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.
Thursday, October 29, 2009
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.
Subscribe to:
Posts (Atom)
