Jackie Lawrence
EDF 2085
Reflection Paper #20
There are three different types of intersexuality, and all three represent a person with atypical sexual genitalia. A hermaphrodite is a person who was born with only one ovary and one testis. There are also male and female pseudohermaphrodites, who possess the external organs of one sex and the internal organs of the other sex. Males have testis and a female-like vulva, and females have ovaries along with a penis. Both produce estrogen and androgen. Since gender roles are a product of culture, it becomes the person’s job to distinguish which sex they feel more comfortable adhering to. Intersexuality is mainly caused by genetics or abnormal hormone levels during pregnancy.
Transsexuals, on the other hand, are completely different. They are born with anatomy that bears no physical abnormality, but to them it’s wrong. They associate themselves as having Gender Identity Disorder (GID), being biologically male or female, but feeling their gender identity is the opposite. They often feel trapped, and many become transvestites, dressing up in clothes of the other sex. Transsexuals truly believe they were born the wrong gender. So even though they may display homosexual tendencies, they consider themselves straight. Additionally, they seek to be with someone who is straight as well. Transsexuality is mainly caused by stress-related hormonal changes during pregnancy. Some transsexuals ultimately choose sexual reassignment surgery to fix their problem. The surgery is an extremely long and expensive process; the “half-way” phase can take up to two years, but ultimately better than a lifetime trying to cease the suffering.
Both intersexuality and transsexuality can cause feelings of shame, guilt, and self-loathing for the individual. These feelings cause such an intense amount of suffering that fifty percent die before the age of thirty. Interestingly, transsexuals are more intelligent and creative than the average human being, most likely because their brain wiring is so unique. Studies suggest that transsexuality occurs in most, if not all, mammals, and has occurred throughout history. I found the readings extremely interesting and helpful. With anything else that is foreign and unusual to me, education and exposure will help establish a knowledge base.
Sunday, November 29, 2009
Tuesday, November 17, 2009
EDF 2085 Reflection #19
Jackie Lawrence
EDF 2085
Reflection Paper #19
Through gender roles constructed by society, males and females are forced into conformity. Behavior, appearance, and even career choices are dependent on what one’s sex is. For instance, males are “supposed to be” dominant, independent, unemotional, and hold jobs such as policemen, firefighters, and lawyers. Women, on the other hand, are looked at as the weaker link; emotional and unstable. Women have had a tough time throughout American history with a variety of things, including voting rights and equality in the workforce. With such strict social standards, why would anyone want to label themselves as a homosexual? Fear and ignorance of the gay community make them inferior and estranged in society’s eyes. To me, anyone who has the ability to come out as a homosexual displays more courage than I probably have within me for a lifetime. I am a true believer that people are born either straight or gay. Fortunately, I have been closely subjected to the gay community; my uncle and step-cousin are both gay. Because of my family members, as a child, I had no other option but to learn to accept and love those who are different than me. My life experiences in Manhattan and Miami, in which homosexuality is common, probably helped as well. However, I found from the readings that I have been absolutely ignorant of intersexuality and genetic defects. Honestly, I’ve always thought the stories I’ve heard were myths. Right now, I happen to be at work, trying to get some homework done before a meeting. My coworkers found the pictures from “Sex and Sexism” quite amusing, to say the least. However, I cannot imagine being born with a mixture of sexual characteristics. But I do think I have a pretty good handle on what it’s like to be gay, lesbian, or bisexual. Sex and relationships are a huge part of being human. Even the famous psychologist, Sigmund Freud, laid the groundwork of many of his beliefs and theories through a psychosexual viewpoint. The more open we are about these topics, including the “exceptions” to the norm, the healthier we will be collectively. Heterosexism, the feeling of superiority over homo or bisexuals, is the response that stems from homophobia and biphobia. And why hold fear or hatred for somebody just because of the way they are born? Like racism, heterosexism is an enormous social problem in our society, and needs to be addressed until abolished.
EDF 2085
Reflection Paper #19
Through gender roles constructed by society, males and females are forced into conformity. Behavior, appearance, and even career choices are dependent on what one’s sex is. For instance, males are “supposed to be” dominant, independent, unemotional, and hold jobs such as policemen, firefighters, and lawyers. Women, on the other hand, are looked at as the weaker link; emotional and unstable. Women have had a tough time throughout American history with a variety of things, including voting rights and equality in the workforce. With such strict social standards, why would anyone want to label themselves as a homosexual? Fear and ignorance of the gay community make them inferior and estranged in society’s eyes. To me, anyone who has the ability to come out as a homosexual displays more courage than I probably have within me for a lifetime. I am a true believer that people are born either straight or gay. Fortunately, I have been closely subjected to the gay community; my uncle and step-cousin are both gay. Because of my family members, as a child, I had no other option but to learn to accept and love those who are different than me. My life experiences in Manhattan and Miami, in which homosexuality is common, probably helped as well. However, I found from the readings that I have been absolutely ignorant of intersexuality and genetic defects. Honestly, I’ve always thought the stories I’ve heard were myths. Right now, I happen to be at work, trying to get some homework done before a meeting. My coworkers found the pictures from “Sex and Sexism” quite amusing, to say the least. However, I cannot imagine being born with a mixture of sexual characteristics. But I do think I have a pretty good handle on what it’s like to be gay, lesbian, or bisexual. Sex and relationships are a huge part of being human. Even the famous psychologist, Sigmund Freud, laid the groundwork of many of his beliefs and theories through a psychosexual viewpoint. The more open we are about these topics, including the “exceptions” to the norm, the healthier we will be collectively. Heterosexism, the feeling of superiority over homo or bisexuals, is the response that stems from homophobia and biphobia. And why hold fear or hatred for somebody just because of the way they are born? Like racism, heterosexism is an enormous social problem in our society, and needs to be addressed until abolished.
Wednesday, November 11, 2009
EDF 1005 Reflection Paper #20
Jackie Lawrence
EDF 1005
Reflection Paper #20
Our founding fathers ingeniously built a system of democracy for America, in which equality and freedom were fundamental principles. Their ideologies have impacted us throughout history, influencing our system of government and our methods of educating the youth. Up until the 1850’s, the government had little to no involvement with the American educational system; it was almost purely democratic. Standards, financing, control of subjects studied, teacher guidelines, and textbook choices were all up to the people in the community. Secondary schools were known as academies, which were also run by private boards and financed through private endowment and/or tuition fees. Citizens viewed these schools as “public” since they weren’t owned and operated by the state. However, academies closely resembled what we now know as private schools. Because of their democratic nature, the public not only supported the growth of academies, but demanded it. Between 1800 and 1840, literacy in the North grew to over 90%, proving private education’s success rate. During this time, state governments actively encouraged the development of these decentralized schools through grants of land or money. They were more than happy to hand the burden of managing education over to somebody else. Meanwhile, back in Europe, governments in a variety of countries were beginning to take more control in regulating and centralizing education. Holland initiated the trend in 1806, and state-controlled education ideas reached America by 1817. A group of people from Boston felt that many parents were too poor to pay their children’s tuition, and government based schools were the answer to the problem. Research was conducted, and in reality, 96% of children in Boston already attended school, in spite of the tuition fees parents were forced to pay. However, there is no such thing as perfection. Differences of opinion concerning religion, compulsory attendance, funding, and concentration of subject areas led to many reforms. Eventually, governmental control increased, and today it dominants most aspects of how public schools are run and operated.
EDF 1005
Reflection Paper #20
Our founding fathers ingeniously built a system of democracy for America, in which equality and freedom were fundamental principles. Their ideologies have impacted us throughout history, influencing our system of government and our methods of educating the youth. Up until the 1850’s, the government had little to no involvement with the American educational system; it was almost purely democratic. Standards, financing, control of subjects studied, teacher guidelines, and textbook choices were all up to the people in the community. Secondary schools were known as academies, which were also run by private boards and financed through private endowment and/or tuition fees. Citizens viewed these schools as “public” since they weren’t owned and operated by the state. However, academies closely resembled what we now know as private schools. Because of their democratic nature, the public not only supported the growth of academies, but demanded it. Between 1800 and 1840, literacy in the North grew to over 90%, proving private education’s success rate. During this time, state governments actively encouraged the development of these decentralized schools through grants of land or money. They were more than happy to hand the burden of managing education over to somebody else. Meanwhile, back in Europe, governments in a variety of countries were beginning to take more control in regulating and centralizing education. Holland initiated the trend in 1806, and state-controlled education ideas reached America by 1817. A group of people from Boston felt that many parents were too poor to pay their children’s tuition, and government based schools were the answer to the problem. Research was conducted, and in reality, 96% of children in Boston already attended school, in spite of the tuition fees parents were forced to pay. However, there is no such thing as perfection. Differences of opinion concerning religion, compulsory attendance, funding, and concentration of subject areas led to many reforms. Eventually, governmental control increased, and today it dominants most aspects of how public schools are run and operated.
Monday, November 9, 2009
EDF 2085 Required Assignment #2
Jackie Lawrence
EDF 2085
Required Assignment #2: Self-Assessment Diversity Attitude Survey
When I took the survey entitled “Core Beliefs About Mind, Body, Spirit, and Reality,” I thought a lot about the Introduction to Philosophy course I took over the summer term. I believe we, as human beings, are separate entities, but absolutely intertwined. At birth, we were given the gift of emotion and feeling. I don’t think there is anything more powerful on earth, with the exception of spirituality and religion, than connecting emotionally with another human being. I believe our perceptions of reality are just that, perceptions. Two people can look at the exact same object or undergo the exact same experience and somehow organize their thoughts completely differently. Nature and nuture are what make us unique as people, the combination of biological inheritances plus our environmental influences. Furthermore, I believe our minds and souls take precedence. We were given a body in order to function, but the human brain is incredibly complex and will never be completely understood. And at the core of who we are is our soul, which to me, is the determining factor in whether one is good or bad, just or unjust, moral or unmoral. The state of our souls determines most of the actions, behaviors, and values we display throughout life. Sure, good people can make mistakes and do bad things, but their pure soul will prevail, and they will ultimately learn from their actions.
“Core Beliefs: What I Learned from my Parents” ended up being a pretty difficult survey for me. As a young child, I remember the way my father looked at me, and understood the capacity of his love. I was perfect in his eyes. I don’t remember much of my mother’s presence during those times, probably because she was experiencing post-partum depression after the birth of my younger brother, which I learned only recently. When she left, my family utterly and completely fell apart. My dad became an emotional roller-coaster, entirely incapable of parenting. I was on the verge of adolescence and puberty, without a mom to guide me. Therefore, throughout the survey, I often became confused. I agreed with many of the top statements when thinking back to before my mother left. However, after I turned twelve, my world became cloudy, confused, and ugly. My dad changed to such an enormous extent that he was now scary and intimidating, impossible to talk to and almost always miserable. Thankfully, time has healed a majority of the wounds and things in my family are much better today. All in all, I know how fortunate I am to even have a family that loves me, even if they can’t stand each other.
The survey called “Core Beliefs: How I was Raised” had a lot to do with cultural views, beliefs, and attitudes. When it came to the questions about knowledge and learning, I knew my personal feelings right away. My dad always pushed me to achieve; sometimes he was beneficial and constructive in influencing my educational accomplishments, and sometimes he was detrimental to my emotional health. But either way, I grew up with a firm knowledge that learning was imperative to my success as a human being. I found the questions about greeting others and personal space to be quite interesting. My mind kept wandering. In general, as a child, I was taught to trust others, look them directly in the eye, and respect them by all means. As a single adult woman living in a large city and fending entirely for herself, these behaviors are often completely inappropriate. I also had a difficult time with the questions about time being money versus taking time out to spend with family. I believe I was taught that both were of equal importance. My dad’s idea of spending time with the kids was sitting in front of the television, eating dinner, and simultaneously paying the bills. In general, I found this survey to be quite interesting and comprehensive. Personally, I believe how we are raised as children ends up being a profound indicator on who we turn into as adults. However, I don’t think I thought much about my culture when responding to the statements in the survey. In fact, growing up I was pretty much left up to my own devices to explore my cultural beliefs, which I truly wish wasn’t the case. I often envy people with strong ties to their culture and extended families, and think I wouldn’t have been as confused throughout adolescence if mine were stronger.
During both the “Beliefs About Men” and the “Beliefs About Women” surveys, it occurred to me that I hold various stereotypes concerning gender roles. I think men, generally, have a harder time expressing their emotions, mainly because of the pressures they face in society. In my eyes, due mainly to personal experiences, men are intimidated by hard-working, independent women. At the same time, they are also prone to judge women based on how they dress or where they meet them. I also think they sometimes justify things like infidelity and sexual aggression by blaming certain circumstances on their nature and testosterone. However, when putting a little more thought into the statements above, I know in my heart these are terrible stereotypes. I think I have a tendency to put more labels on gender roles than cultures or races. Furthermore, for the most part, I think of myself as an exception to the generalizations I feel about females. I think women look for a partner that will take care of them financially. I think they are more superficial and materialistic than men, especially in Miami. I often get angry when I run into “gold-diggers” because I work so incredibly hard to pay my bills. Maybe underneath it all, I am actually jealous and want to be taken care of as well. I also think I hold extraordinarily high standards when it comes to being in a relationship, which I think stems from how my father treated me as a child. The games people play these days in terms of dating make me quite cynical, which is a huge roadblock in building a fulfilling relationship. In fact, now that I think about it, these feelings are significant reasons I often have such a hard time even on a first date. During the “Beliefs About Women” survey I found that I agreed to many questions relating to positive stereotypes, thinking mainly about myself. I agreed that women, as a whole, are nurturing, caring, honest, and open. These are qualities I hold in high regard and aspire to possess myself. One day, I hope to be a good mother and compassionate wife. On the contrary, I also agreed to the statements on the survey concerning women as emotional train wrecks. Love is blind, and women in unstable relationships have a tendency to act pretty crazy. Romantic fantasy, emotional excitability, and jealousy can be common traits expressed. Again, I am aware these are stereotypes, and not very healthy to uphold. I often see these characteristics in myself when unhappy in a relationship, which is probably the main reason I attribute these traits to all women.
Because of my diversity and social science classes this semester, I had a pretty easy time with the “Beliefs About Race” survey. I recently learned that the concept of race is a culturally based idea; it does not truly exist. This knowledge has helped me immensely in altering certain learned stereotypes. Furthermore, I do not believe it is correct to generalize an entire culture/ethnic group by saying things such as, “Native Americans are savage, African Americans are of lesser intelligence, or white people are more evolved.” However, I do think that humans are by nature, more comfortable are others similar to them. Cultural groups evolve because people with the same characteristics share a common ground and history. This is where the foundation of the creation of stereotypes occurs. It isn’t too difficult to feel wary or intimidated of the unfamiliar. However, combating and overcoming prejudice throughout the world is a humongous feat. Education is the first step, but it seems an almost impossible goal to accomplish.
I also had a pretty easy time with the “Beliefs About Sex and Gender” survey. I grew up with a gay uncle and a lesbian cousin. My uncle, being from an extremely conservative background, always struggled with his sexual preferences. My parents, determined to accept their children for whoever they were, stressed the beauty of acceptance and openness when it came to sexuality. Also, living in Manhattan and Miami for the majority of my life played a significant role in my development of a healthy attitude towards the gay community. Deep in my heart, I know that people are born gay. It is similar to being born with autism or the disease of addiction; it’s just how it is. I don’t think displaying s tendency towards the opposite sex is a handicap, although society seems to make it that way. It’s a tough adjustment to being accepted in our world, and again, if people were more educated, gay stereotypes would definitely be less common.
I thoroughly enjoyed taking the last survey entitled “Where Do You Fit?” probably because they yielded results. I often become confused when it comes to political issues, and I’ve been meaning to educate myself more in this area for quite awhile. According to the survey, I belong to the “Upbeat Typology Group,” meaning I hold pretty positive views on the government and state of the economy. I feel that it is the individual’s responsibility to succeed in society; it’s all about work ethic and determination. I get extremely angry when I see perfectly capable people on the streets begging for money. The survey taught me that my views are pretty common compared to where I stand in society. Most Upbeats are Catholic or Protestant, well-educated, and a part of the middle class. They are relatively young, suburban, and white. For the most part, these characteristics describe me well.
EDF 2085
Required Assignment #2: Self-Assessment Diversity Attitude Survey
When I took the survey entitled “Core Beliefs About Mind, Body, Spirit, and Reality,” I thought a lot about the Introduction to Philosophy course I took over the summer term. I believe we, as human beings, are separate entities, but absolutely intertwined. At birth, we were given the gift of emotion and feeling. I don’t think there is anything more powerful on earth, with the exception of spirituality and religion, than connecting emotionally with another human being. I believe our perceptions of reality are just that, perceptions. Two people can look at the exact same object or undergo the exact same experience and somehow organize their thoughts completely differently. Nature and nuture are what make us unique as people, the combination of biological inheritances plus our environmental influences. Furthermore, I believe our minds and souls take precedence. We were given a body in order to function, but the human brain is incredibly complex and will never be completely understood. And at the core of who we are is our soul, which to me, is the determining factor in whether one is good or bad, just or unjust, moral or unmoral. The state of our souls determines most of the actions, behaviors, and values we display throughout life. Sure, good people can make mistakes and do bad things, but their pure soul will prevail, and they will ultimately learn from their actions.
“Core Beliefs: What I Learned from my Parents” ended up being a pretty difficult survey for me. As a young child, I remember the way my father looked at me, and understood the capacity of his love. I was perfect in his eyes. I don’t remember much of my mother’s presence during those times, probably because she was experiencing post-partum depression after the birth of my younger brother, which I learned only recently. When she left, my family utterly and completely fell apart. My dad became an emotional roller-coaster, entirely incapable of parenting. I was on the verge of adolescence and puberty, without a mom to guide me. Therefore, throughout the survey, I often became confused. I agreed with many of the top statements when thinking back to before my mother left. However, after I turned twelve, my world became cloudy, confused, and ugly. My dad changed to such an enormous extent that he was now scary and intimidating, impossible to talk to and almost always miserable. Thankfully, time has healed a majority of the wounds and things in my family are much better today. All in all, I know how fortunate I am to even have a family that loves me, even if they can’t stand each other.
The survey called “Core Beliefs: How I was Raised” had a lot to do with cultural views, beliefs, and attitudes. When it came to the questions about knowledge and learning, I knew my personal feelings right away. My dad always pushed me to achieve; sometimes he was beneficial and constructive in influencing my educational accomplishments, and sometimes he was detrimental to my emotional health. But either way, I grew up with a firm knowledge that learning was imperative to my success as a human being. I found the questions about greeting others and personal space to be quite interesting. My mind kept wandering. In general, as a child, I was taught to trust others, look them directly in the eye, and respect them by all means. As a single adult woman living in a large city and fending entirely for herself, these behaviors are often completely inappropriate. I also had a difficult time with the questions about time being money versus taking time out to spend with family. I believe I was taught that both were of equal importance. My dad’s idea of spending time with the kids was sitting in front of the television, eating dinner, and simultaneously paying the bills. In general, I found this survey to be quite interesting and comprehensive. Personally, I believe how we are raised as children ends up being a profound indicator on who we turn into as adults. However, I don’t think I thought much about my culture when responding to the statements in the survey. In fact, growing up I was pretty much left up to my own devices to explore my cultural beliefs, which I truly wish wasn’t the case. I often envy people with strong ties to their culture and extended families, and think I wouldn’t have been as confused throughout adolescence if mine were stronger.
During both the “Beliefs About Men” and the “Beliefs About Women” surveys, it occurred to me that I hold various stereotypes concerning gender roles. I think men, generally, have a harder time expressing their emotions, mainly because of the pressures they face in society. In my eyes, due mainly to personal experiences, men are intimidated by hard-working, independent women. At the same time, they are also prone to judge women based on how they dress or where they meet them. I also think they sometimes justify things like infidelity and sexual aggression by blaming certain circumstances on their nature and testosterone. However, when putting a little more thought into the statements above, I know in my heart these are terrible stereotypes. I think I have a tendency to put more labels on gender roles than cultures or races. Furthermore, for the most part, I think of myself as an exception to the generalizations I feel about females. I think women look for a partner that will take care of them financially. I think they are more superficial and materialistic than men, especially in Miami. I often get angry when I run into “gold-diggers” because I work so incredibly hard to pay my bills. Maybe underneath it all, I am actually jealous and want to be taken care of as well. I also think I hold extraordinarily high standards when it comes to being in a relationship, which I think stems from how my father treated me as a child. The games people play these days in terms of dating make me quite cynical, which is a huge roadblock in building a fulfilling relationship. In fact, now that I think about it, these feelings are significant reasons I often have such a hard time even on a first date. During the “Beliefs About Women” survey I found that I agreed to many questions relating to positive stereotypes, thinking mainly about myself. I agreed that women, as a whole, are nurturing, caring, honest, and open. These are qualities I hold in high regard and aspire to possess myself. One day, I hope to be a good mother and compassionate wife. On the contrary, I also agreed to the statements on the survey concerning women as emotional train wrecks. Love is blind, and women in unstable relationships have a tendency to act pretty crazy. Romantic fantasy, emotional excitability, and jealousy can be common traits expressed. Again, I am aware these are stereotypes, and not very healthy to uphold. I often see these characteristics in myself when unhappy in a relationship, which is probably the main reason I attribute these traits to all women.
Because of my diversity and social science classes this semester, I had a pretty easy time with the “Beliefs About Race” survey. I recently learned that the concept of race is a culturally based idea; it does not truly exist. This knowledge has helped me immensely in altering certain learned stereotypes. Furthermore, I do not believe it is correct to generalize an entire culture/ethnic group by saying things such as, “Native Americans are savage, African Americans are of lesser intelligence, or white people are more evolved.” However, I do think that humans are by nature, more comfortable are others similar to them. Cultural groups evolve because people with the same characteristics share a common ground and history. This is where the foundation of the creation of stereotypes occurs. It isn’t too difficult to feel wary or intimidated of the unfamiliar. However, combating and overcoming prejudice throughout the world is a humongous feat. Education is the first step, but it seems an almost impossible goal to accomplish.
I also had a pretty easy time with the “Beliefs About Sex and Gender” survey. I grew up with a gay uncle and a lesbian cousin. My uncle, being from an extremely conservative background, always struggled with his sexual preferences. My parents, determined to accept their children for whoever they were, stressed the beauty of acceptance and openness when it came to sexuality. Also, living in Manhattan and Miami for the majority of my life played a significant role in my development of a healthy attitude towards the gay community. Deep in my heart, I know that people are born gay. It is similar to being born with autism or the disease of addiction; it’s just how it is. I don’t think displaying s tendency towards the opposite sex is a handicap, although society seems to make it that way. It’s a tough adjustment to being accepted in our world, and again, if people were more educated, gay stereotypes would definitely be less common.
I thoroughly enjoyed taking the last survey entitled “Where Do You Fit?” probably because they yielded results. I often become confused when it comes to political issues, and I’ve been meaning to educate myself more in this area for quite awhile. According to the survey, I belong to the “Upbeat Typology Group,” meaning I hold pretty positive views on the government and state of the economy. I feel that it is the individual’s responsibility to succeed in society; it’s all about work ethic and determination. I get extremely angry when I see perfectly capable people on the streets begging for money. The survey taught me that my views are pretty common compared to where I stand in society. Most Upbeats are Catholic or Protestant, well-educated, and a part of the middle class. They are relatively young, suburban, and white. For the most part, these characteristics describe me well.
EDF 2085 Reflection #18
Jackie Lawrence
EDF 2085
Reflection Paper #18
In less than four years, beginning in 1959, over 215,000 Cubans fled their country to America seeking refuge. As Cuba’s socialist revolutionary government continued to deteriorate, the numbers grew, and have now reached well over a million. America welcomed the refugees with open arms, mainly because they were middle to upper class whites. In 1962, the US government and the Roman Catholic Church even arranged for Pam Am Airlines to fly Cuban children to Miami, Florida, until thwarted by Fidel Castro. Fourteen thousand children made it and became known as the “Peter Pans.” During the Camarioca Boat Lift in 1965, many Cuban exiles gave up their homes and property to the dictatorship in return for their relative’s safety. They were allowed back to America and treated as political refugees. They faced no immigration quota and were provided with automatic residence status.
Haiti’s government underwent similar corruption under the dictatorial leadership of “Papa Doc” Duvalier, but the US government reacted quite differently. The US not only ignored Haiti’s growing corruption and brutality, but even supported it by giving $40 million to Duvalier as aid. Under his regime, US firms prospered and our economic interests were served, so justification was easy. Meanwhile, Haiti was in shambles, and the working-class fled the island by the thousands for America. Almost 23,000 people arrived on the coast between 1981 and 1990, but only 11 were allowed to apply for asylum. Within the next two years, 34,000 were detained at Guantanamo Bay by the US Coast Guard. Those who were “allowed” to apply for asylum were given HIV tests, and if positive, denied entry to America. Because they were largely of color and underprivileged, stereotyped and prejudices ensued. The main consensus was that Haitian immigrants were undesirable; they would hurt America’s economy because they lacked education and job skills. Even under the Clinton administration, Haitians attempting to migrate were immediately placed in detention and sent back.
It doesn’t take much research or observation to see that the radical differences in treatment of Cuban and Haitian immigrants by the United States absolutely qualifies as numerous institutional acts of racism. Both countries were under severe political oppression and in need of help. There is no justifiable reason the two cultures should have been treated so differently. And unfortunately, because it was our government that instigated negative feelings, prejudice against the Haitian population is still widespread today.
EDF 2085
Reflection Paper #18
In less than four years, beginning in 1959, over 215,000 Cubans fled their country to America seeking refuge. As Cuba’s socialist revolutionary government continued to deteriorate, the numbers grew, and have now reached well over a million. America welcomed the refugees with open arms, mainly because they were middle to upper class whites. In 1962, the US government and the Roman Catholic Church even arranged for Pam Am Airlines to fly Cuban children to Miami, Florida, until thwarted by Fidel Castro. Fourteen thousand children made it and became known as the “Peter Pans.” During the Camarioca Boat Lift in 1965, many Cuban exiles gave up their homes and property to the dictatorship in return for their relative’s safety. They were allowed back to America and treated as political refugees. They faced no immigration quota and were provided with automatic residence status.
Haiti’s government underwent similar corruption under the dictatorial leadership of “Papa Doc” Duvalier, but the US government reacted quite differently. The US not only ignored Haiti’s growing corruption and brutality, but even supported it by giving $40 million to Duvalier as aid. Under his regime, US firms prospered and our economic interests were served, so justification was easy. Meanwhile, Haiti was in shambles, and the working-class fled the island by the thousands for America. Almost 23,000 people arrived on the coast between 1981 and 1990, but only 11 were allowed to apply for asylum. Within the next two years, 34,000 were detained at Guantanamo Bay by the US Coast Guard. Those who were “allowed” to apply for asylum were given HIV tests, and if positive, denied entry to America. Because they were largely of color and underprivileged, stereotyped and prejudices ensued. The main consensus was that Haitian immigrants were undesirable; they would hurt America’s economy because they lacked education and job skills. Even under the Clinton administration, Haitians attempting to migrate were immediately placed in detention and sent back.
It doesn’t take much research or observation to see that the radical differences in treatment of Cuban and Haitian immigrants by the United States absolutely qualifies as numerous institutional acts of racism. Both countries were under severe political oppression and in need of help. There is no justifiable reason the two cultures should have been treated so differently. And unfortunately, because it was our government that instigated negative feelings, prejudice against the Haitian population is still widespread today.
EDF 1005 Field Experience/Serivice Learning Journals
Jackie Lawrence
EDF 1005
Field Experience/Service Learning Journals
Journal One:
October 8th, 2009
7:30am- The Director of the Special Education Department at North Miami Senior High School, Ms. Vann Rees, took me on a tour of just about the entire school, which was not a short tour. I was introduced to the entire faculty in the Special Education Department, along with a variety of other teachers and counselors. Ms. Van Rees and I then sat down to discuss the main things I would achieve during my service learning hours. She asked a lot of questions about my future career aspirations, then gave her professional advice in regards to where I should be spending my time in the school. We both thought the Special Education Department seemed like a perfect fit.
9:00am- My first class experience was in the Profound Unit, where the most severely handicapped kids were placed. Immediately, the teacher showed me the main blackboard, which stated each student’s special needs. I quickly learned that Rodley wore a helmet 24/7 because he frequently underwent grand mal seizures. Belinda, a sweet little girl with autism, was unable to speak and allergic to latex and peanut butter. Kim often threw tantrums and also wore a helmet for protection from seizures. Iris was ambulatory, but also nonverbal, and could only eat pureed foods. The teacher informed me that all these kids were homebound, meaning a teacher actually went to their house twice a week for extra care and attention.
12:00pm- After lunch, I spent the remainder of the day in a classroom that quickly became my absolute favorite. Despite the fact that these students were diagnosed with Down syndrome and a variety of other mental/physical disabilities, I would soon find that they were some of the most, fun-loving, energetic, wonderful people I’ve ever had the pleasure to meet. This first day, I believed my most significant observation was that three teachers for that classroom of twelve were definitely not enough, as these kids has uncontrollable energy. But I had yet to see that not only were the kids totally harmless, but absolutely lovable. Furthermore, those three teachers were more than qualified to take control when necessary.
Journal Two:
October 13th, 2009
7:15am: I walked into school that day feeling pretty nervous, insecure, and anxious. I think my first day had a bigger impact on my psyche then I had anticipated. My heart went out to these kids; why was the world so cruel and unfair? And how could I possibly make some kind of impact when I didn’t have a clue as to how to relate to them? As I watched the teachers help the kids off the bus, my mind was all over the place, especially since I had gotten just a little over three hours of sleep. We went to breakfast as a group, and my anxious thoughts quickly turned to anger as I watched what happened in the breakfast line. Even though the Special Education kids had reached the cafeteria first, they were served dead last. All the regular kids were told to cut them in line because they were faster. To me, those lunch ladies were completely wrong in their thinking, and I was glad the Special Education teachers thought so too. Later, I found out the problem was fixed promptly once Ms. Van Rees heard what had been going on.
9:00am- Each and every day, after breakfast, Ms. Pierre goes over the day of the week, the weather outside, and the time of the day. The kids learned, once again, how to spell Tuesday, and reviewed what time school starts and ends. I noticed that Erika and Brian knew the answers immediately and were getting increasingly frustrated, as the rest of the kids would only participate when given special attention. Ms. Pierre inspired me with her endless patience and undying energy. Even with a classroom of only eight students, a job like that could take a serious toll on anybody.
12:00pm- We spent the rest of the day on various activities and learning games. Worksheet packets were for the students with higher skill levels, while other small groups played dominos, monopoly, and colored. I noticed that, for the most part, attention spans weren’t very high, so activities changed frequently. I went from group to group and tried my best to establish some type of trust, figuring that was the only way to eventually get through to them. However, one 10th grade boy named Larry almost instantly craved my attention. His teachers informed me he didn’t receive much at home. But I had to be careful, because I could not permit him constantly trying to grab my hand considering the situation and my role.
Journal Three:
October 15th, 2009
10:30am- This morning I had my interview with the school psychologist, Ms. Tate. Afterwards, I felt a little discouraged since she had pretty much busted my bubble concerning salaries in the field. I went outside for a short break to do some reflecting, and I’m sure glad I did. I remembered my passion underlying my drive to wake up and go to class each day. I thought about how much potential I have to offer empathetic love and understanding to others. My past personal experiences prove to me exactly what my calling in life is. I went back to the school with a newfound pride and excitement in continuing getting to know these kids, hoping I can make some type of impression.
11:00pm- Lunch was interesting. The dynamics that occur between all the Special Education kids in the cafeteria are more than remarkable. Additionally, this is really the only time of day they are fully integrated with the other students in the school. I watch how they talk to each other; some fight over food or personal space and others display affection and love. The rest sit in their own worlds, pretty much oblivious to the mass of people and noise around them. Silvia loves to tell me made-up stories about church and her children. I infer that her anecdotes come directly from listening to her mother talk to friends. Walking back to the Sped department from the cafeteria, Larry once again latched onto me and had to be told a number of times to join his classmates.
12:30pm- Back in the classroom, I assisted the teacher in his daily activity of reviewing lunch on the blackboard. The kids do this every day, and I haven’t seen much progress. Probably due to the way their brains are wired, they seem to forget that they ate grilled cheese just yesterday. Individually, they are called to the board to repeat the lunch items the teacher reads. Many students exhibit difficulty speaking, and also have a hard time looking at the blackboard for an extended period of time. I noticed that the teacher lets some kids use a pointer, which helps them maintain their attention span. He also puts his hand on the back of their neck to guide them into looking up at the board. Only three students in the class are able to copy down the items they ate for lunch. Regardless, each child receives an abundant amount of positive reinforcement and praise.
Journal Four:
October 20th, 2009
7:30am- Today is Progress Day, as well as 11th and 12th grade retesting for the FCAT. Many of the Special Education teachers were asked to assist in distributing the FCAT and supervising the test-takers. They were not happy, to say the least, and expressed gratitude that I had shown up to help out. At one point, I even got to oversee an entire class by myself! At this point I pretty much knew the drill. We went over the weather, date, and time. I had each student say aloud, “Today is Tuesday, October 20th, 2009.” Some kids had a hard time, and one boy became impatient and kept them to hurry up because they were “taking forever.” From there, I decided to have a discussion on respect, what it means, and how one can display it to others.
10:30am- I assisted the teachers in escorting the kids to the cafeteria for lunch. As we slowly meandered through the maze of faces, I noticed a small crowd of students making fun of Ernesta. They cruelly laughed at the way she zipped in front of everyone else in her wheelchair. My mind immediately correlated the experience to EDF 2085 and our discussions on diversity, and my gut reaction was to become angry. I wondered if the teachers had noticed as well, and if they had, why nothing was said. Ernesta can’t stick up for herself, so who is responsible for doing it for her?
12:30pm- Ms. Van Rees suggested I sit in on a Higher Order Learning class as it would further broaden my perspective. I was told that Higher Order Learning is a concept in which different teaching methods are utilized to create an understanding of new knowledge. It focuses on critical thinking and problem solving skills. This particular class was English and consisted of 9th grade Honors students as well as 10th and 11th grade kids with learning disabilities. I thought it was pretty incredible how well they integrated two completely different groups of students so well. The kids took a quiz on a story in their textbook called “The Most Dangerous Game.” I was given a copy of the quiz as well, and it was actually pretty tough. The questions consisted of using tricky vocabulary words in a sentence that related to the story. Honestly, I don’t remember English quizzes in my high school being that complex. Pretty impressive.
Journal 5:
October 27th, 2009
9:00am: This morning Larry craved attention again. He wanted my help with everything, from coloring, to worksheets, to playing with games. I felt almost awkward, as if he had singled me out. I went and sat with Ericka and Brian to play monopoly, and Larry immediately wanted to join. The other kids weren’t having it because he didn’t know how to play and kept messing up the pieces. Honestly, I was pretty relieved when we had to pack up the game for physical education/therapy.
10:00am- When the kids went to PE, I went to sit in on a different Special Education class, and little to my knowledge, Larry was sitting on the bathroom floor throwing a tantrum. Ms. Pierre came over to tell me what was going on. She mentioned he had done the same thing last week when I had left his class. Guilt overtook me. If trying to help these kids can create this type of reaction, then how can progress possibly occur?
10:30am- However, as I looked into these kids faces, I knew we had begun to establish trust. Somewhere along the way, they began to listen to and respect me. They were beginning to look to me for positive reinforcement and they wanted me to be proud of them. Sammy always showed me his lunch menu after he copied it from the board. Ericka always told me if something was bothering her, which was often, and asked me to fix it. Silvia had innumerable stories, probably imagined, about her life outside of school. They all wanted to share their lunch with me, even if a fruit cup was the only thing their mother had packed. Even Kenny had begun to look me directly in my eyes when I spoke to him. As I reflected on our progress, I knew this experience has been more than worthwhile.
Journal 6:
October 27th, 2009
11:00am- We played an interactive story-telling game from a website on the computer. The teachers were so excited that a new projector had been put up in the classroom. The software we used was called “Who Am I?” and basically let the kids develop a person based on choosing specific characteristics. I couldn’t believe the results of this activity. Each and every student in the class was of Spanish or African American descent, and yet they created a white boy with light eyes and blond hair. Why wouldn’t they choose characteristics more similar to their own?
12:00pm: Two students came down to the Special Education Department to retrieve Ericka. It turned out she needed to retake her ESOL test since her last test scores were from September 8th, 2008. Ericka was scared I would leave her there and not come back, so the faculty at the testing center were nice enough to let me stay. I was even allowed to sit in on the test. The ESOL test consisted of various pictures with related questions. For instance, Ericka was asked to count the people in one picture, determine the weather and time of day, and point to different objects in another. The oral element of the test consisted of a story about a boy who went to the bakery and couldn’t decide what to buy. He finally chose a donut for 50 cents. Ericka was then prompted to answer various questions about the story, testing her memory skills. I noticed she had a habit of looking at me before answering questions, as if she needed comfort and support. All in all, I thought the test was extremely interesting and I felt lucky to have the experience.
1:30pm- As I knew today was my last day with the kids, I brought some candy and stickers as a little surprise. Thank goodness no one was allergic to peanut butter M&Ms. The kids were thrilled, and they all wore stickers on their foreheads for the remainder of the day. Sammy had actually remembered it was my last day; I had told him the week before. He made me a beautiful picture that must’ve taken him hours to create, and I have already had it framed. Before they got on the bus, the kids all ran to give me a hug goodbye. I walked out of the school feeling like a million bucks. My service hours were a phenomenal experience. Not only did my time at North Miami Senior High give me insight for my future career, but it expanded my personal feelings of self-esteem, gratification, pride, and love.
EDF 1005
Field Experience/Service Learning Journals
Journal One:
October 8th, 2009
7:30am- The Director of the Special Education Department at North Miami Senior High School, Ms. Vann Rees, took me on a tour of just about the entire school, which was not a short tour. I was introduced to the entire faculty in the Special Education Department, along with a variety of other teachers and counselors. Ms. Van Rees and I then sat down to discuss the main things I would achieve during my service learning hours. She asked a lot of questions about my future career aspirations, then gave her professional advice in regards to where I should be spending my time in the school. We both thought the Special Education Department seemed like a perfect fit.
9:00am- My first class experience was in the Profound Unit, where the most severely handicapped kids were placed. Immediately, the teacher showed me the main blackboard, which stated each student’s special needs. I quickly learned that Rodley wore a helmet 24/7 because he frequently underwent grand mal seizures. Belinda, a sweet little girl with autism, was unable to speak and allergic to latex and peanut butter. Kim often threw tantrums and also wore a helmet for protection from seizures. Iris was ambulatory, but also nonverbal, and could only eat pureed foods. The teacher informed me that all these kids were homebound, meaning a teacher actually went to their house twice a week for extra care and attention.
12:00pm- After lunch, I spent the remainder of the day in a classroom that quickly became my absolute favorite. Despite the fact that these students were diagnosed with Down syndrome and a variety of other mental/physical disabilities, I would soon find that they were some of the most, fun-loving, energetic, wonderful people I’ve ever had the pleasure to meet. This first day, I believed my most significant observation was that three teachers for that classroom of twelve were definitely not enough, as these kids has uncontrollable energy. But I had yet to see that not only were the kids totally harmless, but absolutely lovable. Furthermore, those three teachers were more than qualified to take control when necessary.
Journal Two:
October 13th, 2009
7:15am: I walked into school that day feeling pretty nervous, insecure, and anxious. I think my first day had a bigger impact on my psyche then I had anticipated. My heart went out to these kids; why was the world so cruel and unfair? And how could I possibly make some kind of impact when I didn’t have a clue as to how to relate to them? As I watched the teachers help the kids off the bus, my mind was all over the place, especially since I had gotten just a little over three hours of sleep. We went to breakfast as a group, and my anxious thoughts quickly turned to anger as I watched what happened in the breakfast line. Even though the Special Education kids had reached the cafeteria first, they were served dead last. All the regular kids were told to cut them in line because they were faster. To me, those lunch ladies were completely wrong in their thinking, and I was glad the Special Education teachers thought so too. Later, I found out the problem was fixed promptly once Ms. Van Rees heard what had been going on.
9:00am- Each and every day, after breakfast, Ms. Pierre goes over the day of the week, the weather outside, and the time of the day. The kids learned, once again, how to spell Tuesday, and reviewed what time school starts and ends. I noticed that Erika and Brian knew the answers immediately and were getting increasingly frustrated, as the rest of the kids would only participate when given special attention. Ms. Pierre inspired me with her endless patience and undying energy. Even with a classroom of only eight students, a job like that could take a serious toll on anybody.
12:00pm- We spent the rest of the day on various activities and learning games. Worksheet packets were for the students with higher skill levels, while other small groups played dominos, monopoly, and colored. I noticed that, for the most part, attention spans weren’t very high, so activities changed frequently. I went from group to group and tried my best to establish some type of trust, figuring that was the only way to eventually get through to them. However, one 10th grade boy named Larry almost instantly craved my attention. His teachers informed me he didn’t receive much at home. But I had to be careful, because I could not permit him constantly trying to grab my hand considering the situation and my role.
Journal Three:
October 15th, 2009
10:30am- This morning I had my interview with the school psychologist, Ms. Tate. Afterwards, I felt a little discouraged since she had pretty much busted my bubble concerning salaries in the field. I went outside for a short break to do some reflecting, and I’m sure glad I did. I remembered my passion underlying my drive to wake up and go to class each day. I thought about how much potential I have to offer empathetic love and understanding to others. My past personal experiences prove to me exactly what my calling in life is. I went back to the school with a newfound pride and excitement in continuing getting to know these kids, hoping I can make some type of impression.
11:00pm- Lunch was interesting. The dynamics that occur between all the Special Education kids in the cafeteria are more than remarkable. Additionally, this is really the only time of day they are fully integrated with the other students in the school. I watch how they talk to each other; some fight over food or personal space and others display affection and love. The rest sit in their own worlds, pretty much oblivious to the mass of people and noise around them. Silvia loves to tell me made-up stories about church and her children. I infer that her anecdotes come directly from listening to her mother talk to friends. Walking back to the Sped department from the cafeteria, Larry once again latched onto me and had to be told a number of times to join his classmates.
12:30pm- Back in the classroom, I assisted the teacher in his daily activity of reviewing lunch on the blackboard. The kids do this every day, and I haven’t seen much progress. Probably due to the way their brains are wired, they seem to forget that they ate grilled cheese just yesterday. Individually, they are called to the board to repeat the lunch items the teacher reads. Many students exhibit difficulty speaking, and also have a hard time looking at the blackboard for an extended period of time. I noticed that the teacher lets some kids use a pointer, which helps them maintain their attention span. He also puts his hand on the back of their neck to guide them into looking up at the board. Only three students in the class are able to copy down the items they ate for lunch. Regardless, each child receives an abundant amount of positive reinforcement and praise.
Journal Four:
October 20th, 2009
7:30am- Today is Progress Day, as well as 11th and 12th grade retesting for the FCAT. Many of the Special Education teachers were asked to assist in distributing the FCAT and supervising the test-takers. They were not happy, to say the least, and expressed gratitude that I had shown up to help out. At one point, I even got to oversee an entire class by myself! At this point I pretty much knew the drill. We went over the weather, date, and time. I had each student say aloud, “Today is Tuesday, October 20th, 2009.” Some kids had a hard time, and one boy became impatient and kept them to hurry up because they were “taking forever.” From there, I decided to have a discussion on respect, what it means, and how one can display it to others.
10:30am- I assisted the teachers in escorting the kids to the cafeteria for lunch. As we slowly meandered through the maze of faces, I noticed a small crowd of students making fun of Ernesta. They cruelly laughed at the way she zipped in front of everyone else in her wheelchair. My mind immediately correlated the experience to EDF 2085 and our discussions on diversity, and my gut reaction was to become angry. I wondered if the teachers had noticed as well, and if they had, why nothing was said. Ernesta can’t stick up for herself, so who is responsible for doing it for her?
12:30pm- Ms. Van Rees suggested I sit in on a Higher Order Learning class as it would further broaden my perspective. I was told that Higher Order Learning is a concept in which different teaching methods are utilized to create an understanding of new knowledge. It focuses on critical thinking and problem solving skills. This particular class was English and consisted of 9th grade Honors students as well as 10th and 11th grade kids with learning disabilities. I thought it was pretty incredible how well they integrated two completely different groups of students so well. The kids took a quiz on a story in their textbook called “The Most Dangerous Game.” I was given a copy of the quiz as well, and it was actually pretty tough. The questions consisted of using tricky vocabulary words in a sentence that related to the story. Honestly, I don’t remember English quizzes in my high school being that complex. Pretty impressive.
Journal 5:
October 27th, 2009
9:00am: This morning Larry craved attention again. He wanted my help with everything, from coloring, to worksheets, to playing with games. I felt almost awkward, as if he had singled me out. I went and sat with Ericka and Brian to play monopoly, and Larry immediately wanted to join. The other kids weren’t having it because he didn’t know how to play and kept messing up the pieces. Honestly, I was pretty relieved when we had to pack up the game for physical education/therapy.
10:00am- When the kids went to PE, I went to sit in on a different Special Education class, and little to my knowledge, Larry was sitting on the bathroom floor throwing a tantrum. Ms. Pierre came over to tell me what was going on. She mentioned he had done the same thing last week when I had left his class. Guilt overtook me. If trying to help these kids can create this type of reaction, then how can progress possibly occur?
10:30am- However, as I looked into these kids faces, I knew we had begun to establish trust. Somewhere along the way, they began to listen to and respect me. They were beginning to look to me for positive reinforcement and they wanted me to be proud of them. Sammy always showed me his lunch menu after he copied it from the board. Ericka always told me if something was bothering her, which was often, and asked me to fix it. Silvia had innumerable stories, probably imagined, about her life outside of school. They all wanted to share their lunch with me, even if a fruit cup was the only thing their mother had packed. Even Kenny had begun to look me directly in my eyes when I spoke to him. As I reflected on our progress, I knew this experience has been more than worthwhile.
Journal 6:
October 27th, 2009
11:00am- We played an interactive story-telling game from a website on the computer. The teachers were so excited that a new projector had been put up in the classroom. The software we used was called “Who Am I?” and basically let the kids develop a person based on choosing specific characteristics. I couldn’t believe the results of this activity. Each and every student in the class was of Spanish or African American descent, and yet they created a white boy with light eyes and blond hair. Why wouldn’t they choose characteristics more similar to their own?
12:00pm: Two students came down to the Special Education Department to retrieve Ericka. It turned out she needed to retake her ESOL test since her last test scores were from September 8th, 2008. Ericka was scared I would leave her there and not come back, so the faculty at the testing center were nice enough to let me stay. I was even allowed to sit in on the test. The ESOL test consisted of various pictures with related questions. For instance, Ericka was asked to count the people in one picture, determine the weather and time of day, and point to different objects in another. The oral element of the test consisted of a story about a boy who went to the bakery and couldn’t decide what to buy. He finally chose a donut for 50 cents. Ericka was then prompted to answer various questions about the story, testing her memory skills. I noticed she had a habit of looking at me before answering questions, as if she needed comfort and support. All in all, I thought the test was extremely interesting and I felt lucky to have the experience.
1:30pm- As I knew today was my last day with the kids, I brought some candy and stickers as a little surprise. Thank goodness no one was allergic to peanut butter M&Ms. The kids were thrilled, and they all wore stickers on their foreheads for the remainder of the day. Sammy had actually remembered it was my last day; I had told him the week before. He made me a beautiful picture that must’ve taken him hours to create, and I have already had it framed. Before they got on the bus, the kids all ran to give me a hug goodbye. I walked out of the school feeling like a million bucks. My service hours were a phenomenal experience. Not only did my time at North Miami Senior High give me insight for my future career, but it expanded my personal feelings of self-esteem, gratification, pride, and love.
Wednesday, November 4, 2009
EDF 1005 Required Assignment #1: Educational Philosophy Essay
Educational Philosophy 1
Running Head: EDUCATIONAL PHILOSOPHY
Educational Philosophy
Jackie Lawrence
November 4th, 2009
Miami Dade College
Educational Philosophy 2
Abstract
After taking a survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. These views will determine the basis of my personal teaching style in the classroom and the learning expectations I will have for my students. The survey results confirmed that I hold mainly Constructivism and Progressivism points of view. I also support the ideologies of Reconstruction and Critical Theory. This fresh knowledge will assist me in developing a well-thought out plan of action once my career begins.
Educational Philosophy 3
Every decision and action I will undertake in the classroom will reflect my personal educational philosophy. What methods will I utilize to become an effective educator? How can I ensure my students academic knowledge and critical thinking/life skills are developed appropriately? And how can I excel in my career, finding fulfillment in watching young people achieve?
After taking the survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. As an apparent advocate of Constructivism, Progressivism, and Reconstruction/Critical Theory, I follow the ideologies of John Dewy, Jean Piaget, Lev Vygotsky, and Paulo Freire.
As an aspiring school psychologist, it makes sense that my primary views of how education should be conducted center around Constructivism. I believe that one’s reality has everything to do with how it is perceived. People constantly attempt to create order and understanding in their world, reconstructing thoughts
based on new information (Sadker, Sadker, & Zittleman, 2008). Constructivism, an idea inspired by the cognitive psychologists Jean Piaget and Lev Vygotsky, asserts that teachers can expand the minds of their students only after they become aware of what their students already know (Sadker, Sadker, & Zittleman, 2008).Challenging norms and extending insight leads to the creation of critical thinking skills, which are absolutely imperative in today’s world. Scaffolding is the primary tool used in Constructivism, which are questions teachers may ask to assist students in linking together old and new information (Sadker, Sadker, & Zittleman, 2008). Because I hold strong faith in philosophic and psychological thought, it only makes sense that my educational ideals are based on Constructivism.
Educational Philosophy 4
We currently reside in an increasingly globalized world, where competition for success is only becoming tougher. Many young people have absolutely no idea where they’re going in life, and I believe it is up to the schools to direct them. Vocational training, health concerns, family issues, psychology, and social problems are addressed in progressive education schools, and students are given the freedom to learn about their personal interests (Sadker, Sadker, & Zittleman, 2008). As an advocate of progressive education, my main role will be to assist students in finding their passions, and let them flourish from there. John Dewey, a main
advocate of Progressivism, believed that schools should be a working model of democracy and by applying the scientific method to new situations, learning would ensue (Sadker, Sadker, & Zittleman, 2008). I completely agree, and also believe that the main function of educators is to make sure students are enjoying the process of learning. I have been fortunate enough in my life to have people show me just how beautiful expanding my mind can be, and I want to be able to offer that to others.
Lastly, I believe that societal problems should be addressed in schools in order to prepare students for real world situations. Learning how to be a proactive citizen will assist young people in developing a sense of personal responsibility and pride in who they are becoming. Paulo Freire is a contemporary reconstructionist who believes that true education liberates (Sadker, Sadker, & Zittleman, 2008). His inspirational book, Pedagogy of the Oppressed, discusses poverty in Brazil and how problems such as sanitation can be fixed through literature
and education (Sadker, Sadker, & Zittleman, 2008). If current students are to one day be responsible for the future, shouldn’t they develop proactive, civic learning tools today?
Educational Philosophy 5
Elementary, primary, and secondary education should focus on much more than just basic academic skills. Of course, reading, writing, and the sciences are extremely important concepts that young people must become proficient in. However, basic life skill development is imperative. Unfortunately, not all parents
make it their responsibility to mold their children for success, and it is therefore up to the schools system. Now that I am conscious of my personal beliefs regarding successful education, it won’t be too difficult to determine a course of action in the classroom. My future lesson plans for my students can include components such as developing critical thinking skills, understanding the scientific method, searching for personal passions, questioning, and searching for solutions to social problems in society. If these are the aspects of education that I value, using them in the classroom will ultimately make me an educator that has dedication,
enthusiasm, and perseverance in expanding the minds of my students. Hopefully, my students be inspired by these qualities and look forward to having a positive educational experience with me.
.
Educational Philosophy 6
References
Book:
Sadker, David Miller, Sadker, Myra Pollack, & Zittleman, Karen R. (2008). Teachers,
Schools, and Society: Florida Edition, 133, 213, 281-284, 324, 325, 336.
Running Head: EDUCATIONAL PHILOSOPHY
Educational Philosophy
Jackie Lawrence
November 4th, 2009
Miami Dade College
Educational Philosophy 2
Abstract
After taking a survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. These views will determine the basis of my personal teaching style in the classroom and the learning expectations I will have for my students. The survey results confirmed that I hold mainly Constructivism and Progressivism points of view. I also support the ideologies of Reconstruction and Critical Theory. This fresh knowledge will assist me in developing a well-thought out plan of action once my career begins.
Educational Philosophy 3
Every decision and action I will undertake in the classroom will reflect my personal educational philosophy. What methods will I utilize to become an effective educator? How can I ensure my students academic knowledge and critical thinking/life skills are developed appropriately? And how can I excel in my career, finding fulfillment in watching young people achieve?
After taking the survey entitled “My Educational Philosophy,” I was able to develop a more coherent idea of the views I will hold once I become a professional educator. As an apparent advocate of Constructivism, Progressivism, and Reconstruction/Critical Theory, I follow the ideologies of John Dewy, Jean Piaget, Lev Vygotsky, and Paulo Freire.
As an aspiring school psychologist, it makes sense that my primary views of how education should be conducted center around Constructivism. I believe that one’s reality has everything to do with how it is perceived. People constantly attempt to create order and understanding in their world, reconstructing thoughts
based on new information (Sadker, Sadker, & Zittleman, 2008). Constructivism, an idea inspired by the cognitive psychologists Jean Piaget and Lev Vygotsky, asserts that teachers can expand the minds of their students only after they become aware of what their students already know (Sadker, Sadker, & Zittleman, 2008).Challenging norms and extending insight leads to the creation of critical thinking skills, which are absolutely imperative in today’s world. Scaffolding is the primary tool used in Constructivism, which are questions teachers may ask to assist students in linking together old and new information (Sadker, Sadker, & Zittleman, 2008). Because I hold strong faith in philosophic and psychological thought, it only makes sense that my educational ideals are based on Constructivism.
Educational Philosophy 4
We currently reside in an increasingly globalized world, where competition for success is only becoming tougher. Many young people have absolutely no idea where they’re going in life, and I believe it is up to the schools to direct them. Vocational training, health concerns, family issues, psychology, and social problems are addressed in progressive education schools, and students are given the freedom to learn about their personal interests (Sadker, Sadker, & Zittleman, 2008). As an advocate of progressive education, my main role will be to assist students in finding their passions, and let them flourish from there. John Dewey, a main
advocate of Progressivism, believed that schools should be a working model of democracy and by applying the scientific method to new situations, learning would ensue (Sadker, Sadker, & Zittleman, 2008). I completely agree, and also believe that the main function of educators is to make sure students are enjoying the process of learning. I have been fortunate enough in my life to have people show me just how beautiful expanding my mind can be, and I want to be able to offer that to others.
Lastly, I believe that societal problems should be addressed in schools in order to prepare students for real world situations. Learning how to be a proactive citizen will assist young people in developing a sense of personal responsibility and pride in who they are becoming. Paulo Freire is a contemporary reconstructionist who believes that true education liberates (Sadker, Sadker, & Zittleman, 2008). His inspirational book, Pedagogy of the Oppressed, discusses poverty in Brazil and how problems such as sanitation can be fixed through literature
and education (Sadker, Sadker, & Zittleman, 2008). If current students are to one day be responsible for the future, shouldn’t they develop proactive, civic learning tools today?
Educational Philosophy 5
Elementary, primary, and secondary education should focus on much more than just basic academic skills. Of course, reading, writing, and the sciences are extremely important concepts that young people must become proficient in. However, basic life skill development is imperative. Unfortunately, not all parents
make it their responsibility to mold their children for success, and it is therefore up to the schools system. Now that I am conscious of my personal beliefs regarding successful education, it won’t be too difficult to determine a course of action in the classroom. My future lesson plans for my students can include components such as developing critical thinking skills, understanding the scientific method, searching for personal passions, questioning, and searching for solutions to social problems in society. If these are the aspects of education that I value, using them in the classroom will ultimately make me an educator that has dedication,
enthusiasm, and perseverance in expanding the minds of my students. Hopefully, my students be inspired by these qualities and look forward to having a positive educational experience with me.
.
Educational Philosophy 6
References
Book:
Sadker, David Miller, Sadker, Myra Pollack, & Zittleman, Karen R. (2008). Teachers,
Schools, and Society: Florida Edition, 133, 213, 281-284, 324, 325, 336.
EDF 2085 Reflection #17
Jackie Lawrence
EDF 2085
Reflection Paper #17
Race, first and foremost, is a culturally defined concept. Biologically, we all derive from common ancestry. Genetic research preformed suggests we all stem from the Mitochondrial Eve, one woman who lived 200,000 years ago in Africa. Differences in color of our skin have been blown out of proportion throughout history. There are various types of prejudices that lead to racism; ethnocentrism being at the core and hence the primary factor in the creation of feelings of superiority. All of them are rooted in fear and ignorance. Racial chauvinism is when an individual combines the attitudes and rejective behaviors of prejudice and acts against them. Even in America, we have undergone institutional acts of racism, when government condones acts of prejudice as constitutional. A prime example of this would be slavery in the United States. The 1955 murder of Emmett Till in Money, Mississippi was an inexcusable act preformed in the South, which ultimately spawned the American Civil Rights Movement. Even going back to colonial times in America, Native Americans were treated more than terribly. Forced from their homes, many of them died during the Trail of Tears. And during World War II, Japanese Americans underwent forcible relocation to internment camps after Japan’s attack on Pearl Harbor. Racial bigotry combines hatred and feelings of superiority towards another group, which was a prime factor in the devastation of the Holocaust in Nazi Germany. Feelings of hatred can lead to indescribably cruel acts of genocide and/or ethnic cleansing. Throughout the world and its history, entire cultures have been wiped out on the basis of hatred. At some point, we need to bring this devastating problem to a standstill. To achieve this, individual beliefs, values, and attitudes must be attacked and changed. Active work must be present, along with awareness and a willingness to undergo transformation. Collectively, we need to make a conscious effort to halt the stereotypes and partial truths that have been handed down from generation to generation within cultures.
EDF 2085
Reflection Paper #17
Race, first and foremost, is a culturally defined concept. Biologically, we all derive from common ancestry. Genetic research preformed suggests we all stem from the Mitochondrial Eve, one woman who lived 200,000 years ago in Africa. Differences in color of our skin have been blown out of proportion throughout history. There are various types of prejudices that lead to racism; ethnocentrism being at the core and hence the primary factor in the creation of feelings of superiority. All of them are rooted in fear and ignorance. Racial chauvinism is when an individual combines the attitudes and rejective behaviors of prejudice and acts against them. Even in America, we have undergone institutional acts of racism, when government condones acts of prejudice as constitutional. A prime example of this would be slavery in the United States. The 1955 murder of Emmett Till in Money, Mississippi was an inexcusable act preformed in the South, which ultimately spawned the American Civil Rights Movement. Even going back to colonial times in America, Native Americans were treated more than terribly. Forced from their homes, many of them died during the Trail of Tears. And during World War II, Japanese Americans underwent forcible relocation to internment camps after Japan’s attack on Pearl Harbor. Racial bigotry combines hatred and feelings of superiority towards another group, which was a prime factor in the devastation of the Holocaust in Nazi Germany. Feelings of hatred can lead to indescribably cruel acts of genocide and/or ethnic cleansing. Throughout the world and its history, entire cultures have been wiped out on the basis of hatred. At some point, we need to bring this devastating problem to a standstill. To achieve this, individual beliefs, values, and attitudes must be attacked and changed. Active work must be present, along with awareness and a willingness to undergo transformation. Collectively, we need to make a conscious effort to halt the stereotypes and partial truths that have been handed down from generation to generation within cultures.
Tuesday, November 3, 2009
EDF 1005 Required Assignment #2: Teacher Interview
Jackie Lawrence
EDF 1005
Required Assignment #2: Teacher Interview/Role of the Teacher
There are two school psychologists at North Miami Senior High School, Ms. Schneider and Ms. Tate. On October 15th, 2009, I was lucky enough to sit down with Ms. Tate for about forty-five minutes, in between mounds of paperwork, while most of the students she needed to see were eating lunch. Not only did she allow me to pick her brain, she also bestowed upon me tons of priceless information that will be tremendously helpful once I begin my own career.
Ms. Tate completed her undergraduate studies at Juniata College in Pennsylvania, where she received a bachelor degree in psychology and biology. It was here she discovered her passion for psychology and the study of people and behaviors. Afterwards, she spent the next three years at Northwestern State University in Louisiana for her master’s degree in clinical psychology. Ms. Tate received her Psy.D five years later from Argosy University in Washington DC. Her one-year clinical internship was based in Miami at a mental health organization called Citrus Health Network.
This is Ms. Tate’s fifth year at North Miami Senior High, along with an elementary school in Dade County she is assigned to. Because school psychologists make nowhere near the amount of money I thought they did, Ms. Tate also teaches two online classes for a school counseling program and practices private therapy sessions on the side. She thoroughly enjoys her time at the elementary school since she prefers to work with younger children, as they are more impressionable and open to what she has to offer. However, she mainly performs IQ tests, achievement tests, and evaluations there. She expressed her passion for counseling and developing bonds with the students, which is her primary function at the high school. Between Ms. Tate and Ms. Schneider, as many students as possible are seen on a weekly basis for as long as time permits. On average, they usually have enough time to counsel around twenty students each every two days. Keeping up with paperwork, IEP’s, and evaluations is tedious, but worth the effort in the long run.
Ms. Tate provided me with a plethora of invaluable information I had never heard before. For instance, it is imperative to undertake a clinical internship accredited by the American Psychological Association for doctoral hours. She also managed to clear up my confusion about what type of degree I want to earn in the future. Licensed mental health counselors work mainly in hospitals and community mental health centers, which can be extremely stressful environments. Becoming a licensed clinical social worker is also an option, but aspiring towards being a clinical or counseling psychologist is truly worth the long, strenuous path. A Psy.D in clinical psychology, versus a PhD, provides more practice in counseling and therapy, which is exactly what I am looking forward to. When I asked about future employment opportunities within the education system, Ms. Tate informed me that many school psychologists were being laid off two years ago because of budget cuts. However, many schools are now understaffed in this area, so rehiring has commenced. And regardless of the state of the economy, psychologists will always be a significant component to a successful school. I also asked Ms. Tate what she has a hard time with when it comes to her job. She mentioned her frustration at having too many kids to counsel and not enough time in the school day. Unfortunately, poverty, crime, and drug addiction go hand-in-hand with many large cities, which can have a big impact on inner-city schools. And, sadly, sometimes issues concerning lack of care and bad parenting are presiding factors as well. She also implied that every now and then students are over-identified and diagnoses aren’t always 100% correct. However, these kids aren’t doomed for failure at all. Schools that are lucky enough to have driven, motivated, empathic, and caring employees have a good chance in guiding students to develop these same characteristics. And North Miami Senior High School is definitely one of them.
EDF 1005
Required Assignment #2: Teacher Interview/Role of the Teacher
There are two school psychologists at North Miami Senior High School, Ms. Schneider and Ms. Tate. On October 15th, 2009, I was lucky enough to sit down with Ms. Tate for about forty-five minutes, in between mounds of paperwork, while most of the students she needed to see were eating lunch. Not only did she allow me to pick her brain, she also bestowed upon me tons of priceless information that will be tremendously helpful once I begin my own career.
Ms. Tate completed her undergraduate studies at Juniata College in Pennsylvania, where she received a bachelor degree in psychology and biology. It was here she discovered her passion for psychology and the study of people and behaviors. Afterwards, she spent the next three years at Northwestern State University in Louisiana for her master’s degree in clinical psychology. Ms. Tate received her Psy.D five years later from Argosy University in Washington DC. Her one-year clinical internship was based in Miami at a mental health organization called Citrus Health Network.
This is Ms. Tate’s fifth year at North Miami Senior High, along with an elementary school in Dade County she is assigned to. Because school psychologists make nowhere near the amount of money I thought they did, Ms. Tate also teaches two online classes for a school counseling program and practices private therapy sessions on the side. She thoroughly enjoys her time at the elementary school since she prefers to work with younger children, as they are more impressionable and open to what she has to offer. However, she mainly performs IQ tests, achievement tests, and evaluations there. She expressed her passion for counseling and developing bonds with the students, which is her primary function at the high school. Between Ms. Tate and Ms. Schneider, as many students as possible are seen on a weekly basis for as long as time permits. On average, they usually have enough time to counsel around twenty students each every two days. Keeping up with paperwork, IEP’s, and evaluations is tedious, but worth the effort in the long run.
Ms. Tate provided me with a plethora of invaluable information I had never heard before. For instance, it is imperative to undertake a clinical internship accredited by the American Psychological Association for doctoral hours. She also managed to clear up my confusion about what type of degree I want to earn in the future. Licensed mental health counselors work mainly in hospitals and community mental health centers, which can be extremely stressful environments. Becoming a licensed clinical social worker is also an option, but aspiring towards being a clinical or counseling psychologist is truly worth the long, strenuous path. A Psy.D in clinical psychology, versus a PhD, provides more practice in counseling and therapy, which is exactly what I am looking forward to. When I asked about future employment opportunities within the education system, Ms. Tate informed me that many school psychologists were being laid off two years ago because of budget cuts. However, many schools are now understaffed in this area, so rehiring has commenced. And regardless of the state of the economy, psychologists will always be a significant component to a successful school. I also asked Ms. Tate what she has a hard time with when it comes to her job. She mentioned her frustration at having too many kids to counsel and not enough time in the school day. Unfortunately, poverty, crime, and drug addiction go hand-in-hand with many large cities, which can have a big impact on inner-city schools. And, sadly, sometimes issues concerning lack of care and bad parenting are presiding factors as well. She also implied that every now and then students are over-identified and diagnoses aren’t always 100% correct. However, these kids aren’t doomed for failure at all. Schools that are lucky enough to have driven, motivated, empathic, and caring employees have a good chance in guiding students to develop these same characteristics. And North Miami Senior High School is definitely one of them.
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