In this blog, I will weigh in on curriculum and the travesty of so called "education" experts.
Clearly, when you look at some subject matter, there are particular orders which by definition, separate themselves from a group of topics surrounding a particular discipline. Mathematics is a clear example, you must learn number concepts, to do operations, to combine operations etc. and then to apply ever more advanced concepts built upon these basic skill sets. Even here there is some debate about teaching algebra before geometry for example but little debate on the general order of teaching the discipline or topic. The debate here rather centers on how to teach the constituent parts. You may make this overarching analogy in Engineering, Computer Science or other related Science based disciplines. Where our system goes badly array is in the social sciences. While you may argue that there is a natural order in teaching language, reading, even writing and they, as in sciences start with a common set of learned material, such as an alphabet, phonics, etc. and build on these cornerstones.What we have identified and continue to study is a fundamental idea that each person learns at a different rate, under different stimuli and in different environments.
Where there is the greatest discord is what to teach in what artificial level of achievement, i.e. the first grade, the fifth grade, etc. The fact that in 1st grade, I must do subject a, b, c and finish with subject m, is in part, itself an indicator of the failure of most schools in educating students to be prepared for careers after the mandatory period of compulsory education. We have been dancing around the ideas that there should be no social promotion, that grades (years in school) are artificial constructs (much like the construct of school category (elementary, middle and senior)). In my view, I believe that we need to adopt an individual education philosophy, that an individual needs to learn in packets/modules of related information and that their relative standing in that school or educational setting is only their relative module completion standing. That curriculum should be designed to ensure that the institution produces functionally productive students, who can integrate into their society and become a productive member in that society. Unfortunately, it seem like to me that there is no choice but to test (whether that is oral, written, electronic etc.) to assess understanding of particular module completion.
What is the travesty are those "education/curriculum" experts who claim to know which one size fits all program will benefit the local, regional or state education system and it's students. They clearly are failing in their attempts to standardize meaningful curriculum. One only needs to look at you local college and the number of remedial course participants (by the way a rising percentage of the total enrollment) to see what we are doing as a society is "dumbing" the society down. What's the answer, I don't know but I'm committed to re-engineer the system to incorporate the concept of functional learning to a minimum standard which promotes the optimization of each students potential.
Saturday, February 25, 2012
Thursday, February 16, 2012
Early to Phlog, Early to Rise, Makes a Man Healthy, Wealthy and Wise!
Early to blog this week, heading to Phoenix for some cross-cultural R&R. Early to rise on my way by daylight at latest-full of promise fearing the unknown and the expectations of meeting old friends, making new friends and a grand adventure. But... as always reality rarely meets the potential of this new day. Healthy not really may have a broken ankle-doctor called today can't call back till next week-seems an eternity. Wealthy not money but yes wealthy in many other areas and wise-that's a more lifelong journey that I constantly travel down.
Much like many of you, I think of myself as open minded, fair, compassionate, empathetic, but life's experience has indicated that a personality slow to judge/get all of the facts and tolerant are not on that list. I have been described (and not unfairly) as being a "hard" man. That is true! My upbringing and ten years of early adult poverty, as a student living independently, without any parental or governmental support, were contributing factors in that survivalist approach to our world. As a means to succeed in that environment, I became obsessed with the ethic of hard work, little sleep, and self sacrifice as needed. I can't remember a time when I didn't have something to do or I felt like I was done with a day's activities. The real issue is that I don't tolerate well others who don't live in a 110% world, who don't want to succeed, and don't view their lives as a constant battle to overcome diversity. This intolerance has led to lack of civility and jumping to judgement without understanding where others came from.
So, one of the many things, that I have been really working on in my life is to tone down the survivalist mentality, to become more tolerant of other behaviors, to listen, to be more understanding. I am a much nicer person today than in older time, but, as in most of life's experience, my past still haunts me and I am indeed a product of that environment. I have always been committed to service to others. I have always led in some way or form. My peers have always nicknamed me "Maestro", "Doctor", "Sensei" (I sort of like these names). I love teaching, mentoring, serving as this is the payback for those who took an interest in me. This a duty as a member of the populace of mother earth. So, I am trying to listen before I speak, to hear what is being said to understand what is being said and to try and feel that sentiment as if others do. I have to remember to put on my face and be pleasant-you know you still see the driven 110% Steve when he is focused and concentrating and I do not process input but rather react to that input, sometimes badly. So, enough running only to say, I ask others to help me in knocking the rough edges off. I have hope that working with young people will help me to become more tolerant and understanding. It is with this hope that I am embarking on yet more self-education, another career opportunity, and another growth opportunity.
Early to blog this week, heading to Phoenix for some cross-cultural R&R. Early to rise on my way by daylight at latest-full of promise fearing the unknown and the expectations of meeting old friends, making new friends and a grand adventure. But... as always reality rarely meets the potential of this new day. Healthy not really may have a broken ankle-doctor called today can't call back till next week-seems an eternity. Wealthy not money but yes wealthy in many other areas and wise-that's a more lifelong journey that I constantly travel down.
Much like many of you, I think of myself as open minded, fair, compassionate, empathetic, but life's experience has indicated that a personality slow to judge/get all of the facts and tolerant are not on that list. I have been described (and not unfairly) as being a "hard" man. That is true! My upbringing and ten years of early adult poverty, as a student living independently, without any parental or governmental support, were contributing factors in that survivalist approach to our world. As a means to succeed in that environment, I became obsessed with the ethic of hard work, little sleep, and self sacrifice as needed. I can't remember a time when I didn't have something to do or I felt like I was done with a day's activities. The real issue is that I don't tolerate well others who don't live in a 110% world, who don't want to succeed, and don't view their lives as a constant battle to overcome diversity. This intolerance has led to lack of civility and jumping to judgement without understanding where others came from.
So, one of the many things, that I have been really working on in my life is to tone down the survivalist mentality, to become more tolerant of other behaviors, to listen, to be more understanding. I am a much nicer person today than in older time, but, as in most of life's experience, my past still haunts me and I am indeed a product of that environment. I have always been committed to service to others. I have always led in some way or form. My peers have always nicknamed me "Maestro", "Doctor", "Sensei" (I sort of like these names). I love teaching, mentoring, serving as this is the payback for those who took an interest in me. This a duty as a member of the populace of mother earth. So, I am trying to listen before I speak, to hear what is being said to understand what is being said and to try and feel that sentiment as if others do. I have to remember to put on my face and be pleasant-you know you still see the driven 110% Steve when he is focused and concentrating and I do not process input but rather react to that input, sometimes badly. So, enough running only to say, I ask others to help me in knocking the rough edges off. I have hope that working with young people will help me to become more tolerant and understanding. It is with this hope that I am embarking on yet more self-education, another career opportunity, and another growth opportunity.
Friday, February 10, 2012
Retired Nerd Teacher is 2014 Teacher of the Year
Steven Rospopo, a mathematics teacher at the South Valley Academy Charter school in the South Valley of Albuquerque Mexico, was named on Monday as 2014 Teacher of the Year. Rospopo was selectd from the 12 regional candidates announced in January. He will bcome a finalist in the National Teacher of the Year Program, sponsored by the IMG Foundation.
Rospopo teaches resource mathematics to at-risk students ranging from 9th to12th grades and sponsors the after school soccer and college preparatory mathematics challenge program for those students who love the beauty and wonder of mathematics. The students have been award winners in the state wide Fractal Foundation Competitions. Rospopo is a three year teacher, who previously was recruited to become a teacher after working as an Engineer and Material Scientit for thirty-two years of Federal Laboratory Service.
Dr. Alberta Sandoval, superintendent of instruction, in her award letter states, "Steve is a mentor and champion for his students and has continued to work tirelessly to excel in mathematics instruction".
When asked about a philosophy of teaching Mathematics to Secondary School Students, Rospopo said "Engaging the students in a meaningful, almost individual designed programs is the backbone to building the students love for Mathematics." Steve adds, "Mathematics has been historically to difficult subject to teach because not all students learn in a an analytical way and even then at different rates over time.". He emphasizes, "You have to teach basic concepts and using those fundamental concepts, then solve individual challenges (problems), making those challenges relevant to modern day technology and use."
When asked about the current state of education in New Mexico, Rospopo said, "There are those cynics out there that say we cannot succeed, that we cannot impact graduation rates or improve test scores, or even change might may described as a soft or indolent youth in our society, what I feel deep inside is that we must return to a system where expectations are not just spoken or written but demanded, that each student must maximize their individuals skills and opportunities, and one which emphasizes the success of the individual not the system." Rospopo also feels that "the emphasis on test scores is affecting the overall quality of education and that nations-wide standards when applied locally is the key to success."
The National Teacher of the Year award will be announced at the White House in May. No teacher from New Mexico have gone on to win the National Award.
Steven Rospopo, a mathematics teacher at the South Valley Academy Charter school in the South Valley of Albuquerque Mexico, was named on Monday as 2014 Teacher of the Year. Rospopo was selectd from the 12 regional candidates announced in January. He will bcome a finalist in the National Teacher of the Year Program, sponsored by the IMG Foundation.
Rospopo teaches resource mathematics to at-risk students ranging from 9th to12th grades and sponsors the after school soccer and college preparatory mathematics challenge program for those students who love the beauty and wonder of mathematics. The students have been award winners in the state wide Fractal Foundation Competitions. Rospopo is a three year teacher, who previously was recruited to become a teacher after working as an Engineer and Material Scientit for thirty-two years of Federal Laboratory Service.
Dr. Alberta Sandoval, superintendent of instruction, in her award letter states, "Steve is a mentor and champion for his students and has continued to work tirelessly to excel in mathematics instruction".
When asked about a philosophy of teaching Mathematics to Secondary School Students, Rospopo said "Engaging the students in a meaningful, almost individual designed programs is the backbone to building the students love for Mathematics." Steve adds, "Mathematics has been historically to difficult subject to teach because not all students learn in a an analytical way and even then at different rates over time.". He emphasizes, "You have to teach basic concepts and using those fundamental concepts, then solve individual challenges (problems), making those challenges relevant to modern day technology and use."
When asked about the current state of education in New Mexico, Rospopo said, "There are those cynics out there that say we cannot succeed, that we cannot impact graduation rates or improve test scores, or even change might may described as a soft or indolent youth in our society, what I feel deep inside is that we must return to a system where expectations are not just spoken or written but demanded, that each student must maximize their individuals skills and opportunities, and one which emphasizes the success of the individual not the system." Rospopo also feels that "the emphasis on test scores is affecting the overall quality of education and that nations-wide standards when applied locally is the key to success."
The National Teacher of the Year award will be announced at the White House in May. No teacher from New Mexico have gone on to win the National Award.
Friday, February 3, 2012
First, my super bowl prediction; New Mexico Lobos (Mike Locksley as Coach) win by three in overtime (after coming from a sixty-three point deficit in 4th Quarter). Seriously, Lobos by 17 against Boise State on 2/4/11. No...40 F at race time (5K) on 2/5/12 (that's it... really).
I was really impressed with Functionalist Theory (Cookson) and "Kill All The School Boards" (Miller). I'm old having gone to schools in the 50's and 60"s. I can relate to Functionalist education theory. I experienced it. My curriculum stressed structures, programs and especially curriculum that were technologically advanced for that time, in retrospect rational and did produce social unity in those to enter society. I can't remember levels of students "transition" , "learning disability", "AP" and "mainstream", just classes and kids. I'm sure that teachers cared about students, tried to get to know them and even intervened in their lives. I know sexual abuse, pedophile behaviors, alcohol and drug abuse and spousal/child abuse must have existed. I never knew anyone that was affected by those ills of our society. All of the kids I was with graduated on time, some went to Vietnam and give their lives, some got jobs and some went to college, now that generation is retiring as the "Baby Boomers": seems like they were pretty socially adjusted. What has changed from 1970 to 2012?
Functional Theory says change is to be expected and to be dealt with by schools. It seem to me that the changes we saw were fundamentally much greater than any process by which functional reaction to those stimuli could be affected at grass roots level. I might suggest that we are spinning in a ever widening spiral and will soon be so far from the center that we no longer can see or understand what it means to teach or educate the average kid or normal kid. W e will need to classify everyone in one of a myriad of groups, each of which will require a different curriculum expectations, rules and guidelines, all base upon the individual, rather than the society. Cookson argues that functional theory can no longer account for these differences, as well as the 98 flavors of schools and educational opportunities and so may be irrelevant .
Miller blames many of today' deficiencies on local education control,especially when it is not optimum in scope and organizational excellence. He suggests that we establish universal National Standards as a means of getting control of the myriad of problems now facing society and one of it's most precious resources, their children. His quote of Twain "In the first place, God made idiots...This was for practice, Then he made school boards". Twain also said "God made man to amuse the Chimpanzee". As Miller asserts, no much has improved since Twain, that the job is terribly complex, more political, it's driven away any competent person who can effectively change any ills that are identified. Frankly, to me a sad state of affairs.
This is a lot to try and handle; I am left with some basic ideas. Get to know students, become part of their lives, get them to write and read on their own (it's therapeutic and educational) and treat them with respect: In short-Connect With them as people. Maybe that is the only effective way to get some sanity back into the process of education and affect the result-people assimilation into society.
I was really impressed with Functionalist Theory (Cookson) and "Kill All The School Boards" (Miller). I'm old having gone to schools in the 50's and 60"s. I can relate to Functionalist education theory. I experienced it. My curriculum stressed structures, programs and especially curriculum that were technologically advanced for that time, in retrospect rational and did produce social unity in those to enter society. I can't remember levels of students "transition" , "learning disability", "AP" and "mainstream", just classes and kids. I'm sure that teachers cared about students, tried to get to know them and even intervened in their lives. I know sexual abuse, pedophile behaviors, alcohol and drug abuse and spousal/child abuse must have existed. I never knew anyone that was affected by those ills of our society. All of the kids I was with graduated on time, some went to Vietnam and give their lives, some got jobs and some went to college, now that generation is retiring as the "Baby Boomers": seems like they were pretty socially adjusted. What has changed from 1970 to 2012?
Functional Theory says change is to be expected and to be dealt with by schools. It seem to me that the changes we saw were fundamentally much greater than any process by which functional reaction to those stimuli could be affected at grass roots level. I might suggest that we are spinning in a ever widening spiral and will soon be so far from the center that we no longer can see or understand what it means to teach or educate the average kid or normal kid. W e will need to classify everyone in one of a myriad of groups, each of which will require a different curriculum expectations, rules and guidelines, all base upon the individual, rather than the society. Cookson argues that functional theory can no longer account for these differences, as well as the 98 flavors of schools and educational opportunities and so may be irrelevant .
Miller blames many of today' deficiencies on local education control,especially when it is not optimum in scope and organizational excellence. He suggests that we establish universal National Standards as a means of getting control of the myriad of problems now facing society and one of it's most precious resources, their children. His quote of Twain "In the first place, God made idiots...This was for practice, Then he made school boards". Twain also said "God made man to amuse the Chimpanzee". As Miller asserts, no much has improved since Twain, that the job is terribly complex, more political, it's driven away any competent person who can effectively change any ills that are identified. Frankly, to me a sad state of affairs.
This is a lot to try and handle; I am left with some basic ideas. Get to know students, become part of their lives, get them to write and read on their own (it's therapeutic and educational) and treat them with respect: In short-Connect With them as people. Maybe that is the only effective way to get some sanity back into the process of education and affect the result-people assimilation into society.
Friday, January 27, 2012
I'm new at this social media stuff. Reading through blogs on the web, for our class at CNM, and now participating by writing one has brought up some interesting revelations. I don't twitter (tweet I think)-not really interested in finding out someone's on the toilet, eating a Burger King Whopper (really good-umm!) or someone just saw their significant other at the mall with their BFF (oh my god-I'm going to kill myself/him/her or all of the above). Give me a break-get a life! Reading a large number of these blogs just reinforces that the format has changed to be a 250-400 word tweet.
There are blogs for everything. We are interested in readings blogs about education. What used to done in seminars, in-service days, and subject matter communities of practice, which presented the latest fad(s) du jour about Education, now find their way for all to read and write about, this time on line. Have you noticed that once they get a following, an Limited Liability Corporation, video series (maybe even movie) and a book deal soon follow? Readers get to exercise their democratic experience and learning by commenting about aspects or thoughts that they find important in this format.
In this light, and issued for whatever it is worth, I recommend several education related blogs for your review.
First, please see learning.now (http://www.pbs.org/teachers/learning.now), which is a series of varied types of Web Blogs brought to us by the Liberal Motivated Public Broadcasting Corporation folks. I was especially interested in those (albeit carefully selected, some even award winning) in the Math ones (all cutesy named) which described lesson plans and means to teach specific topics. These cutesy names remind me of teaching pre-school children Soccer Skills by doing "Sharks and Minnows" or "Escape the Land Crabs", effective, but still following a social style thought to be effective (We are all going to play a fun game!). PBS likes to focus on technology innovation areas which is on all of our minds today. Second, look at http://www.openeducation.net, a blog by Thomas J. Hanson (school district resource officer. Thomas looks at the processes in changing education today "providing an objective and subjective look at the issues affecting/fragmenting modern education". I like that Thomas tries to avoid the flavor du jour approach and speaks a lot about integration of technology to basic education issues and why they technology is impacting important social issues.
Last, I really like and recommend that you look at the work of Esther J. Cepeda, staff writer for the Washington Post. She is what we called a social activist in the 60's and is a Hispanic living in Chicago. She has written extensively about education issues, especially poverty and class issues, social media snobbery, and the failure to deal with students of color and students at risk. Esther writes two columns and one blog per week. Please look fro her "Change to E-Textbooks Neither Easy Nor Cheap", which addresses the move to e-learning (materials and processes), which should strike home to all us at CNMCC. My textbooks meet her criticism of being functionally useless and written to avoid making student be bored not to teach meaningful information. I contend that going paperless has added a whole new layer of frustration and will lead to lower graduation rates and successes. Your thoughts on this will be appreciated.
There are blogs for everything. We are interested in readings blogs about education. What used to done in seminars, in-service days, and subject matter communities of practice, which presented the latest fad(s) du jour about Education, now find their way for all to read and write about, this time on line. Have you noticed that once they get a following, an Limited Liability Corporation, video series (maybe even movie) and a book deal soon follow? Readers get to exercise their democratic experience and learning by commenting about aspects or thoughts that they find important in this format.
In this light, and issued for whatever it is worth, I recommend several education related blogs for your review.
First, please see learning.now (http://www.pbs.org/teachers/learning.now), which is a series of varied types of Web Blogs brought to us by the Liberal Motivated Public Broadcasting Corporation folks. I was especially interested in those (albeit carefully selected, some even award winning) in the Math ones (all cutesy named) which described lesson plans and means to teach specific topics. These cutesy names remind me of teaching pre-school children Soccer Skills by doing "Sharks and Minnows" or "Escape the Land Crabs", effective, but still following a social style thought to be effective (We are all going to play a fun game!). PBS likes to focus on technology innovation areas which is on all of our minds today. Second, look at http://www.openeducation.net, a blog by Thomas J. Hanson (school district resource officer. Thomas looks at the processes in changing education today "providing an objective and subjective look at the issues affecting/fragmenting modern education". I like that Thomas tries to avoid the flavor du jour approach and speaks a lot about integration of technology to basic education issues and why they technology is impacting important social issues.
Last, I really like and recommend that you look at the work of Esther J. Cepeda, staff writer for the Washington Post. She is what we called a social activist in the 60's and is a Hispanic living in Chicago. She has written extensively about education issues, especially poverty and class issues, social media snobbery, and the failure to deal with students of color and students at risk. Esther writes two columns and one blog per week. Please look fro her "Change to E-Textbooks Neither Easy Nor Cheap", which addresses the move to e-learning (materials and processes), which should strike home to all us at CNMCC. My textbooks meet her criticism of being functionally useless and written to avoid making student be bored not to teach meaningful information. I contend that going paperless has added a whole new layer of frustration and will lead to lower graduation rates and successes. Your thoughts on this will be appreciated.
Friday, January 20, 2012
Wow-education and learning. Very timely with education being at the forefront of the New Mexico 30 day legislative session in Santa Fe, NM.
To me, education's purpose is to expose an individual in a society to a body of concepts, ideas and subject matter (a curriculum) to prepare them for their role in society, if you will, to participate in the order of that society. Conversely, the vehicle of choice, for education in industrial societies, has been the "school". Schools have been with us since at least Greek and Roman times and permeate all ancient and modern societies. Their purpose has always been to provide the setting in which education, if you will, the curriculum is being delivered. We all thing of this school to be a building, but why can't it be open air or in a 'Kiva" in our village? What makes a school a societal vehicle is the people in it, not the setting.
This logically begs the question of how the curriculum may be delivered. The person or persons who is tasked with delivering our curriculum has many names among them "master", "sensei" , "teacher", "elder", "leader", "mother/father" or "chief". By analogy, it is said that "God has 1000 names". Their task remains the same, as John Dewey states to be the "social servant" of the society, to present and guide individuals in the prescribed curriculum. Clearly, a great and varied, number of approaches have been tried. Our class has a textbook which discusses 49 techniques. An approach, which I liked in the past for science subject matter was to make the textbook available, other reference texts and materials, photos, videos, and visual materials like slides-making the school setting available and the teacher was just in the room to guide the students to answer their own questions not answer specific subject matter experts. So, what is teaching and what is learning, do they have any similarities.
To me, teaching is underlying process of presenting the curriculum of the society, The teacher purpose is to employ techniques, learned from their experience, to prepare/prsent the curriculum subject matter, for students, who then can process, analyze, and synthesize concepts and ideas which will lead over time to understand/ their role in society and participate as a member in that society. I suggest, that "teaching" material also educates the teacher, who likewise is a student of how to teach this curriculum more effectively. Learning, therefore has not explicit purpose, but rather is an implicit process. Learning is a product of a student's exposure to subject matter and their cognitive processing of that input, thereby synthesizing a new understanding of their environment and how to react with it.
To me, education's purpose is to expose an individual in a society to a body of concepts, ideas and subject matter (a curriculum) to prepare them for their role in society, if you will, to participate in the order of that society. Conversely, the vehicle of choice, for education in industrial societies, has been the "school". Schools have been with us since at least Greek and Roman times and permeate all ancient and modern societies. Their purpose has always been to provide the setting in which education, if you will, the curriculum is being delivered. We all thing of this school to be a building, but why can't it be open air or in a 'Kiva" in our village? What makes a school a societal vehicle is the people in it, not the setting.
This logically begs the question of how the curriculum may be delivered. The person or persons who is tasked with delivering our curriculum has many names among them "master", "sensei" , "teacher", "elder", "leader", "mother/father" or "chief". By analogy, it is said that "God has 1000 names". Their task remains the same, as John Dewey states to be the "social servant" of the society, to present and guide individuals in the prescribed curriculum. Clearly, a great and varied, number of approaches have been tried. Our class has a textbook which discusses 49 techniques. An approach, which I liked in the past for science subject matter was to make the textbook available, other reference texts and materials, photos, videos, and visual materials like slides-making the school setting available and the teacher was just in the room to guide the students to answer their own questions not answer specific subject matter experts. So, what is teaching and what is learning, do they have any similarities.
To me, teaching is underlying process of presenting the curriculum of the society, The teacher purpose is to employ techniques, learned from their experience, to prepare/prsent the curriculum subject matter, for students, who then can process, analyze, and synthesize concepts and ideas which will lead over time to understand/ their role in society and participate as a member in that society. I suggest, that "teaching" material also educates the teacher, who likewise is a student of how to teach this curriculum more effectively. Learning, therefore has not explicit purpose, but rather is an implicit process. Learning is a product of a student's exposure to subject matter and their cognitive processing of that input, thereby synthesizing a new understanding of their environment and how to react with it.
Monday, January 16, 2012
What is Democratic Education?
The words by definition, imply, some sort of education (learning a set of values or facts) for the people who live in a country or geographical location which uses the political system of democracy.
In general, it seems, that a people who considers themselves democratic, usually decides to teach core values to their populace, to develop general use societal concepts. These at the very minimum, include values like being able to read written material, albeit religious at least early in history as well as language skills/writing and doing basic mathematics which are required for record keeping and basic technology for people. Other core values include teaching of a peoples history, concepts of religious education, social and ethical societal expectations, rules and procedures. These values are required for the citizens to become productive members of their society or culture.
Reviewing two rather divergent education theory essays, one from 1897 and the other from 1994, demonstrates the diversity and evolution of thought over a period of rapid changes in the American culture.
Prior to 1897, education was primarily based in the person's home or cultural/extended family/religious context. Public Education was a societal approach to standardizing basic education for the growth of the nation.
In this context, John Dewey wrote in 1897, his thoughts about his thoughts on public education. His "Pedagogic Creed", describes principles employed at the start of the 20th century. We see that Dewey felt that the goal of education to prepare the individual to serve society to the best of their abilities, Dewey develops the idea that teachers are facilitators and much like the English educational system today, are tasked with a "sorting of students" aspect of their employment. Dewey relies heavily on basic education, reading, writing, mathematics as well as philosophical aspects of education such as morals, ethics, and religious education as cornerstones of effective education. These teaching of basics over time cause the student to seek additional information on more specialized course or topics. Dewey uses tests as a primary metric for assessing progress/student fitness and sorting students. He notes that the teacher must "continually and sympathetically" observe student progress. What is so interesting is that we know today that everyone develops at a different rate, boys versus girls, and puberty related development.
The CNM-ATL program emphasizes teacher "passion" in a system which compensates poorly and overworks regularly. Dewey muses that "teachers realize the dignity of their calling", that they are the social servants to shape society. Dewey condemns Sentimentalism. They are the "prophets of a true god" and "usherers in of the true kingdom of god". Give me a break!
Kohn's 1994 polemic on educational assessments reflects a fundamental shift in philosophy. Missing are religious references (supreme court)and the prophecy of the profession. Testing is still employed, but, now as a necessary evil. Sentimentalism is rampant and rigid education is now condemned. Sorting of students is condemned as well as society preparation now individual preparation for an unknown cause and "no child is left behind" philosophy. Teachers are now tasked to become assessors (albeit not overdone) and coaches. School is safe, curriculum has quality and student actively aid in their education (to a point). No more sorting for excellence. What have been smoking?
My meager analysis of all this is that we went from minimal testing/evaluation/expectations, if any to a great deal to limited, a full circle! We went from a rigid system which produced graduates to a sentimental liberalized system today, replete with GED's, Charter Schools, Public Schools, and Alternative School which doesn't produce graduates or produces graduates with poor skills requiring, remedial education as adults. We are struggling in 2012 to address this Graduates issue while we still try to make the flawed system work. There is an old saying: "Repeating the same errors of your predecessor's" dooms you to "Failure". I suggest here that we need to return to a rigid system of education with modern societal constructs included.
In general, it seems, that a people who considers themselves democratic, usually decides to teach core values to their populace, to develop general use societal concepts. These at the very minimum, include values like being able to read written material, albeit religious at least early in history as well as language skills/writing and doing basic mathematics which are required for record keeping and basic technology for people. Other core values include teaching of a peoples history, concepts of religious education, social and ethical societal expectations, rules and procedures. These values are required for the citizens to become productive members of their society or culture.
Reviewing two rather divergent education theory essays, one from 1897 and the other from 1994, demonstrates the diversity and evolution of thought over a period of rapid changes in the American culture.
Prior to 1897, education was primarily based in the person's home or cultural/extended family/religious context. Public Education was a societal approach to standardizing basic education for the growth of the nation.
In this context, John Dewey wrote in 1897, his thoughts about his thoughts on public education. His "Pedagogic Creed", describes principles employed at the start of the 20th century. We see that Dewey felt that the goal of education to prepare the individual to serve society to the best of their abilities, Dewey develops the idea that teachers are facilitators and much like the English educational system today, are tasked with a "sorting of students" aspect of their employment. Dewey relies heavily on basic education, reading, writing, mathematics as well as philosophical aspects of education such as morals, ethics, and religious education as cornerstones of effective education. These teaching of basics over time cause the student to seek additional information on more specialized course or topics. Dewey uses tests as a primary metric for assessing progress/student fitness and sorting students. He notes that the teacher must "continually and sympathetically" observe student progress. What is so interesting is that we know today that everyone develops at a different rate, boys versus girls, and puberty related development.
The CNM-ATL program emphasizes teacher "passion" in a system which compensates poorly and overworks regularly. Dewey muses that "teachers realize the dignity of their calling", that they are the social servants to shape society. Dewey condemns Sentimentalism. They are the "prophets of a true god" and "usherers in of the true kingdom of god". Give me a break!
Kohn's 1994 polemic on educational assessments reflects a fundamental shift in philosophy. Missing are religious references (supreme court)and the prophecy of the profession. Testing is still employed, but, now as a necessary evil. Sentimentalism is rampant and rigid education is now condemned. Sorting of students is condemned as well as society preparation now individual preparation for an unknown cause and "no child is left behind" philosophy. Teachers are now tasked to become assessors (albeit not overdone) and coaches. School is safe, curriculum has quality and student actively aid in their education (to a point). No more sorting for excellence. What have been smoking?
My meager analysis of all this is that we went from minimal testing/evaluation/expectations, if any to a great deal to limited, a full circle! We went from a rigid system which produced graduates to a sentimental liberalized system today, replete with GED's, Charter Schools, Public Schools, and Alternative School which doesn't produce graduates or produces graduates with poor skills requiring, remedial education as adults. We are struggling in 2012 to address this Graduates issue while we still try to make the flawed system work. There is an old saying: "Repeating the same errors of your predecessor's" dooms you to "Failure". I suggest here that we need to return to a rigid system of education with modern societal constructs included.
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