My quick thoughts on the readings

Before I post some comments on all of your entries, I wanted to just make a few quick comments myself, about reading these pieces.

Dewey: I love reading Dewey. His writing and his thinking feel so graceful to me. Not exactly sure why that is the word I chose, but, it’s what comes to mind. He is alternately easy to follow, yet deep and complex in his thinking.

I love the points he makes about the importance of following the child, of using the child’s natural curiosity and interest in the world as a way to “structure” learning, that you can build true learning opportunities around the things that kids are naturally interested in, and that you can do the necessary “foundational”, rigorous, disciplined type of thinking and work all in that context. His points about the difference between school as a place where kids listen versus school as a place where kids work.

The Mathews piece about the lack of a public in the public schools did not do a huge amount for me, though I think his basic point is a true and good one. This idea of schools belonging to us and the importance of all of us caring and participating seems profoundly important to me.

Meier, I think, makes similar points, though I think she does it in a more engaging and vivid way. I was just more drawn in to her piece than the other one.

Both pieces strike me now, differently, I think, than they did in prior readings (years ago). This is because I look at schools now not only as an educator but as a parent. One of the things that both pieces either talk about or allude to, I think, is about people "choosing" (or not) to send their kids to public schools. That is, if the schools are public, and they are for all of us, then we need to send our kids there, and at the same time get involved and work to make sure they are serving/meeting our needs.

Here, in Maine, this is not that much of an issue, because the public school is usually pretty much the only game in town. But, having lived in a number of places, and having seen this issue come up in a number of contexts, I think one thing that happens is that people, for all sorts of different reasons, choose not to send their kids to the local/public school. This weakens the public system, and is, I think, one of the things these two authors are thinking about. I feel lucky that the schools here are decent, and that I feel good about my kid’s experience there.

But, all over the country, parents are bailing on the public schools, for various reasons, and this is a major problem that will only contribute to the weakening of the system, in the ways I think Meier and Mathews are talking about. Meier’s piece is called “In Defense of Public Education” and Mathews is called “The Lack of a Public....”. One of the ways I think about these two pieces is as an argument for the public – that would be those of us with kids who can go to public schools – to participate, to use the schools. Use it or lose it. Maybe one of them said that in their piece.... now I can't remember...

Here's a question, then, are people then "irresponsible", if they choose not to send their kids to the public school? are they not taking their responsibility as a citizen seriously enough? it's one of those tensions, isn't it? We have to decide between the individual (our own child) and the larger whole (the whole society, or the larger school system, depending on how you look at it).

Mike Rose. I just love reading his stuff. In this chapter, his descriptions are just so rich and wonderful. Such great detail, and the voice he uses to write it is so generous, so full of respect and able to create a sense of dignity and integrity around the whole enterprise (by which I mean the classrooms and teaching and learning he documents).

As I read, I kept making connections in my mind to aspects of what we do in EDU 301: Content Literacy. So, I walk away from that reading wondering whether I should perhaps start using it in that course. It is an example of much of what I feel like I try to get at and convey in Content Lit. Something for me to ponder, as I think about teaching the course in the fall.

Book Choice

Hi Ladies,
Did any of you choose the book "You Can't Say You Can't Play", about the preschool class for the independent reading choice? If not, I'm interested in it.

David Mathews

I really liked the way this article talked about school systems. As our world moves further and further into the futuristic, technological systems of schooling, I get more and more worried about my own future as well as the future of education. This has been a constant concern for me, and reading this article, which talks about comminuty building and the general dismay about schools, only broadened my knowledge about my field. I think because I don't see myself working in a "normal" public school, I hadn't really considered how much scrutiny they have been getting over the years. In fact, the thought that homeschooling and charter schools represent the widespread disapproval of public schools had never occured to me at all. In actuality, it is this tension that has led me down the path that I am on, to teach students who don't fit the mold of the average public school.

This is why I got into this article, because I suddenly realized that because schools are set up in such a static, old fashioned way, people have been forced to create other means of education. It seems obvious now but actually having it put into these terms for me was a good experience. I now understand a bit more of the politics behind different schools, how one responds to the other and so on.

As much as I don't want to be a part of public schooling, now I almost feel like it's my responsibility to get involved in those schools and make the changes that I, like so many people described in this article, desire. Nothing will ever really change unless somebody takes the initiative to get inside the public school system and mix things up, rather than passively creating a different style of education in response.

Deborah Meier’s The Power of Their Ideas

Like the David Matthews article, this article also discussed the importance of reinstating our faith in Public Education. Also, she uses the framework of “democracy being at stake” to frame her argument, but more so than Matthews, I feel her argument is particularly swaying and compelling. Less focused on the aspects of a “public” itself, Meir’s chapter hones in on the reasons why we need public education in particular (not just a public that functions correctly in general) for the medium to reinstate and keep our important values ongoing in the next generations.

My favorite part of the chapter is when Meier explicitly states that differences do exist in the world, but privatizing education, removing children from the necessity to explore and work out those differences, removes the development of the skills that a democracy thrives on. THIS is why, to Meier, a public education in particular is so necessary. As a side note, but a poignant one, she also mentions that reinforcing the idea that you can “buy” your way out of something inherently “right” oriented sends the exact OPPOSITE message than that of a democracy.

Los Angeles and the LA Basin- ROSE

I have to say that this article spoke the most clearly to what I believe education is, or should be, about. Reading about theories and concepts is all well and good, but this kind of narrative is what truly inspires me to continue on in this field and strive to make real changes, as these teachers have done. It sounds corny when said, but in the context of small changes like these, I can picture myself accomplishing similar things in my own classroom. It is this ability of Mike Rose, to paint a picture of small successes making much bigger impacts, that gives his writing credibility. Surrounded by intellectual/theoretical writers like Dewey, it is refreshing to hear the voices of actual teachers who face difficult students and situations everyday.

I can't really choose a favorite passage or quote because so many of them affected me. I really liked hearing from students, students whose live had been changed so immensely by teachers. Ed and Larry, two of the teachers that Rose profiles, were interesting to read about. Ed was a teacher who, twenty some years ago, starting building up this technology for his school through donations and personal expenses. Now, with a widely popular course as the proof of his success, he has otherwise uninterested students lining up at his door to use the technology and find new interests and hobbies. It;s amazing to me that one person can completely shift the climate of an entire school. His presence amongst these kids will make lasting impressions and change the futures of many of them, in varying ways.

I say this a lot, but this is exactly what I want for my own future. I have no interest in teaching honors students in a nice suburban school system like the one I was raised in. My dream is to immerse myself in urban culture and become comfortable enough with those issues and that lifestyle to make some real positive waves. At the end of the day, I want to know that I have spent my time helping kids who really need it, guiding students who may not get that help elsewhere.

In light of this class, being the history and philosophy of education, this reading was a great start for me. It's been a while since I've been able to think about my own personal dreams, as they vary from my peer education majors, and I found myself really connecting to Rose. This reading is one that I will carry with me through this course and beyond as I try to figure out what my personal philosophy is about education.

In Defense of Public Education- Meier

The way Deborah Meier starts Chapter 1 of The Power of their Ideas is something that we all should take into consideration when educating our students. Meier asks, “Why were the self-confident voices I knew so well at home and on the playground muted in the schools I taught in?” (3) Why is this? We should all be examining this conundrum and looking for possible solutions. So often, the children that are the most vocal, the most imaginative, and the ones with the most ingenuity are silenced in the classroom. Perhaps because they do not fit the restrictive mold in which we expect all students to remain. What we need to do is throw out this mold and let students be themselves and realize their own potential, because “All kids are indeed capable of generating powerful ideas” (4).

I remember seeing this first hand when I was in Practicum. The students who, outside the classroom, were very passionate and bright about areas that interested them- were stifled in the classroom. They were students who were tracked, who were pigeonholed, and who were expected to perform poorly academically. They had no chance. They were not valued for what they were capable of, they were instead judged and expected not to do anything more than perform a trade job and stay out of trouble. The fact that schools foster these ideas means that teachers, fellow students, the parents of these students and the students themselves, all begin to view these divisions in this way- students X will go on to college, while students Z will not. Why not? Where is this breakdown? Moreover, how do we fix it? I think we need to address this issue as early on as pre-school. It is here that children begin to be put into categories of ability and some of these children are quickly shut down. This is when the disconnect between the playground to the classroom begins.

I think if we start really addressing this concern from the get go, some great changes will be made. The sense of community that appears to be lacking in our public schools will begin to surge- there will not be that prominent division between the “haves” and the “have nots.” Meier suggests that “Schools can squelch intelligence, they can foster intolerance and disrespect, they affect the way we see ourselves in the pecking order” (6). This is a sad truth, and I commend her for bringing up this concern- and suggesting that we come together and have some conversations around this issue to create a system where all students are expected to and have the opportunity to succeed.

The Child and the Curriculum- Dewey

I want to start by saying that I thoroughly enjoyed reading Dewey and I hope that we have the opportunity to read some more. I found so much of what he spoke of quite refreshing. One point Dewey made early on that really spoke to me was that if we use the “ideal home” as a successful example of a learning environment, we can learn much. Dewey says, “There are certain points of interest and value to him in the conversation carried on: statements are made, inquiries arise, topics are discussed, and the child continually learns…Participation in these household tasks becomes an opportunity for gaining knowledge…The life of the child would extend out of doors to the garden, surrounding fields, and forests” (35). He goes on to suggest that if we organize and generalize this situation, we would have the “ideal school.” As a mother, I find this interesting and fairly accurate. I do not talk to my son, as he sits in front of me, about the things I wish him to learn, while he intently hangs on every word. Instead, we have conversations; he asks me about something he is interested in- I speak with him about it and we gather information if I do not have the answer. I allow him to explore things of interest to him and point out those that I deem important along the way. I allow him freedom to try new things and to learn from them. We read books about subjects that interest him and that can be relevant for other, more purposeful, reasons that I have generated. It is a little like guided meditation- I assist and provide guidance, but in the end he goes where he wants and takes what he can and wishes to. To quote Dewey, “The child is already intensely active, and the question of education is the question of taking hold of his activities, of giving them direction” (36).

Another portion of this reading that struck me was the section on cooking eggs. I think the way a teacher would approach this activity would speak to their philosophy and effectiveness as an educator. It is not just about telling a student that you need to complete steps A-D to cook said egg, it is about the child realizing why the steps are necessary and important, and what happens when you don’t follow those steps and why. There are so many questions and conditions to consider, so simply telling the child to drop the egg in water and let it sit for three minutes does nothing for them educationally- it provides about as much real education as having a student memorize facts for a test, rather than learning those facts and why they are important. One remains for a fleeting moment, the other adds to one’s body of knowledge.

The School and the Life of the Child & The Lack of Public for Public Schools

First things first! My independent choice book is The Long Haul by Myles Horton.

Now onto the readings...

I loved the Dewey reading. I think that from the second page I was really gripped-- possibly just being in the preschool setting with such frequency, or maybe just because my interest lies in so many areas of education-- the idea that school truly is geared toward listening, or more crucially as Dewey puts it, "[marking] the dependency of one mind upon another; passivity, absorption" (32) is a scary one. However, daunting as it may be, schools really are set-up in a way that encourages--scarily enough-- as little "thinking" as possible. When I say 'thinking" here I mean actual independent thought formation, not repeating back what a text book "teaches" you.

I don't just say that I agree that schools are set up this way blindly, either. When I taught in my practicum classroom, an 8th grade class at Mt. Blue Middle School, I asked them to "infer" certain things about the poem we were working with. They were completely stumped. I asked them what they thought the poet meant by certain phrases, if they could find anything that possibly had a deeper meaning, a "symbol" of some sort possibly-- they acted as if I had five heads. When I told them what I thought, to use as an example or jumping-off point, they wanted immediately to know "where in the poem it said that," and "how I knew that." Critical, independent thinking is not fostered in (I hate to say this) most classrooms. Furthermore, Dewey invites us to instill this inquiry based learning at a young age-- these were 8th graders I was dealing with! Imagine if they would have had teachers who fostered these types of learning experiences earlier on.

Also, I love the metaphor Dewey uses about education as a solar system-- that in the new educational model, children are the sun, and the curriculum, the lessons (in short, the education), revolve around them and their lives. In this metaphor, the children are obviously the focus. However, like the solar system, the sun isn't the only piece involved-- the planets, too, still matter, and if these planets aren't aligned, then what is the point of the sun? Dewey points out that while the children should be the axis around which lessons and curricula orbit, the way the planets orbit (or the lessons are planned) is just as important. And for Dewey, to keep everything valid and in sync, this means connecting the inner and outer lives of the child, that is, in and out of school life and experiences.

Ultimately, if school is designed (as many people push in a democratic society), to churn out useful, literate citizens, then it only makes sense that we would want our schooling to reflect that by probing students, questioning their thinking, asking them to take both sides, respond critically to both educational and other prompts--if that in fact is still our goal.


This point brings me to the next reading that I wish to discuss, "The Lack of a Public for Public Schools." I thought this reading was interesting. I liked the idea of public-building and re-involvement of the community in our educational systems, but I also wasn't entirely sure if the pessimism of this author was necessary-- I guess I would need to know more about how much our "public" is actually dissenting.

However, I did like the points made-- the different reasons why, should this be (or if this is) a vital issue, our public needs to ban back together in order to reinstate an educational system that promotes our current value system. It only makes sense, if you are a follower of Dewey and the assigned reading of his, to look at education in that way-- how else are we going to respond to the educational needs of childrens' lives both in and out of school?

What I liked most about this reading was actually the part that I feel could be applied to any context-- covering perhaps a much larger bounds than just education, and that was the part that discussed ways of building community. I feel that here the author was skilled in making his case come alive.




*Another response to come on the last two readings. :)

Rose- Possible Lives

Of all four beginning readings, Rose's excerpt from possible lives was the most narrative and provided the most insight into the ways teachers influece their students' lives. Rose visited and interacted with several classes in inner LA schools, and in each of the classes he described how public education is thriving due to the devotion of excellent teachers. In the previous three articles we read about the interactions between the public & school, and students & public school, it was refreshing to hear about the interactions between teachers and students. It is always inspiring to read how good teachers can spark a fire for students. There is room for a lot of negativity in school with so many standards to meet, and it is important to remember to not let it bring you down, many students depend on us. If we can bring somthing real to the table and show students respect as individuals, no matter what the negative circumstances are there will always room for learning. Each of the students described were excited about learning and about school, they had been inspired by a great teacher. There is still hope for public education.

I especially enjoyed the description of the video class. The students put in a lot of effort into their work, and learned about themselves in the process. Their finished products showcase their efforts and give them somthing to be proud of. The lesson that pride can come from effort is important for "promoting citizenship"; a central theme of all four readings.

Meier- The Power of Their Minds

"Differences make things complicated. But dealing with the complicated is what training for good citizenship is all about." (pg. 7-8) This quote expresses Meier's main idea defending the need for public schools. I had never explicitly thought about what would happen if public schools became a last resort for students, and private schools became the norm, but after reading this article I began to realize that if private schools became more prevalent across the nation different groups would become cliques and dominate over other groups. Our nation's democracy would begin to crumble. Public schools were developed to educate every child; children of different race, religion, and class, and we believe every child has the right to equal education. Mainstreamed schools may be too challenging for some below average students, and they may hold back some above average students but I agree with Meier in that public schools train us to be better citizens by interacting with both ends of the spectrum. She states, "Public schools can train us for political conversation across divisions of race, class, religion, and ideology." (pg.7) Students exposed to the bigger mixing pot of peers will be more tolerant and develop better community-based habits.

I think back to my public school group work experiences, I always got more work done when I worked with others besides my best friends. I'd just talk about non-school related subjects when partnered with my friends, who were just like me. When you work with other peers, you learn to compromise and listen to other ideas. This is just a small metaphor however to relate to the much bigger picture. I do believe in public education, but am obviously biased by my career choice.

Mathews- The Lack of a Public for Public Schools

Mathews claims that in order for schools to reform the public community needs to be involved. Schools are not effective if they do not aid the development of educated citizens. While reading through the article I kept thinking about my own experience watching my school attempt to reform its school calendar. Where I'm from we have a two-week potato harvest break usually three to four weeks after school starts in the fall. Decades ago the break was added to the calendar since the majority of high school students skipped school to pick potatoes by hand and get paid by the barrel. As the number and size of potato farms decreased and mechanical harvesters were introduced less workers were needed. Now, the amount of students that actually work through the potato harvest is probably fewer than 1-2%. So why do we need the break anymore? We start school earlier than everyone else, learn for a few weeks, then fall out of the swing of things just as they get started. Mathews says, "We feel more responsible for what we've participated in choosing than for what has been chosen for us." Its part of the culture I guess, and the community values it in some way, but I think if the public were more involved with the school and some statistics were thrown around to educate them, the school calendar might be changed to the benefit of the students and teachers. If the public is not involved in making decisions they will not feel as responsible for the lessened education for their future citizens. It is easier to leave the calendar alone then get involved.

One other thought: Mathews is right when he says imitating is not learning, but I would like to hear some suggestions on how to get the public more involved with the school, and not just the public that has school age children but also the public that has no children. Any ideas other than community service projects, job shadowing, and guest speakers?

Dewey- The School and Society

As I recently learned, John Dewey was influential as a public education philosopher, and his book “The School and Society” is considered a primary source of education theories. While reading the excerpt I was able to make many connections between what I've been learning in education classes and Dewey's original ideas. My science methods coursework was fully based on recent scientific research articles that support “modern” science education practices such as inquiry labs, identifying misconceptions, the BSCS 7 E Model, and the nature of science. (Sorry...I'm science!) Apparently much of the modern research is based on, or connected to Dewey's work, because each of those major elements of my methods class were described briefly in one chapter by Dewey. I was impressed and gained much respect for John Dewey after reading his work and wonder why I hadn't heard of him before.

Basically a whole semester's worth of methods coursework was touched upon in this single reading. Dewey indicated that the traditional classroom is developed around passively learning by listening. He proclaims that old education's “center of gravity is outside the child.”(pg. 34) Following a cook-book type lab experiment is not focused on the child; he or she generally does not internalize knowledge by following step by step procedures. Dewey instead promotes inquiry labs, and so does more recent scientifically based research. He also suggests that students learn better by engaging in activities before they are informed by the teacher. Research on the BSCS 7E model, in which students are engaged and explore concepts before the concepts are explained, scientifically proves Dewey is right. (BSCS 7E is a lesson model has 7 “E-word” steps.) Finally, before the nature of science was defined, Dewey had already been preaching it. The nature of science is not science content in specific, but how to do science and how science is learned. We redirect our focus on students' lives by teaching them the nature of science, which allows them to find joy in exploring questions, develop the habit of investigating and learning on their own, and become independent and lifelong learners. These lessons can not be learned by sitting in a desk listening or reading. I think that was the point Dewey was trying to make, that studens in public schools need more than passive lessons, they need lessons that involve their lives.

Getting Started

welcome.

I am thinking that we can use the blog for the more "formal" responses that I require you to do (these responses, however, are more likely to be on the "informal" end of things...).

Please feel free, though, to also use the blog for any sort of idea/information sharing that you want to do - as well as question asking.

Okay, that's it for now. Happy Weekend.