attitudes, values, perceptions, and beliefs of that culture come from.
The readings left me with a lot to think about. I would love to say that I am now ready to travel to a bunch of different third-world countries by myself to explore, but realistically, there’s no way. So does that mean intercultural competence too much to ask of us? Is it just a nice, little fantasy that was made up to promote world peace? Are we all just too different to understand? Honestly, I don’t think so. I think with a little effort and motivation, we can achieve a basic respect and break down that uncertainty and anxiety. We may have communication barriers, along with many other obstacles along the way, but we are all human beings. This should not be above us.
EDF 2085
Reflection Paper #5
After reading the articles, I definitely agree with Sir Edward Burnett Tylor’s definition of culture over Matthew Arnold’s. To Tyler, culture includes, “knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a result of his society.” In today’s times, culture is a broad term, and includes much more than the fine art, cuisine, and music reflective of the Victorian era. Don’t get me wrong, I absolutely love to indulge myself with designer clothes, fine wine, and a classic novel every now and then. Sometimes I think I can be a little too materialistic, which might just be a quality I obtained from today’s society. For instance, I’ve run into a lot of judgment and superficiality since I’ve lived in Miami. To me, those are terrible qualities that initiate behavior, emotional, and cognitive constraints and can inhibit me from understanding someone else’s point of view. But that doesn’t stop me from behaving like my friends and co-workers every once in awhile. And if everyone were to exhibit traits like that, how could cross-cultural communication possibly take place, let alone cross-cultural understanding? Personally, I think Miami’s diversity is absolutely beautiful. It astounds me to this day how we all seem to get along, until I remember that we don’t do a very good job some of the time.
Reading Joyce Millet’s overview of culture broadened my own perspectives of just how much culture impacts people on a daily basis. Sometimes I forget that a person’s actions and behaviors are not just based on psychological and genetic factors, or nature. Culture is learned, or nurtured, and plays a major role in dictating our values and behavior patterns. Robert Gibson summed it up nicely with his “cultural iceberg.” In order to acquire intercultural competence, it is imperative to understand where the attitudes, values, perceptions, and beliefs of that culture come from.
The readings left me with a lot to think about. I would love to say that I am now ready to travel to a bunch of different third-world countries by myself to explore, but realistically, there’s no way. So does that mean intercultural competence too much to ask of us? Is it just a nice, little fantasy that was made up to promote world peace? Are we all just too different to understand? Honestly, I don’t think so. I think with a little effort and motivation, we can achieve a basic respect and break down that uncertainty and anxiety. We may have communication barriers, along with many other obstacles along the way, but we are all human beings. This should not be above us.
EDF 1005 Reflection Paper #5
Jackie Lawrence
EDF 1005
Reflection Paper #5
According to the New World Encyclopedia, last modified on April 2nd, 2008, a rite of passage is “a ritual that marks a change in a person’s social or sexual status, often including ceremonies that surround events such as childbirth, puberty, coming of age, marriages, or death.” Each rite of passage a person endures is a learning experience, preparing them for their new phase of life. These initiations are celebrated throughout the world, even though different cultures may have extremely unique rituals. In the article “Sitting Quietly Reveals Crocodile’s Tricks,” Kona and Zena became proper Poro society men with adult wisdom through their training at the Bush school. The young Sambian boys in New Guinea are introduced into adulthood through sexual acts with the older, more experienced men. And in many cultures around the world, female circumcision is practiced to initiate young girls into becoming young women. Jewish children have festive parties when they turn thirteen, called bar mitzvahs or bat mitzvahs. Similarly, Spanish girls, once fifteen, have Quinceaneras, and many young girls in America celebrate adolescence with Sweet Sixteen parties.
All these various cultural traditions parallel education, as they celebrate children maturing into adulthood. My childhood was filled with initiations as well. Growing up, the first day of school was always a big deal. Every summer, my mom would take my brother and me shopping for new clothes and school supplies. In elementary school, she would walk us down to the bus-stop and take plenty of pictures. Throughout the school year, my brother and I anticipated praise, and maybe even a present, if we received good progress reports and grades. The end of the year parties in the classroom were the best as we all looked forward to a well-deserved summertime break. Later on, my first school dance was nerve wracking, but exciting. Then came the All-State Band initiation, my first job, Proms, and High School graduation.
All these activities were significant in my academic maturation. My parents and teachers fostered my growth with praise and encouragement. Through each rite of passage, I grew a little more self-confident and independent. Just as the New World Encyclopedia asserts, my initiations prepared me for the next phase of life. And although rites of passage traditions may differ among cultures, they are all fundamentally the same in that they teach development and wisdom.
EDF 1005
Reflection Paper #5
According to the New World Encyclopedia, last modified on April 2nd, 2008, a rite of passage is “a ritual that marks a change in a person’s social or sexual status, often including ceremonies that surround events such as childbirth, puberty, coming of age, marriages, or death.” Each rite of passage a person endures is a learning experience, preparing them for their new phase of life. These initiations are celebrated throughout the world, even though different cultures may have extremely unique rituals. In the article “Sitting Quietly Reveals Crocodile’s Tricks,” Kona and Zena became proper Poro society men with adult wisdom through their training at the Bush school. The young Sambian boys in New Guinea are introduced into adulthood through sexual acts with the older, more experienced men. And in many cultures around the world, female circumcision is practiced to initiate young girls into becoming young women. Jewish children have festive parties when they turn thirteen, called bar mitzvahs or bat mitzvahs. Similarly, Spanish girls, once fifteen, have Quinceaneras, and many young girls in America celebrate adolescence with Sweet Sixteen parties.
All these various cultural traditions parallel education, as they celebrate children maturing into adulthood. My childhood was filled with initiations as well. Growing up, the first day of school was always a big deal. Every summer, my mom would take my brother and me shopping for new clothes and school supplies. In elementary school, she would walk us down to the bus-stop and take plenty of pictures. Throughout the school year, my brother and I anticipated praise, and maybe even a present, if we received good progress reports and grades. The end of the year parties in the classroom were the best as we all looked forward to a well-deserved summertime break. Later on, my first school dance was nerve wracking, but exciting. Then came the All-State Band initiation, my first job, Proms, and High School graduation.
All these activities were significant in my academic maturation. My parents and teachers fostered my growth with praise and encouragement. Through each rite of passage, I grew a little more self-confident and independent. Just as the New World Encyclopedia asserts, my initiations prepared me for the next phase of life. And although rites of passage traditions may differ among cultures, they are all fundamentally the same in that they teach development and wisdom.
Friday, September 4, 2009
EDF 1005 Reflection Paper #3
Jackie Lawrence
Reelection Paper #3
EDF 1005
Multicultural education is no longer just a fight to end racism in our country’s school system. It now also considers student differences in gender, social class, disability, and sexual orientation. Its main purpose it to develop children’s minds so they are capable of learning about people completely different from themselves. As globalization and technology continue to flourish, our world will continue to shrink. The more educated society is about diversity, increased effectiveness will occur in terms of functioning and communicating. Furthermore, hate crimes, discrimination, and wars will decrease. The best way to achieve greater understanding between diverse groups of people is through multicultural education, which starts in the classroom. James Banks developed four different approaches, including the contributions approach, the transformation approach, the additive approach, and social action.
Personally, I think Banks’ various styles can definitely intermingle with each other in the classroom. I’m pretty sure that back when I attended middle school and high school, the contributions approach and the additive approach were dominant. We studied various cultures, took foreign language classes, and celebrated other culture’s holidays. Our classes weren’t incredibly in depth or complex though. I had a basic understanding of various languages, geography, and significant historical figures. But even my Spanish classes didn’t teach me the complexities of the various Latin American cultures. Looking back, I wish someone had told me how incredibly important it was to truly comprehend as many different cultures as possible. As an aspiring school psychologist, I love to watch people today. I attempt to figure them out, based on their body language, tone of voice, choice of food, choice of clothes, etc. I wish my school system concentrated more on the social actions approach. At my school, we never even came close to becoming involved in solving our community social problems. As a result, I often felt that the classroom and the real world were entirely separate entities. The streets I grew up on did not represent what I was taught in school by any means whatsoever.
The People for the American Way conducted a survey of 1000 young people between the ages of 15 and 24. The results, to me, were devastating. Over 50% of the people surveyed feel that race relations in the United States are still not good. It is necessary to fix this terrible dilemma, and promptly. The main solution lies in our classrooms, with our children. According to Gloria Ladson-Bilings, academic success promotes self-esteem and helps to develop a critical consciousness towards society. Focusing on multicultural education will create mature, academically successful adults that are prepared to develop relationships with all walks of life.
Reelection Paper #3
EDF 1005
Multicultural education is no longer just a fight to end racism in our country’s school system. It now also considers student differences in gender, social class, disability, and sexual orientation. Its main purpose it to develop children’s minds so they are capable of learning about people completely different from themselves. As globalization and technology continue to flourish, our world will continue to shrink. The more educated society is about diversity, increased effectiveness will occur in terms of functioning and communicating. Furthermore, hate crimes, discrimination, and wars will decrease. The best way to achieve greater understanding between diverse groups of people is through multicultural education, which starts in the classroom. James Banks developed four different approaches, including the contributions approach, the transformation approach, the additive approach, and social action.
Personally, I think Banks’ various styles can definitely intermingle with each other in the classroom. I’m pretty sure that back when I attended middle school and high school, the contributions approach and the additive approach were dominant. We studied various cultures, took foreign language classes, and celebrated other culture’s holidays. Our classes weren’t incredibly in depth or complex though. I had a basic understanding of various languages, geography, and significant historical figures. But even my Spanish classes didn’t teach me the complexities of the various Latin American cultures. Looking back, I wish someone had told me how incredibly important it was to truly comprehend as many different cultures as possible. As an aspiring school psychologist, I love to watch people today. I attempt to figure them out, based on their body language, tone of voice, choice of food, choice of clothes, etc. I wish my school system concentrated more on the social actions approach. At my school, we never even came close to becoming involved in solving our community social problems. As a result, I often felt that the classroom and the real world were entirely separate entities. The streets I grew up on did not represent what I was taught in school by any means whatsoever.
The People for the American Way conducted a survey of 1000 young people between the ages of 15 and 24. The results, to me, were devastating. Over 50% of the people surveyed feel that race relations in the United States are still not good. It is necessary to fix this terrible dilemma, and promptly. The main solution lies in our classrooms, with our children. According to Gloria Ladson-Bilings, academic success promotes self-esteem and helps to develop a critical consciousness towards society. Focusing on multicultural education will create mature, academically successful adults that are prepared to develop relationships with all walks of life.
Tuesday, September 1, 2009
EDF 1005 Reflection Paper #4
Jackie Lawrence
Reflection Paper # 4
EDF 1005
Growing up, I was baptized Catholic, raised Presbyterian, and attended a rigorously religious Catholic School, uniforms and all. After my mother left my family when I was twelve or thirteen, religion in my house disappeared as well. My father, deeply confused and hurt in our crisis, left it up to his children to discover their beliefs in spirituality. High school taught me Catholicism, but at that point in my life, I was pretty skeptical. My only goals in those religion classes were to earn A’s. Although I somewhat eventually came up with my own version of God and the afterlife, I was always confused when it came to studying evolution in school. The readings that were assigned, as well as my Social Science class this semester, have already answered a plethora of my questions.
The discovery of Lucy in Ethiopia in 1974 helped verify that humans evolved over a period of several million years, as her fossils were 3.2 million years old. Although Lucy’s bone structure was closely related to a chimpanzee’s, anthropologists were able to confirm she walked upright, like a human. This major discovery sparked a lot of interest. Lucy wasn’t exactly a chimp or an ape, and her skeleton exhibited characters similar to humans. As the scientists endured more painfully complex research, they learned that the first human beings, or homo habilis, evolved around 2 million years ago. Then came the homo erectus, which were able to stand and walk erect on two legs. In 1984, Turkana Boy was discovered in Kenya. Besides his skull, he had an extremely similar skeleton to what modern twelve year old boys have today. As an adult, he probably would have been around six feet tall! Turkana Boy’s skeleton further expanded our knowledge of evolution. Eventually, we learned the homo erectus migrated out of Africa and into Europe and Asia to settle. Around 600,000 years ago, homo sapiens, which are modern humans, had evolved in Africa. Social organizations and culture systems were developed and refined over time throughout the world. It is said today that all our genes can be traced from 150,000 years ago, through ancestry called the mitochondrial Eve.
Obviously, I didn’t obtain any of this information from religion class. I’m sure evolution vs. religion can easily become a hot debate, especially when views at home differ from what is taught in school. I am fortunate to have experienced the gut feeling that somebody is up there rooting for me, which empowers my faith every day. I know I have been given many second chances; therefore, I am on this earth today for a reason. How, what, when, where, and why are not as significant, at least to me. Beliefs and facts are two very different things, but to most, their beliefs are factual. And whether you’re an anthropologist or a priest, you have every right to feel that way.
Reflection Paper # 4
EDF 1005
Growing up, I was baptized Catholic, raised Presbyterian, and attended a rigorously religious Catholic School, uniforms and all. After my mother left my family when I was twelve or thirteen, religion in my house disappeared as well. My father, deeply confused and hurt in our crisis, left it up to his children to discover their beliefs in spirituality. High school taught me Catholicism, but at that point in my life, I was pretty skeptical. My only goals in those religion classes were to earn A’s. Although I somewhat eventually came up with my own version of God and the afterlife, I was always confused when it came to studying evolution in school. The readings that were assigned, as well as my Social Science class this semester, have already answered a plethora of my questions.
The discovery of Lucy in Ethiopia in 1974 helped verify that humans evolved over a period of several million years, as her fossils were 3.2 million years old. Although Lucy’s bone structure was closely related to a chimpanzee’s, anthropologists were able to confirm she walked upright, like a human. This major discovery sparked a lot of interest. Lucy wasn’t exactly a chimp or an ape, and her skeleton exhibited characters similar to humans. As the scientists endured more painfully complex research, they learned that the first human beings, or homo habilis, evolved around 2 million years ago. Then came the homo erectus, which were able to stand and walk erect on two legs. In 1984, Turkana Boy was discovered in Kenya. Besides his skull, he had an extremely similar skeleton to what modern twelve year old boys have today. As an adult, he probably would have been around six feet tall! Turkana Boy’s skeleton further expanded our knowledge of evolution. Eventually, we learned the homo erectus migrated out of Africa and into Europe and Asia to settle. Around 600,000 years ago, homo sapiens, which are modern humans, had evolved in Africa. Social organizations and culture systems were developed and refined over time throughout the world. It is said today that all our genes can be traced from 150,000 years ago, through ancestry called the mitochondrial Eve.
Obviously, I didn’t obtain any of this information from religion class. I’m sure evolution vs. religion can easily become a hot debate, especially when views at home differ from what is taught in school. I am fortunate to have experienced the gut feeling that somebody is up there rooting for me, which empowers my faith every day. I know I have been given many second chances; therefore, I am on this earth today for a reason. How, what, when, where, and why are not as significant, at least to me. Beliefs and facts are two very different things, but to most, their beliefs are factual. And whether you’re an anthropologist or a priest, you have every right to feel that way.
EDF 2085 Reflection Paper #4
Jackie Lawrence
Reflection Paper #4
EDF 2085
In Chapter 1 of our textbook, Human Diversity in Education, it sounds like Samantha got a lot out of her diversity course. She imagined many possible scenarios that might surface once she becomes a teacher. Consequently, she wondered if she would be as effective as she initially thought. As our country is becoming more and more diverse, so are our classrooms. Differences in religions, race, culture, as well as handicaps and gifted learners, pose as enormous challenges for educators and administrators to overcome. Furthermore, education itself is changing. The No Child Left Behind Act, signed in 2002 by the federal government, raises many hardships and a lot of anxiety for teachers. It seems absolutely impossible to be a successful teacher in a classroom with 25-30 very different students, all with unique learning styles and capabilities.
For me personally, as a young adult, my curious personality has led me to get to know all different walks of life. My high school education was the complete opposite. I attended a 97% white Catholic High School, with 126 students in my graduating class. The nuns were tough, Saturday detentions were miserable, and it was their way or no way. Even though I placed second academically of those 126 kids at graduation, I had no clue what the real world was all about. All I really learned in high school concerning diversity was that some people are good, and a lot are not.
It is in my nature to trust that humans, no matter what color, religion, intelligence, or handicap, have good-hearted, pure, beautiful souls. Because of this, I’ve been pretty disappointed and hurt more than once. Concerning adults and diversity, I am still learning and sometimes demonstrate terrible judgment. However, I will always adamantly believe that children are blank canvases, no matter what hardships they may have undergone already in life. Teachers, administrators, and counselors are primary influences, and must understand that they have the power to change someone’s life for the better. As a matter of fact, it’s their job. It doesn’t matter how obnoxious that little boy is, or how the Jewish girl can’t seem to get along with the Italian girl. There are underlying reasons behind the obvious problems, and it is our responsibility to assess, transform, and move on. For instance, if the slightly overweight, not so smart 5th-grader named Tommy is being harassed throughout his day, we need to notice. It is then necessary to teach his classmates the beauty of acceptance, as well as provide Tommy with some kind of extra care. I might be living in somewhat of a fantasy world, but I truly trust that diversity will no longer be an issue if administrators make it a priority early in the game. Racism is taught, it is not innate. Additionally, learning styles are unique, and not every child is born with the same capabilities. However, teaching in these conditions is not impossible. Every child has the right to experience equality, success, and social mobility in the classroom. Thus, multicultural education is essential and will revolutionize the future of America if we can make it work.
Reflection Paper #4
EDF 2085
In Chapter 1 of our textbook, Human Diversity in Education, it sounds like Samantha got a lot out of her diversity course. She imagined many possible scenarios that might surface once she becomes a teacher. Consequently, she wondered if she would be as effective as she initially thought. As our country is becoming more and more diverse, so are our classrooms. Differences in religions, race, culture, as well as handicaps and gifted learners, pose as enormous challenges for educators and administrators to overcome. Furthermore, education itself is changing. The No Child Left Behind Act, signed in 2002 by the federal government, raises many hardships and a lot of anxiety for teachers. It seems absolutely impossible to be a successful teacher in a classroom with 25-30 very different students, all with unique learning styles and capabilities.
For me personally, as a young adult, my curious personality has led me to get to know all different walks of life. My high school education was the complete opposite. I attended a 97% white Catholic High School, with 126 students in my graduating class. The nuns were tough, Saturday detentions were miserable, and it was their way or no way. Even though I placed second academically of those 126 kids at graduation, I had no clue what the real world was all about. All I really learned in high school concerning diversity was that some people are good, and a lot are not.
It is in my nature to trust that humans, no matter what color, religion, intelligence, or handicap, have good-hearted, pure, beautiful souls. Because of this, I’ve been pretty disappointed and hurt more than once. Concerning adults and diversity, I am still learning and sometimes demonstrate terrible judgment. However, I will always adamantly believe that children are blank canvases, no matter what hardships they may have undergone already in life. Teachers, administrators, and counselors are primary influences, and must understand that they have the power to change someone’s life for the better. As a matter of fact, it’s their job. It doesn’t matter how obnoxious that little boy is, or how the Jewish girl can’t seem to get along with the Italian girl. There are underlying reasons behind the obvious problems, and it is our responsibility to assess, transform, and move on. For instance, if the slightly overweight, not so smart 5th-grader named Tommy is being harassed throughout his day, we need to notice. It is then necessary to teach his classmates the beauty of acceptance, as well as provide Tommy with some kind of extra care. I might be living in somewhat of a fantasy world, but I truly trust that diversity will no longer be an issue if administrators make it a priority early in the game. Racism is taught, it is not innate. Additionally, learning styles are unique, and not every child is born with the same capabilities. However, teaching in these conditions is not impossible. Every child has the right to experience equality, success, and social mobility in the classroom. Thus, multicultural education is essential and will revolutionize the future of America if we can make it work.
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