Too much, not enough...

Jane Roland Martin believes that schooling focuses on “productive processes” (rational, objective, generalizable knowledge) to the exclusion of “reproductive processes” (caring, subjectivity, emotional expression) and argues that the concepts of a liberal education and an “educated person” must change to reflect both these qualities.  What you do think of her assertion? How could you successfully incorporate both these ways of knowing and experiencing into the classroom? 

       Jane Roland Martin's belief that schools focus too much on the productive processes and not enough on the reproductive processes is right on point.  Today's schools are so much more than students learning the three r's.  Unfortunately we as educators still tend to look only at test scores or AEIS reports as a measure of our success.  Subjects like art and music are taking a backseat because of budgetary concerns and this (Martin would argue) is unacceptable.  Teaching the whole child should be our goal and as any "educated person" would tell you includes many other areas than just the core subjects.  We have spoken about hidden curriculum and I feel that this is one way to incorporate more reproductive processes into schools.  Other areas include higher order thinking skills specifically through the use of writing.  Writing in itself is often an underused tool that educators should incorporate into every area of academics.  The thought processes that go into writing spill over into every area of a well rounded student.  Also, mentioned in an earlier post is the balance between the two.  There cannot be too much of one or not enough of the other.  For students to truly be "educated" they should be able to incorporate both.

Teaching Implications and Groups

The authors of your Tozer book contended that individuals succeed or fail in our society not simply due to their native abilities and applied efforts, but importantly on the basis of their membership in one or more ethnic, gender, or economic groups.  If this is true, what are the implications for teaching, learning and schooling?  Support your position with evidence and reasoned argument. 

      I feel that a student's ethnic, gender, or economic group does play a part in their success.  The opposite is also true in my opinion; a student's 'group' does not play a part in their failure.  The problem that any student has in whether they learn or not is through the teaching they receive.  The other major player is parental support, or family support.  No matter what 'group' a student falls into, the expectations for him or her should not be changed.  They should remain high and challenge the student.  Teachers should be sensitive to differences without being biased by group differences (Tozer, Senese, &Violas, 2009).  The family of a student can and should play a very supportive role in their education.  We know that this isn't always the case.  The reality is, that students with parents who are educated themselves typically support their children more.  The 'groups' we are discussing here probably lack parents with education.  Of course this isn't the rule by any means, but a valid point none the less.

       The implications for teaching, learning, and schooling is awareness.  Everyone involved in the schooling process needs to be aware of individual student makeup.  Anyone who has ever given a standardized test and studied the results knows that the 'groups' we speak of are important markers to judge overall teaching and learning.  If only the Anglo students do well, the teacher better change the way they are presenting material!  Many educators understand this dilemma, but few I feel really put into practice.  It is easy to get 'comfortable' doing what we do and unfortunately students fall through the cracks.

Tozer, S. E., Senese, G., & Violas, P. C. (2009).  School and Society.  New York, NY:

Blue or Brown?

Consider Jane Elliot’s famous classroom experiment, the Discrimination Day exercise, and discuss what sense can be made of it today.  Was she taking unjustifiable risks with the minds and characters of her students? 

       The Discrimination Day exercise was a very interesting experiment.  Watching the videos and listening to the teacher/children really made me think how something like this could be used today.  I think that this exercise could be used in various formats in an effort to express to chidren tolerance as well as compassion.  When Jane Elliot placed students in this environment they had no true idea what was going on.  I feel that this was what made the lesson so successful.  These kids weren't thinking about why brown eyed students were worse or better, just that they had the power.  Being a white male, it puts a lot of today's racial profiling and discrimination into perspective.  Because I do not receive any type of discrimination, I could possibly not even realize the 'power' I have.  So the saying goes, "walk a mile in another man's shoes".

       I do not feel that Mrs. Elliot was taking unjustifiable risks with the minds and characters of her students.  The experiment she performed on them was nothing more than a truth concerning human nature.  The students played into her game perfectly and the lesson that was ultimately learned was worth far more than the students feelings getting hurt for a day or two.  Those that were upset I assure you were more tolerant in the future than they would have been without.

Hidden Curriculum

Discuss the relationship between the meaning of hidden curriculum and the role of schools in cultural hegemony.  How does cultural hegemony affect what happens in public school classrooms?  How can understanding the concepts of cultural pluralism and assimilation impact how we think about education and marginalized groups within it in contemporary society?  The debate about education for its own sake versus education for a particular role in society continues today.  What are some of the ways you see this disagreement being played out in today’s educational environment? 

       Many aspects of today's schools relate directly to the way we as educators wish students to be once they assimilate into society.  The idea of hidden curriculum in schools is not a new one, but rather an interesting talking point that establishes some of these cultural norms.  Every school has standards and curriculum that must be taught to students.  As educators we strive daily to instruct students to master these standards and conform to a higher level of thinking.  Underlying these standards is the hidden curriculum.  As an example, we expect students to learn about being punctual and giving their best efforts.  These are re-enforced through turning in assignments on time, or doing extra credit.  Utilizing this hidden agenda has profound effects on students and carries over into every aspect of their lives.  This can be a true service that the school plays in shaping many different cultural norms in everyday society.

      The opposite could be said concerning these effects on society.  Is it really the place of the school to create and build on these social norms?  No matter what people expect in the real world, students attitudes and beliefs are shaped by the school systems they attend daily.  This is a powerful sentiment, and one in which educators should not take likely.  Especially younger students listen and take what their adult teachers say to heart.  We have a responsibility to teach this hidden curriculum that truly does shape America's youth.

      Understanding cultural pluralism and marginalized groups within contemporary society can help shape these hidden agendas we teach children today.  It has been stated by myself that it is the responsibility of teachers to let students know that everyone is equal and all should be respected.  Gender, race, and economic status should have nothing to do with how someone is treated or revered.  Cultural norms, as stated earlier, are shaped in the school house.  If it is made clear to students that equal means equal (even if it is an underlying message), then they will carry that message with them for the rest of their lives.

      Education for the sake of education is a laughable misconception that teachers and administrators would totally disagree with.  The future of our county is in the hands of the youth of today.  It is an undeniable fact that the more education someone has, the more successful they become.  The same can be said for a country.  The more educated Americans become, the more successful they become.  Society norms expect us to educate children.  This point is undisputed, but the real focus should be on what and how we teach children, not what we teach them.

      Many things taught in the classroom today have underlying effects on students.  Hidden messages are powerful ways in which educators can help shape the society of the future.  We have a responsibility to adhere to the highest and strictest standards of cultural norms.  What may be right for some, may no be right for all.

School Reform

Whose voices should be considered in the process of school reform--the voices of students, teachers, community members, local school board members. . .those of state- and/or federal-level politicians?  What is the level of impact that each of these stakeholders has on the system as we know it?  What are the moral, philosophical, and social ramifications of the power, or lack thereof, of each of these voices?  What voices are present at the David School?

      As the old expression says, "it takes a village to raise a child".  The process of school reform should involve every member of society in any way possible.  The students of today are the leaders of tomorrow and their future in a small way is our future as well.  Some of the individuals included in this process may very well have a bigger role than others, but every voice should be heard.  Students, teachers, the community, local school boards, and politicians each should have a say in how we 'raise a child'.
      Students today are more concerned with their education than that of yesteryear.  The amount of pressure placed on them to do well on standardized tests and enroll in the most prestigious universities is a reality faced on a daily basis.  Morally, our youth is faced with an abundance of distractions that could quickly derail any true progress they attempt to make.  The few that realize the importance of an education are quick to stand up and voice their opinion.  Is their voice heard however?  The answer is no, and in many ways adults could learn a lot by listening to these children.  
     Teachers and administrators play the most crucial role in educating our future societal members.  Their voices raise loud and proud when facing tough choices in educational reform.  The main concern held by these individuals is that the 'higher ups' in the actual policy making forums don't hear their opinions most of the time.  The power to make choices in teaching students rests solely in this groups hands.  No matter what law is passed, what happens after children walk through the front doors of the school house, is ultimately up to them.  Their opinions should matter.  Their professional expertise should be headed and all to often it is not.
      Politicians run for election based on a platform to get elected.  Promises made during elections typically seem to go to the wayside once a person takes office.  Education reform is a topic that many politicians stay away from during elections, and for good reason.  In the media only the issues that seem controversial make it to the ears of the public.  If you promise the moon, you had better have a good plan to get it.  The reality once again, is that the prize sought costs a great deal of money and it's easier to cut education budgets than it is to tax people even more.  That sure will not get you elected!  Once in office, the decisions concerning education reform fall to individuals that don't even work with children, and in most cases, set unrealistic expectations and goals that is directly tied to the money schools so desperately fight for.  The voices of these individuals should be heard as members of a society where we only want the best for our students.  Unfortunately in today's times it seems like their voice is the only one being heard.
      In the David school opinions matter.  The students, the teachers, and members of the community have one goal in mind:  student success.  They want to help and encourage children to better themselves in any way possible.  The only way to motivate a child is make them responsible for their own well-being and provide them with the pathway to get there.  Schools could learn a thing or two from this type of design.
     Students, teachers, the community, local school boards, and politicians each should have a say in how we 'raise a child'.  Power is skewed today concerning education.  Holding a carrot in front of educators and telling them when and how to eat it is not going to make students (or the educators) work any harder to succeed.  The responsibility lies on society as a whole to make sure our future is secure.  Listening to the opinions of all concerning education reform is one step that the country could take in an effort to promote success and rise to a level of global marketplace competition that it so desperately seeks.

No child left behind...

Can a democracy afford to socialize major parts of its population to accept less education and intellectual development than the society is capable of offering or should Dewey’s all around growth for every member of society be the fundamental aim for all citizens?  Can the limited intellectual demands of low-skill occupations define our educational aims for the millions of people who will one day fill those occupations?  Or should they be educated to the limits of their capacity, partly because each parent should (and usually does) want the greatest possible intellectual, emotional, and moral development of his or her children?  And if human development for its own sake is our educational ideal, what kind of school experiences will help bring about such development? 

      I feel that everyone should be able to accomplish what they see fit in their own life.  It is not a 'socialization' of certain members of the population, but rather a choice made by individuals.  As educators we need to continue encouraging all children to give 110% and become life-long learners.  Dewey's all around growth is an excellent argument for all citizens.  The only problem I have is that not everyone is suited for the same things.  This decision cannot be made by the government (especially at a young age) as it is in other countries.  It must be left to the individual to 'discover' for themselves.  The concrete and abstract thinking that such decisions take does not develop until a later age.  If we provide students with a top notch education and the opportunity to discover their potential, what is wrong with that?  Limited intellectual demand occupations don't and shouldn't shape our educational strategies.  The reality is, however, that some members of society are suited for these jobs. 
       Yes we should educate children to their limits and expect nothing but greatness from them.  Parents of course play a major role in the intellectual, emotional, and moral development of their children.  More so in my opinion than the school house.  This is no excuse however and we should hold children (regardless of parental support) to these high standards.  The issue I have is that not all will rise to the occasion.  Many do not want to go on to college.  Many who do well in school want to get out and begin working right away.  Why should we tell them this is not OK?  I am sure I will receive flak for that statement, but as educators we owe it to children to give them the best learning and show them the way for their own development.  You can lead a horse to water, but you cannot make it drink.
       School experiences that help enrich human development are ones with real world applications.  In Texas we are so focused on tests that students don't get the same chances to explore what they really want from life, even as we did not so long ago.  The day of the guidance counselor providing career advice is over.  The counselor of today is planning training for teachers on what to do/not do while giving the test!  The only place it seems many get guidance for career planning is an English course that makes students write a research paper on a career of their choice.  What does this tell kids?  Do they think we really care if they become life-long learners (whether that be in the auto mechanics field or dentistry who cares?)?  Sometimes I feel that maybe they don't believe we care as much as we do.  Somehow we need to make school a fun place to learn.  Students should know that we expect nothing but their best, and they will be willing to give it.

Marginalized Groups...

Think about the chapters on African-Americans, Native Americans, and women in terms of what lessons can be learned from developing an understanding of the history and educational experiences of each marginalized group.  For example, how was the marginalization of this group legitimized?  What did “equal educational opportunity” mean in terms of this group and how was it actualized?  Are any remnants of or similarities to this type of marginalization evident in our system today?

     History in general can teach us a lot about life.  It is the great expression "learn from your mistakes".  I think that anyone who wants to make themselves or something better has to first look at what has been done before and where (if any) it went wrong.  Concerning minorities and education, a lot can be deduced and interpreted.  What was once considered 'equal' may not mean the same thing today.  African-Americans have been treated poorly from the onset of American colonization.  They have faced hatred and bigotry.  They have endured racism and fights for equality.  Some could argue that today African-Americans are equal.  The truth is that in some ways they are not.  Women have faced the same uphill battle.  They continue to fight the same fight today.  Men continue to make more money, hold higher level jobs, and consider themselves superior.  A group not mentioned in this response question is that of the Mexican-American.  This is the fastest growing group in our society.  They face constant criticism in the media and a lack of support in the school systems.  Learning this history makes people more aware.  We can learn from our mistakes as a country or society and move towards true equality.  The marginalization of these groups is not legitimate in any sense of the word.  We must go forth in fighting for educational rights and opportunities for minorities.  It starts with us as educators and trickles into the home.