ED500 Foundations of Education
Spring Blog
Angelina-Chapter 1-3
September 11, 2012 12:53 PM
September 11, 2012 12:53 PM
My background is science and math so I tend to over analyze
everything. My mind has been wired this way since birth. So it is easier for me
to examine a reading without letting my emotions foster a strong point of view.
However, I will state that it is appalling how the education system has been
used to further subjugate groups even in today's society. Spring's goal to
contrast education as a source of freedom and power to that of social control
and political deposition is laid out for us in the first chapter. The Western
forms of education as a form of social control had radiated out to the far
reaches of the world. Max Stirner developed the term "Wheels in the Head”
to describe how schools, media, and technology actively implant ideas as a
means of controlling society as a whole. The reading made me think about the
video by Pink Floyd Another Brick in The Wall and how it is a perfect example
of how schools are used to create the ideal citizen based on using a factory
model. Somewhere along the line I feel that the powers that be have lost sight
of what is important. http://www.youtube.com/watch?v=YR5ApYxkU-U&feature=player_detailpage
The first chapter also discusses two classic ideas about
education that developed during the same period of time. The first ideas came
from China. Confucius believed through filial piety children would learn to
obey their superiors and have compassion and empathy for those who were
inferior to them. Women were considered second class citizens and of little
importance. It was believed that women lacked intelligence and should be
considered of the lowest class. The reality is that without women most men
would not be able to function. Women can multi-task better than the vast
majority of men. The other truth is that women are still treated as second
class and inferior to their male counterparts in present day. Based on this
information there has been little advancement of equality in modern society.
The teaching of filial piety was to start at home and continue at the school of
“lesser learning” for boys only. The students were taught how to be obedient
during this time. The noble children, government official’s children, and
gifted children would later transition to the “Upper Hall”. This created a cast
society that is still wide-spread. One of the main differences I found between
the Chinese and Greece is that the Chinese felt that everyone was born equal,
but later they became unequal based on their schooling. The other classic idea
about education was based on Socrates and Plato’s beliefs. Plato’s Republic was
based on Socrates ideas that lead to ultimate truths of justice. The current
trend during this period is that women were worthless and held little value...so
much that homosexuality was justified for males because women were inferior to
men. Socrates felt that women did hold a value, but their value was based on
what they could breed. He felt that there should be no parents and that
children should be raised by the group. He felt that only the best children
should be kept and the rest disposed of promptly. This is survival of the
fittest in the most barbaric manner. I would like to go back and time and
promptly dispose of the men who thought women were like cattle.
Marla-reply
September 19, 2012 6:41 AM
September 19, 2012 6:41 AM
While reading the opening chapters, I was blown away by how
far back the beginning of the discussion about education goes. From the start,
education was seen as a powerful tool. Some could argue as a weapon. A weapon
to defend power, to control others. As with any weapon it can be used for good
or for evil. I always thought of education as so pure. Teachers and
administration were there to facilitate the purity of education, the written
word. The readings have definitely opened my mind to consider looking at the
history of education in a new light. And leaves me to wonder what my place as a
future educator is?
“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela
Angelina-reply
September 19, 2012 6:41 PM
September 19, 2012 6:41 PM
I think the one thing that we must remember as we read and
make judgments is that education initially was only for those who could afford
it. It wasn't until compulsory school regulations that everyone was given the
ability to learn regardless of social standing. This lead to an era where free
appropriate education was introduced without much guidance or research as to
what was the best course of action. The result was that education was used to
train people for the roles they will play in society instead of further
elevating them by knowledge. Semel states on page 23 that education role has
been and will continue to be to place people into specific vocations and social
roles. I dream of a day when education is used to help every child reach their
highest potential without being pigeon holed by their race, gender, or socio-economic
standing.
September 19, 2012 7:29 PM
I truly believe that education is still for those that can
afford it. Even though times have changed and we are afforded the right to a
free education, socioeconomic status still plays a vital role to the type of
education students receive. We like to believe that everyone has been given the
ability to learn regardless of social standing, but I don't believe that to be
true. Social status will always play a part in who receives the best education.
I often wonder if we can get to a place of free education for all who want it.
Till we reach that time I am inspired to pursue my license to teach so that I
can do my part to reach the students who want to learn.
September 20, 2012 2:58 AM
I agree that the best education in the country goes to those
who can pay for it. But I don't believe that a poor school system means that
you are destined to have no future. I read an article this spring, here is the
link http://fox8.com/2012/05/31/cleveland-student-goes-from-homeless-to-harvard-upon-graduation/
that told of a Cleveland boy who was homeless, learned to fend for himself, attended
MC2STEM, a New and Innovative Cleveland school where he studied science and
technology and this fall he is headed to Harvard with a full scholarship. He is
certainly the exception to the rule but a reminder that it can be done. It also
makes me wonder about the school MC2STEM. It uses project based learning and
demands excellence. It is a college prep high school that utilizes a year round
schedule. It has partnered with local colleges so children can earn college
credit and also partnered with local companies to provide internships and
apprenticeship opportunities. Here is the website to that school https://sites.google.com/site/mcstemhs/
Sharlyna-reply
September 21, 2012 8:13 AM
September 21, 2012 8:13 AM
Marla I would tend to agree with you, there are quite a few
students who come from poor districts that excel, but the politics of it all -
makes it difficult.
Angelina-Chapter 1-3
September 11, 2012 12:54 PM
September 11, 2012 12:54 PM
Plato felt that education was the key to a virtuous state
using the myth of metals. The premise is that everyone is born unequal, must
accept social position, that the rulers were gold, soldiers silver, and
farmers/workers were iron and brass. The philosopher kings felt that they had
the right to propagate myths, censor literature, and manipulate information
because they know what is best. That is pretty much what politician are doing
currently all around the world. Politicians use schools and media to push their
ideas and control society. The other concept that was discussed of reason being
important and emotions having little value in society was an area I questioned.
I think that emotion is what drives people to stand up for themselves and push
for a better existence. I think that is why those that are in authority push
for emotions to be downplayed and not important. Overall I felt that the reading
shed light on the fact that small groups of power continue to have the ability
to decide what is best for the rest of the group.
Angelina-con't
September 19, 2012 6:47 PM
September 19, 2012 6:47 PM
Upon further reflection, I can't help but think about my
experience in an urban charter school. The students were not to think but just
do. It was almost like a military state. The children were not free to be
expressive or creative...they were just supposed to do what they were told. I
found it sickening that these children were not allowed to be children. Our responsibility
is to guide children to reach their highest potential...not shut them down from
even have their own thoughts.
Sharlyna-reply
September 19, 2012 8:16 PM
September 19, 2012 8:16 PM
As charter schools continue to progress, I think we are
going to see more and more of the "military state" type of schools,
extended hours, extended school year, etc. all things that sound good, but if
students are not given the opportunity for creativity, we will continue to
follow the "wheels in the head" school system because we are only
training students to be obedient to the power to be and to follow the roles of
society, if they want to make it in the real world. So much creativity is being
stifled by this type of learning. There is a middle ground, but we have not
found it yet. We have to begin to take parts and pieces from each philosopher
in order to begin to find what truly needs to be done to reform our schools.
Marla-reply
September 12, 2012 6:16 PM
September 12, 2012 6:16 PM
I am seeing some of what we discussed in class play out in
my children's school district. I am on the PTA executive board which includes a
monthly meeting with the superintendent of our district. We hired a new
educational director and were given a summary of the year’s plans. It all
sounded very impressive, refusing to teach to the "test", fostering
imagination and creativity, including technology in the classroom. Even
starting a facilities review of our campus to see what needs to be renovated
and updated to include what is needed in our 21st century learning. I heard all
the buzz words. But at open house the night before, we were given a speech from
the teachers about how our current curriculum is being changed to meet the new
standards. It made me realize how much teachers are just the messenger. They
are told what to teach and when and I'd say even how to teach. It doesn't sound
very creative at all. On the other hand I do see the benefits to an established
curriculum to ensure different grades aren't teaching the same material and
that the material builds on each other. But what happened to the freedom of
teachers to ride the wave of their own class and see where it takes them.
Angelina-reply
September 13, 2012 2:08 PM
September 13, 2012 2:08 PM
I think the problem is that the government wants to control
the population and what better way to start that control in school. Policy
makers control the districts, the district controls the administrators, and the
administrators control the teachers, and the teachers the students. Therefore
there is very little room left for creativity when there is a set agenda that
has to be covered.
Marla-reply
September 19, 2012 6:54 AM
September 19, 2012 6:54 AM
The hierarchy you speak of is described by A.S Neill in
Chapter 5 on pages 94/95. He believes that in addition to school imposing ideas
on children, the patriarchal family structure promotes inequality and oppression
of women. This authoritarian family atmosphere produces a child with an
authoritarian personality. It is like a never ending cycle. The parents are
taught this and they pass it on to their children and that is how it continues.
And like has been pointed out this complete devotion to authority figures,
allows for an obedient and subservient population of people that are perfect
for a capitalistic economy.
Angelina-reply
September 19, 2012 6:56 PM
September 19, 2012 6:56 PM
Neill felt that Reich's argument discussed in chapter 5
would "plan a system of education and an organization of society that
would eliminate hostility and authoritarianism"(96). I wonder why all of
the great ideas have never been put into place. I think the reason is that the
government would lose its power that it fights so hard to hold onto. We live in
a society that states that creativity is to be revered...but the reality is
that only occurs if it follows the governments agenda.
Sharlyna-reply
September 21, 2012 8:38 AM
September 21, 2012 8:38 AM
Angelina you are so right. If the "good ideas"
were put into place the government would begin to lose power. Without that
power they would no longer be able to control the "wheels in the
head" of students. While we say that we are free, we are free within the
confines of the government. We would not be able to condition future leaders to
fit the mold of what is expected.
Sharlyna-Chapter
September 14, 2012 2:32 PM
September 14, 2012 2:32 PM
It is atrocious that our education system is stuck! As I
continue to read Spring’s take on the education system as a system of control
of the people, the more I have to agree that Education is nothing more a
“factory” of attempting to put out model citizens as defined by the powers that
be, or the government’s attempt thereof. I am further intrigued that the
foundation for our Education system was rooted in such a one-sided,
power-driven manner. Education is power is what I was always told, education
will set you free, however the more I learn the more it seems that I am
realizing that we are not being set free, but more so being conditioned to do
what the “powers that be” have decided is best for me. It is not the job of the
government to determine what is best for me. Now that I am a parent, I really
don’t believe that it is the job of the government or the educational system to
provide morals and values to my children. Especially since I don’t agree with
the values and morals that are being taught in the public school system, thus
why my children attend private school where the morals and values that I want
are being taught, to me this is my choice. I love the reference from Angelina
about Pink Floyd, while this was just a cool song; it makes so much more sense
after reading this this book. We don't need other people trying to groom us,
however we do need to know right and wrong and decide what morals and values
are important to us. This has been very enlightening, in what is really
important.
Sharlyna-Chapter
September 14, 2012 6:44 PM
September 14, 2012 6:44 PM
Eros, Consciousness and Education are an interesting concept
to me, but also a believable concept. The ideology that Eros, according to
arguments, drives people to conquer nations for the love of another person,
write poetry, or devote their lives to learning (p. 217). Albeit true that the
education system must be based on something, I am not sure that Confucius,
Socrates, Plato or any of the other philosophers has found what the Foundation
of Education should be, it is unfortunate that what they found back during
their time still reigns true today.
Angelina-Chapter
September 15, 2012 10:20 PM
September 15, 2012 10:20 PM
Gutman's, Dewey's, and Giroux are flawed because they impose
a value system on students that all students may not agree with. The question I
would like to ask is there actually a way schools can educate students without
imposing a value system on them. The thought of a 'free school' was also
discussed and why it was actually worse than better than what was currently in
place. I found it interesting the students that were in these settings were
actually more restricted. The reason was giving the children the ability to
choose not to learn can result in limiting their future freedom. The end result
was that the students could more easily be controlled and dominated after being
part of a 'free school'. The question posed on how we can make schools sources
of freedom and political power in contrast of the current use of social
control. I don't think there will ever be an easy solution to this issue. I
think a thought to end on would be Freire's conception of education based on
"universal human right". If we were to use the education system to
ensure universal human rights for all regardless of race, gender, or societal
placement would the flaws we are currently faced with in the education system
be absolved.
Marla-Chapter 4, 5
September 20, 2012
"Molesworth also claims that the educational system
causes people to forget that government is a product of human action-not divine
intervention."( Page 68)
Molesworth lived in the late 17th century, I think Molesworth is right and this still rings true today. It is amazing how America can claim to be a melting pot, a land of religious freedom when so many religious groups try to push their agenda through politics. And how many of those groups succeed!! For example, the way our history books are written, the way school districts choose which history books to use based on the story they tell, I believe this comes from religious leaders wanting history to be remembered as a divine right.....that we were "given this land" opposed to the truth which is we stole it. History is supposed to be a telling of the facts, not a fairy tale to lead people to believe it happened the way they wanted it to.
Molesworth lived in the late 17th century, I think Molesworth is right and this still rings true today. It is amazing how America can claim to be a melting pot, a land of religious freedom when so many religious groups try to push their agenda through politics. And how many of those groups succeed!! For example, the way our history books are written, the way school districts choose which history books to use based on the story they tell, I believe this comes from religious leaders wanting history to be remembered as a divine right.....that we were "given this land" opposed to the truth which is we stole it. History is supposed to be a telling of the facts, not a fairy tale to lead people to believe it happened the way they wanted it to.
Angelina-reply
September 20, 2012 6:33 PM
September 20, 2012 6:33 PM
I find it amazing that half-truths, lies, and omissions are
rampant in current text books. In the article "How Textbooks Obscure and
Distort the History of Slavery" Jonathan Burack addresses the issue of
racist propaganda in schools. He states, "In the year 869, a group of
slaves rose in a great rebellion against the Abbasid Empire -- an empire whose
territories now form Iraq, Kuwait and parts of Iran, Jordan, Syria, Egypt and
Saudi Arabia. For fourteen years, the slaves fought their Abbasid masters in
the marshlands of what is now southern Iraq. And in the end, they were crushed.
Their leader's head was paraded through the streets of Baghdad, and their
uprising became nothing more than a bloody footnote to the history of Islam. Not
even as a footnote, however, does the uprising appear in any of six
world-history texts that I have examined during an inquiry into the treatment
of slavery in schoolbooks:
Merrill's the Human Experience 1990
McDougal, Littell's Links Across Time and Place 1990
Harcourt Brace Jovanovich's World History: People and
Nations 1990
Prentice Hall's World History: Patterns of Civilization 1991
Heath's World History: Perspectives on the Past 1992
Scott, Foresman's History and Life 1993
Viewed in one way, this omission may not seem grave, for the
rebellion in 869 had no lasting impact on the development of Islam or on the
overall course of history. Viewed in another way, though, the omission
illustrates a serious failing of all the books in question, because the slaves
who staged that rebellion were blacks. They had been imported from East Africa
to drain marshes and to toil under conditions as bad as any that would exist,
much later, in Brazil or in Mississippi or on the Caribbean islands."
(Burack)I believe that history books have been written to tell the past the way
those in authority want it to be remembered. How can the history of entire
sub-groups be complete left out or only skimmed over briefly? I wish there was
a way that all groups were represented accurately in history books. Maybe we
wouldn't keep making the same mistakes if we had the true history of education
laid out for us instead of what those in controls want us to know.
Sharlyna-reply
September 21, 2012 9:00 AM
September 21, 2012 9:00 AM
The melting pot can sometimes be classified as a buffet,
where we are all kept separate for multiple reasons. The main reason being that
everyone believes their culture is better than the other. The culture with the
best socioeconomic standing has dominated over the years, just as in the past,
present and will probably continue to be in the future. While our history books
have some facts, we need to look at who is really determining what goes into
these books. Again, economic standing and politics plays a part as to what gets
published.
Sharlyna-Chapter 7 & 8
September 19, 2012 10:33 PM
September 19, 2012 10:33 PM
These chapters remind me of the schoolhouse rock song, The
Great American Melting Pot (http://www.youtube.com/watch?v=H0ck4CQve2M
- yes the link will take you to the song). We have so many cultures within our
educational systems; the question then becomes whose culture should dominate.
As an African American female, I can say that I appreciate learning about
different cultures, but I never want to lose sight of my own heritage. Have
worked in corporate America for many years, it is definitely a melting pot of
different cultures and there is a need to learn tolerance in an effort to
succeed in today’s society, however I don’t believe that cultural literacy can
come from learning from a bunch of list as suggested by Hirsch, what he
describes as cultural literacy, sounds more to me like a gathering of facts to
be memorized. The “list of essentials” still neglected to answer the questions,
who should determine what should be taught (p. 137).
Multicultural Education programs were supposed to empower
minorities; however I can say that I believe these programs have done any more
than paint a picture, in most cases negative ones, of minority cultures. In the
U.S. minorities have more power than in Great Britain, which leans to the
argument that teaching multicultural education will empower cultural traditions
in a dominant Euro-American culture and give more “power to the people”? While
Allan Bloom believed that the continued existence of the state was dependent
upon a national cultural unity. In other words schools teaching one cultural
and the “most important”. While change took place in Great Britain, it would
not work in the U.S.
We have so many cultures in our society today, it is
imperative that we continue to learn all that we can about the cultures around
us. On Page 153, Spring talks of assimilation and avoiding it to preserve one’s
own culture . . .but the point that is important to remember is that most
prejudice is built on economic exploitation, so we must be careful as we stir
our melting pot that we call society. The point being made that allegiance to
one nation can and will open the door to economic exploitation. So a melting
pot, we shall continue to be. Learning one another’s cultures and appreciating
one another for all that we are and all that we are not.
September 20, 2012 6:59 PM
Angelina-reply
September 20, 2012 7:01 PM
September 20, 2012 7:01 PM
I think that the American education system does not know how
to deal with educating students about different cultures. I can say based on
personal experience that when I discuss the plight of the American Indian I
feel comfortable with that discussion. The reason is that I am part American
Indian and I can relate to both parts of the story. I however find it
challenging discussing the issues of racism. I have never been a person who
notices the color of a person. I love all humans...because we are all the same
with unique personalities. So I find it hard to understand why racism is so
rampant. The problem is that racism is occurring in both directions. I taught
in an inner city school and the student population was 99.5% African American.
I had parents tell their children that they have to just ignore us "white
teachers" and some parents and students liked to used other racist
language. The one student that was not African American
was told by another student that the only thing he was good for was to be feed
to his dog. I think we have to do a better job as educators and parents to fix
this issue. We should embrace or differences and celebrate all cultures.
Assimilation is not the answer...We might as well all be robots if that is the
solution.
Angelina-reply
September 21, 2012 5:17 PM
September 21, 2012 5:17 PM
I think that as information becomes more readily available
from the internet it will be harder for government to put blinders on the
masses. The other important thing to remember is that the only way things will
change is if people are made aware of the imbalance in the education system and
unite to create the change that is necessary.
Angelina French-Chapters 9, 11, 12
There are so many facets to this book that sometimes I feel
that certain chapters should be expanded on into a book. Chapter 9 is no
exception. Spring discusses the varying views of John Locke and Jean-Jacques
Rousseau. Locke felt that children were like wax to me molded as to where
Rousseau felt nature is good. Locke's educational method used psychological
controls to "shape the child according to the desires of the adult"
(179). Locke's focus was on using the rewards and punishments method for
education. This method is still used today in homes and schools around the
country. Teachers continue to manipulate students by using this system. Children
should be motivated to learn not out of fear of punishment...but because they
truely have a thirst for knowledge. Rousseau’s focus was on building upon the
child's own interest. Spring goes into depth about the education of Emile.
During this exploration Emile is values and so are his thoughts. The issue is
that the only people who held value were wealthy males. The major flaw is that
he did not expand this freedom to all people. I can relate more to Rousseau's
ideas because his focus was on the social relationships and freedom found
inside oneself. The end result is that both philosophers follow the
authoritarian process of education. People sacrifice their desires for the
common good of society which is decided by a select few in power. He also goes
into depth about the pedagogy of the oppressed and the pedagogy of love to end
with the idea of "universal human rights" as the end goal. What I
take from this reading is that we really have not progressed as a society. Many
people are still oppressed and "universal human rights" is still just
an idealistic dream that may never be reached if we don’t start making an
effort to do away with all of the suppressive policies in place in today's
education system.
Angelina September
19, 2012 8:31 PM
Chapters 11 & 12 continued....
Paulo Freire developed instructional methods designed to end
oppression. His methods were developed to raise human consciousness in order to
escape Stirner's "the wheels in the head" according to Spring. He
discusses two types of human consciousness’s which are the necrophilic and the
biophillic. The necrophillic feeds off of a love for death. This is seen by the
rulers who are only out for themselves and their needs. These people have no
love of others...only love for domination and death of free will. He discusses
dehumanization as a consequence of necrophillics. These people support
injustice, oppression, and exploitation. These types of people do not care
about the consequences of their actions on others. Their only priority is
themselves. This personality tends to be rampant in capitalistic societies. I
am not really sure how a transition can occur, but Freire developed an
education program that would help transform necrophillics to biophillics.
Biophillics are characterized by a love of life and a desire to be free and
ensure that all people are free. The goal is humanization or the ability to
think about the world and transform it into something better. Friere discusses
how we have become a society of silence. Until we take the necessary steps to
break the silence and embrace our abilities to start change we are stuck.
Teachers and parents alike are going to have to take a united stand to find a
way to fix the current educational system. Children are being tracked from kindergarten
and their place in society being decided before they even have all of their
teeth. How can we accept the current system and call ourselves educators. We
are the voice for the voiceless and it is time to break the silence. We must
find a way to elevate the possibilities of all students regardless of where
they start out.
What we all should strive for!!!!
Marla-reply
September 20, 2012 3:28 AM
September 20, 2012 3:28 AM
Locke and Rousseau's ideas are from so long ago we have to
take what they are saying with a grain of salt. Women’s rights though we still
have room to improve are much improved from the 17th and 18th centuries.
Putting that aside, the quote "It is the pursuit of rewards and avoidance of
punishment that becomes the basis for Western economic systems." page 160
really makes a clear and true statement. We are taught from a young age that if
we behave we will be rewarded and if we don't we will be sent to time out or
punished. We are taught to conform. It goes back to being an authoritarian
family. I try very hard to give my kids the opportunity to be themselves,
explore their interests, thoughts, desires. In today’s society, it makes me
look like a bad mom sometimes but I know it is what is best for my kids. I also
know we have spoken a lot about the pros of a private school education but
there are some cons too. The kids I know that go to HB or Hawken, they too seem
like they are being molded. They are being molded to have an elitest attitude.
They have been exposed to hard work and have lots of adults that believe in
them, and they will all go to college but they also seem a little bit rigid, a
little bit beaten down. They are clearly taught the idea of punishment and
rewards in school. Competition and the demand for excellence are expected.
Where is the time for fun, time to be a kid? I think that is an important
component of education because it is a critical time in a person’s life when
they are deciding who they are in this world.
Angelina-reply
September 20, 2012 7:04 PM
September 20, 2012 7:04 PM
I agree that private schools still propagate the elitist
mentality in some children, but my current experience shows another side. I currently
work at a private schools whose major population is international students.
These children have been sent to the United States to receive an education that
is not highly controlled by a communist state. These children are free to think
and express themselves without being afraid of punishment like they would
receive in their mother country. The other facet I have seen is that many of
the students are at the school on scholarship based on need and not stature or
merit. These are students that were in the Riverside and Eastlake school system
that continues to be challenged by policies that make education impossible.
These children have been provided an opportunity to experience an education
that is not restricted by government policy. While it is not perfect it is far
better than the alternative they were faced with in the public school setting.