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Findings #5 Revisions (Social Reconstructionism (Kostylo (“Its first goal…

- - - - This item made me think about how much freedom there should be when it comes to change
    - - the way reconstructionism seeks outs problems makes for a chaotic system of education that focuses on the wrong things
    - - so it creates no solutions and only creates more problems. This system essentially recognizes problems but does nothing about them
  - - - “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits.” (Freire, 2005, p. 72)
        
        This makes sense. I don't agree with it but I have seen it in my life
      - “The capability of banking education to minimize or annul the students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their "humanitarianism" to preserve a profitable situation.” (Freire, 2005, p. 73)
        
        this is a sad reality of banking education
      - “In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing” (Freire, 2005, p. 72).
        
        5.This item made me think about where I have seen this concept in my own life. I did not have an issue with this in elementary or early high school. Now that I'm in college and I see a lot of professors using their knowledge as a "blessing" for the opressed
      - "The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, floger gave green grass to the rabbit."
        
        This concept does not make sense. It is a thwarted view of equality.
      - "The "humanism" of the banking approach masks the effort to turn women and men into automatons—the very negation of their ontological vocation to be more fully human."
      - “Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity.” (Freire, p. 71)
      - “The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power.” (Freire, p. 71)
      - “be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor.” (Freire, p. 72)
      - “this concept is well suited to the purposes of the oppressors, whose tranquility rests on how well people fit the world the oppressors have created, and how little they question it.” (Freire, p. 76)
      - “banking education anesthetizes and inhibits creative power….attempts to maintain the submersion of consciousness” (Freire, p. 81)
    - - problem-posing education involves a constant unveiling of reality….strives for the emergence of consciousness and critical intervention in reality..” (Freire, p. 81)
      - “In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation” (Freire, 2005, p. 83).
      - “The role of the problem-posing educator is to create; together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logo.” (Freire, 2005, p. 81)
      - “In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.” (Freire, 2005, p. 83)
        
        this item made me think about how widely this "problem posing" system has been integrated into modern education.
      - “Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach.” (Freire, 2005, p. 80)
      - “Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge.” (Freire, 2005, p. 81)
        
        “Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed.” (Freire, 2005, p. 81)
        
        I believe in this. Giving students the opportunity to figure things out makes them more involved and invested in what they"re learning
      - “Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.” (Freire, p. 79)
      - “problem-posing education involves a constant unveiling of reality….strives for the emergence of consciousness and critical intervention in reality..” (Freire, p. 81)
      - “the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed.” (Freire, p. 81)
- - - - "Most college students get their first taste of studying as really hard work, requiring mental strain and continual labor. only when they enter law school or medical school...even those who may gradually come to realize the connection between work, pain, and earning-- seldom if ever make a similar connection of pain and work with learning" (Adler, 1989, p. 34).
        
        This is complete bull crap. People do not learn best when they are put under high stress and pain. Most people learn the most from things that make an impact on them, whether good or bad.
      - “What lies behind my remark is a distinction between two views of education.” (Adler, 1989, p. 35)
        
        “In the other view, education is an interior transformation of a person's mind and character.” (Adler, 1989, p. 35)
        
        “Without thinking, the kind of learning which transforms a mind, gives it new insights, enlightens it, deepens understanding, elevates the spirit simply cannot occur.” (Adler, 1989, p. 35)
        
        This is confusing, but if it's saying what I think it's saying, which is that learning can occur without thinking, then it's complete crap
        
        I agree with this view more than the other view because knowledge changes a person internally whether they think it does or not
        
        “To make boys and girls, or men and women, think—and through thinking really undergo the transformation of learning—educational agencies of every sort must work against the grain, not with it.” (Adler, 1989, p. 35)
        
        • “In one view, education is something externally added to a person, as his clothing and other accoutrements.” (Adler, 1989, p. 35)
        
        I do not agree with this view because knowledge changes a person internally whether they think it does or not
      - “So long as they confuse education and entertainment, so long as they suppose that learning can be accomplished without pain, so long as they persist in bringing everything and everybody down to the lowest level on which the largest audience can be reached, the educational programs offered on the air will remain what they are today—shams and delusions.” (Adler, 1989, p. 36)
      - • “I do not know whether radio or television will ever be able to do anything genuinely educative. I am sure it serves the public in two ways: by giving them amusement and by giving them information. It may even, as in the case of its very best "educational" programs, stimulate some persons to do something about their minds by pursuing knowledge and wisdom in the only way possible—the hard way. But what I do not know is whether it can ever do what the best teachers have always done and must now be doing; namely, to present programs which are genuinely educative, as opposed to merely stimulating, in the sense that following them requires the listener to be active not passive, to think rather than remember, and to suffer all the pains of lifting himself up by his own bootstraps” (Adler, 1989, p. 36).
      - “The trouble is not simply that this large public has been spoiled by whatever schooling it has had—spoiled in the double sense that it is unprepared to carry on its own self- education in adult life and that it is disinclined to suffer pains for the sake of learning. The trouble also lies in the fact that agencies of adult education baby the public even more than the schools coddle the children.” (Adler, 1989, p. 34)
        
        I do think that this generation does not know how to work but that does not mean that pain is what makes people learn. Education is about much more than what is described in perennialism.
    - - Docility and History
        
        “We have acquired an opinion, not knowledge; and if we persist in it through a sort of verbal memory, rather than a truly intellectual penetration of the truth, we have been indoctrinated, not instructed.”(Adler, 1993, p. 24-25)
        
        “there is also an institutional problem of docility, involving the curriculum and administration of studies in an educational system” (29)
        
        “At one extreme are those who claim that history is irrelevant to the study of philosophy. Curiously enough, these are usually the same people who try to teach philosophy systematically, out of textbooks or manuals. Philosophical knowledge consists of a set of doctrines which are timelessly true and which, therefore, can be expounded without any regard for the historical accidents of cultural time and place” (31)
        
        “There are two major steps in reading: interpretation and criticism. One must do one's best to understand an author before agreeing or disagreeing with him” (32)
        
        This makes sense
        
        I believe that philosophies are about more than just doctrine and are subject to change
        
        “Only when independence of judgment is encouraged (more, demanded), must docility be cultivated. Textbooks and lectures elicit memorization and, with it, instill subservience” (30)
        
        “Hence it is likely to be the case that their lectures or textbooks are condensations or repetitions of other textbooks and lectures, rather than magnificent renditions of the tradition” (30)
        
        “If the reading of the great books is merely for the sake of making liberal artists of the students, they will end by being sophisticated, but not learned or wise” (29)
        
        “The student who reads both Plato and Aristotle and does not recognize the obligation to decide between them on crucial points is not learning from the past, but merely about it” (29)
        
        “If the reading of the great books is merely for the sake of making liberal artists of the students, they will end by being sophisticated, but not learned or wise” (29)
        
        I don't believe this. I think the opposite is true
        
        “Docility is the virtue which regulates a man's will with respect to learning from a teacher. Studiousness concerns a right attitude toward subject matters.”(Adler, 1993, p. 24)
        
        “The need for docility arises from the supposition that a student lacks knowledge or the skill to get it and that a teacher, having what the student lacks, can help him. ”(Adler, 1993, p.25)
      - Docility and Authority
        
        “The living teacher is truly a mediator between the novices in learning and the masters of knowledge, through being himself in a mean state between them.”(Adler, 1993 p.30)
        
        “If the reading of the great books is merely for the sake of making liberal artists of the students, they will end by being sophisticated, but not learned or wise.” (Adler, 1993 p.29)
        
        “we must avoid studying for the sake of taking pride in our knowledge; we must not seek to know the truth "above the capacity of our intelligence, for by so doing we fall easily into error"; we must make a proper estimate of the worth of various subject matters as these are disposed in a true hierarchy of studies; and the due end, to which all our efforts in research must be referred, is the knowledge of God.” (Adler, 1993 p.33
        
        This statement in itself is contradictory to itself
        
        “While I would certainly insist that it is the teacher's business to cultivate in every way the student's skill in reading—analytically, interpretively, critically—I would also insist that that is not enough.” (Adler, 1993 p.29)
        
        I agree with this because students must be prepared for more than just college
        
        “For one thing, the problem of docility is much more acute in seeking philosophical wisdom than in acquiring scientific knowledge; and this is related to the fact that textbooks are much less pernicious in science than philosophy.”(Adler, 1993 p.30-31)
        
        I believe this because philosophy creates a disconnect.
- - - - “How do we tailor fundamental knowledge to the interests and capacities of children? It requires a combination of deep understanding and patient honesty to present physical or any other phenomena in a way that is simultaneously exciting, correct, and rewardingly comprehensible.” (Bruner, 2009, p. 22)
        
        This made me think about how essentialism addresses this aspect
      - “Mastery of the fundamental ideas of a field involves not only the grasping of general principles, but also the development of an attitude toward learning and inquiry, toward guessing and hunches, toward the possibility of solving problems on one's own.” (Bruner, 1977, p. 20)
      - “There is at least one major matter that is left unsettled even by a large-scale revision of curricula in the direction indicated. Mastery of the fundamental ideas of a field involves not only the grasping of general principles, but also the development of an attitude toward learning and inquiry, toward guessing and hunches, toward the possibility of solving problems on one's own.” (Bruner, 2009, p. 19)
        
        So what is the solution to this? Because essentialism certainly is not
      - “There are two ways in which learning serves the future. One is through its specific applicability to tasks that are highly similar to those we originally learned to perform…. A second way in which earlier learning renders later perfonnance more efficient is through what is conveniently called nonspecific transfer or, more accurately, the transfer of principles and attitudes.” (Bruner, 1977, p. 17)
      - The first is that understanding fundamentals makes a subject more comprehensible (Bruner, 1997, p. 22).
    - - “To understand something as a specific instance of a more general case-which is what understanding a more fundamental principle or structure means-is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.” (Bruner, 1977, p.24)
        
        “Perhaps the chief arguments put forward in opposition to the idea of such efforts at teaching general principles and general attitudes are, first, that it is better to approach the general through the specific and, second, that working attitudes should be kept implicit rather than being made explicit.” (Bruner, 2009, p. 28)
        
        this makes sense because concepts can be recieved on a basic level but being able to elaborate off of these concepts takes complex thinking strategies
      - “Third, an understanding of fundamental principles and ideas, as noted earlier, appears to be the main road to adequate "transfer of training.”” (Bruner, 1977, p.24)
        
        “One hears often the distinction between "doing" and "understanding." It is a distinction applied to the case, for example, of a student who presumably understands a mathematical idea but does not know how to use it in computation. While the distinction is probably a false one-since how can one know what a student understands save by seeing what he does-it points to an interesting difference in emphasis in teaching and in learning.” (Bruner, 1977, p. 29)
        
        “The idea of "principles" and "concepts" as a basis for transfer is hardly new. It is much in need of more research of a specific kind that would provide detailed knowledge of how best to proceed in the teaching of different subjects in different grades.” (Bruner, 1977, p.24)
    - - “"What function does this thing serve? "-a question premised on the assumption that everything one finds in an organism serves some function or it probably would not have survived.” (Bruner, 1977, p.29)
      - “As for "attitude" teaching or even the teaching of heuristic in mathematics, the argument runs that if the learner becomes too aware of his own attitudes or approach, he may become mechanical or trick-oriented in his work.” (Bruner, 1977, p. 29).
        
        This essentially is the same as falling into a rut? Going through the motions?
      - “The student who makes progress in biology learns to ask the question more and more subtly, to relate more and more things to it. At the next step he asks what function a particular structure or process serves in the light of what is required in the total functioning of an organism. Measuring and categorizing are carried out in the service of the general idea of function.(Bruner, 1977, p.28)
        
        This makes sense because students who are able to relate more information to other things means they're thinking, learning, and making new connections
    - - “The second point relates to human memory. Perhaps the most basic thing that can be said about human memory, after a century of intensive research, is that unless detail is placed into a structured pattern, it is rapidly forgotten.” (Bruner, 1977, p.24)
        
        “Detailed material is conserved in memory by the use of simplified ways of representing it. These simplified representations have what may be called a "re- generative" character.” (Bruner, 1977, p.24)
        
        “What learning general or fundamental principles does is to ensure that memory loss will not mean total loss, that what remains will permit us to reconstruct the details when needed.” (Bruner, 1977, p.25)
        
        I do not believe that that this is true. Although patterns help, it is not what determines memory
    - - “The main theme of this chapter has been that the curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying principles that give structure to that subject.” (Bruner, 1977, p. 31)
      - “To recapitulate, the main theme of this chapter has been that the curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying principles that give structure to that subject. Teaching specific topics or skills without making clear their context in the broader fundamental structure of a field of knowledge is uneconomical in several deep senses.” (Bruner, 2009, p. 31)
      - “There are many problems of how to teach general principles in a way that will be both effective and interesting, and several of the key issues have been passed in review. What is abundantly clear is that much work remains to be done by way of examining currently effective practices, fashioning curricula that may be tried out on an experimental basis, and carrying out the kinds of research that can give support and guidance to the general effort at improving teaching.” (Bruner, 2009, p. 32)
    - - “The fourth claim for emphasis on structure and principles in teaching is that by constantly reexamining material taught in elementary and secondary schools for its fundamental character, one is able to narrow the gap between "advanced" knowledge and "elementary" knowledge.” (Bruner, 1977, p. 26).
        
        “Part of the difficulty now found in the progression from primary school through high school to college is that material learned earlier is either out of date or misleading by virtue of its lagging too far behind developments in a field.” (Bruner, 2009, p. 26)
        
        “Various teachers and scientists have raised the question whether these basic ideas should not be "isolated," so to speak, and taught more explicitly in a manner that frees them from specific areas of science.” (Bruner, 1977, p. 26).
        
        This made me think about my own opinion on this matter. I definitely think that these basic ideas should not be isolated
        
        I do not think this is necessarily true. Information and knowledge do not go out of date. These bases can always be built upon and help when trying to understand the modern world
- - - - Continual adjustment has nothing to base new information on
    - - so basically this system just throws out old ideas instead of taking the time and putting in the effort to make things work together.
  - - - “I believe that education is the fundamental method of social progress and reform.” (Dewey, 1897, p. 9)
      - • “I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions.” (Dewey 1897 p.1)
      - “I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.” (Dewey, 1897, p. 3)
        
        I do not believe that school is only a social instituation
      - Education is not the most important aspect of our lives. People are. And teachers cannot be compared to God, they did not create all knowledge and understanding. They help others learn.
    - - I believe this because schools need to prepare students for life beyond school. School only lasts 18 years. The rest of your life you need skills and social aspects that are typically not taught in schools
    - - I strongly agree with this. One of my biggest problems with education is the time that is wasted without cause.

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