Progressivism And Social Reconstruction Education Essay

Philosophy of Education Paper Throughout this class I have been presented with many controversial issues going on in the education system today. I have never truly thought about them in such a way that impacted my philosophy of Education. Whether it be the school reforms, the types of schools, laws passed, etc. I was able to evaluate the importance of education in a brighter light than ever before. My philosophy for education includes instruction for life skills, social behavior, and one’s true self, with Progressivism and Social reconstruction being my main focus for education. Purpose of Education The views of education are so wide and different that it is important to incorporate all of the best ones to create a productive environment in the classroom. I believe that Progressivism and Social Reconstruction are key to creating an engaging, constructive, and warm learning environment. The progressivism theory conducts the schools to incorporate various concerns and discoveries from the real-world experiences (Sadker and Zittleman 2013). There are many instances in the classroom where students become tired of the material they are learning, however acknowledging the ways they can use it in the real world makes the knowledge they gained so much more gratified. Bringing Social Reconstructionism into the classroom provides students the availability to become aware of the society that they live in, teaching them to be responsible citizens when they grow up. ManyShow MoreRelatedMy Personal Philosophy Of Education1335 Words   |  6 Pages I tested into a pr ogressivism teaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferencesRead MoreMy Teaching Philosophy Of Education880 Words   |  4 Pagesto the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social rec onstitution is, in a deeper way, I came to the conclusion that social reconstructionRead MoreThe Civil War And Reconstruction Period Essay1619 Words   |  7 PagesThe Civil War and Reconstruction period provided African American people with a legal definition of citizenship through three constitutional amendments. Beginning with the 13th Amendment slavery was abolished, then 14th Amendment provided equal protection under the law, and lastly the 15th Amendment allowed all men, including African Americans, the ability to vote. However, the transition from enslavement to freedom was a difficult and terrifying one for most black women as they had little or noRead MoreMy Teaching Philosophy1217 Words   |  5 PagesEver since I decided to pursue a career in the field of education, I always wondered what grade level best fitted me. Could it be Elementary, where children have been stereotyped as uncontrollable little brats, Middle School, where the students are depicted as uncontrolla ble, rebellious students, or High School, oh gee whiz? I have decided that I would pursue a career in Elementary School. The grade level I hope to teach is at the elementary school level. My current goal is to either teach the 4thRead More The Progressive Movement Essay531 Words   |  3 PagesProgressive Movement quot;Progressive Education assumes the world changes, and that in a universe that is not particularly concerned with ability to think straightquot; - Rychard Fink During the early 1900s, the Progressive Movement came to the forefront of what Herbert Kliebard has called quot;the struggle for the American curriculum.quot; Progressivism consistently challenged traditional ideals concerning the foundations upon which students education in schools was based. The movement wasRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreSocial Reconstruction And Its Impact On Education1297 Words   |  6 PagesAbstract Social Reconstruction is a viewpoint or philosophy of education that centers on utilizing education to eradicate social inequities. Supporters of this theory maintain clear views of education. What the function of the teacher will have to be, what the character of curriculum and will have to be, and what the procedure of guideline inside classrooms should be. The role of the teacher is to generate enlightening and thought-provoking classes so that it will open their students’ perceptionsRead MorePhilosophy And Its Potential Effects On Decision Making1263 Words   |  6 PagesPhilosophy of education influences and largely determines, individual’s educational decisions. (Ornstein, Edwards Stacey, 2015) State and local policymakers, researchers, teachers, and administrators confront a variety of conflicting philosophies and prescriptions in the debate over school curriculum, structure and reform. (Elmore, 1990) Ultimately, choices related to school structure, culture and curriculum are influenced by the philosophy (lens) in which decision-making personnel use to viewRead More Philosophical And Ideological Perspectives In Education Essay examples784 Words   |  4 PagesPerspectives In Education Introduction The Second Edition of Philosophical and Ideological Perspectives in Education continue to examine the major schools of philosophy of education through the systems approach. It also considers the relationship of education to major ideologies such as Liberalism, Conservativism, and Marxism. It analyzes the impact of philosophy and ideology on educational theory and practice by examining such theories as Essentialism, Perennialism, Progressivism, and Social ReconstructionismRead MoreEducation Is Aimed At Helping Students Learn New And Exciting Things Every Day1833 Words   |  8 PagesEducation is aimed at helping students learn new and exciting things every day. These things that they are learning now will help students use learning strategies later on in their own lives. The purpose of education is to teach students’ developmental skills in; math, language arts, science, social studies, and reading. This helps the students gain practice, patience, skills for job preparation, college, and social/moral responsibility for ourselves. During senior year of high school, those teachers

Once More to the Lake Free Essays

The concept of memory reveals a tension between past and present, as memory spans days, years, and decades, resurrecting the past as an integral part of the present moment. In E. B. We will write a custom essay sample on Once More to the Lake or any similar topic only for you Order Now White’s essay â€Å"Once More to the Lake,† a father struggles with an internal conflict between the present and the past, and between memory and reality. Through the use of contrasting stylistic elements, as well as synchronization and repetition, the father’s insistence that â€Å"there had been no years† (446) blurs the line between his memory and his experiences with his son, altering the very concept of time itself. White first generates an impression of dichotomy in his essay through the contrasting of two tones, one tense and the other tranquil. When relating his previous vacations, White uses phrases of quietude, describing the lake as having â€Å"the stillness of the cathedral† (445) or of appearing â€Å"infinitely remote †¦Ã¢â‚¬  (445). His choice of â€Å"stillness† and â€Å"cathedral† implies a sense of awe and reverence for the lake, while â€Å"infinitely remote† accentuates the sheer magnitude of the lake’s serenity. However, when describing the present, White jolts the reader with a conflicting tone of unease, made even more abrasive by its juxtaposition with the peaceful tone: â€Å"I wondered how time would have marred this unique, this holy spot†¦Ã¢â‚¬  (445). Here, the narrator pauses after unique, underscoring the religious word, â€Å"holy. † However, this emphasis mixes apprehensively with the jarring verb â€Å"marred. † The friction between tones of tension and release reflects the narrator’s allegation that â€Å"there had been no years† (446), a seemingly impossible avowal made true by the disparity between past and present. The abrasion between the two tones emphasizes this contrast. This friction between the present and the past further reveals itself through White’s pairing of concrete and abstract images. One of the most important instances of this combination occurs as the father observes a dragonfly with his son. The narrator states â€Å"I lowered the tip of mine [fishing rod] into the water, tentatively, pensively dislodging the fly, which darted two feet away, poised, darted two feet back, and came to rest again†¦Ã¢â‚¬  (446). Here, White’s use of â€Å"dislodging,† â€Å"darted,† and â€Å"poised† convey a concrete image of the dragonfly’s antics. However, White immediately contrasts this tangible image with a more abstract concept: that â€Å"There had been no years between the ducking of this dragonfly and the other one – the one that was part of memory† (446). This juxtaposition of the concrete and the intangible creates a feeling of imbalance in time – the sensory experience of the dragonfly, when paired with the abstract expression â€Å"there had been no years† blurs the line between memory and the present, distorting the distinction between the father’s previous vacations at the lake and his current experiences with his son. This pairing of concrete imagery with abstract concepts provides a context for White’s critical use of repetition. The all-important refrain, â€Å"There had been no years† first appears in his concrete description of the dragonfly: â€Å"It was the arrival of this fly that convinced me beyond any doubt that everything was as it always had been, that the years were a mirage and that there had been no years† (446). The narrator’s absolute certainty and the tangible â€Å"arrival of this fly† contrast with the intangible image of the â€Å"mirage,† setting up the first of three repetitions. The second repetition appears amidst another contrasting of the concrete and the abstract: â€Å"There had been no years between the ducking of this dragon fly and the other one – the one that was part of memory† (446). Again, the concrete image of â€Å"ducking† contrasts with the formless concept of â€Å"memory. † The final repetition culminates in a third juxtaposition: â€Å"the water felt thin and clear and unsubstantial. Over the years there had been this person with the cake of soap†¦ and here he was. There had been no years† (446-447). In this final repetition, White uses coordination to set up a sensation of flowing from concrete to abstract, from â€Å"thin† to â€Å"clear† to â€Å"unsubstantial. † The conjunction â€Å"and† links these words together, adding emphasis on each subsequent word and accumulating the energy of the paragraph onto the image of the cleansing person, a symbol of rebirth through the years. A final â€Å"and† builds to the simple use of a linking verb: â€Å"and here he was. In this one moment, the narrator is critically aware of time and his place in it. Placed at the end of a paragraph, alone in a sentence, his final repetition that â€Å"There had been no years† represents the culmination of the tension between present and past in the first part of the story. Through contrasting elements, and most importantly repetition and coordination, E. B. White’s â€Å"Once More to the Lake† creates a friction between experiences in the present and in the past. White’s pairing of opposing tones and images blurs the boundary between memory and the present, providing the context for the repetition of the key phrase â€Å"there had been no years. † Thus White’s essay distorts the very concept of time itself, enabling memory and the present to coexist in the mind of the story’s narrator. In â€Å"Once More to the Lake,† White permits the past and the present to exist not separately, but simultaneously. How to cite Once More to the Lake, Essay examples

Policing Of Neighborhoods Essay Example For Students

Policing Of Neighborhoods Essay Policing of community’s can take form in many different ways. These ways include plenty of patrol day and night, little patrol or no patrol, and or foot patrol. Both of these articles: â€Å"Poking Holes in the Theory of ‘Broken Windows’†, by D.W. Miller; and â€Å"Broken Windows: The police and neighborhood safety†, by James Q. Wilson and George L. Kelling talk about the different theories on how to lower crime rates within the community. â€Å"Broken Windows† presents the theory that if little things are neglected then bigger things in turn will arise. â€Å"Broken Windows: The police and neighborhood safety† was written before the other article to establish its idea, as stated above. The second article, â€Å"Poking Holes in the Theory of ‘Broken Windows’,† was composed in order to get the point across that the â€Å"Broken Windows† theory is incorrect. The article â€Å"Broken Windows The police and neighborhood safety† brings about the theory that â€Å"one unrepaired broken window is a signal that no one cares and so breaking more windows costs nothing (Wilson, Kelling, 1982)†. They are saying that if the community lets some crime go then it is just going to be the beginning of more serious crime. The police are not helping reduce the crime rate due to the fact that the â€Å"police exist to regulate behavior, not to maintain the racial or ethnic purity of a neighborhood (Wilson, Kelling, 1982)†. â€Å"To the residents, the police who arrive in squad cars are either ineffective or uncaring (Wilson, Kelling, 1982)†. So in turn they came up with the theory that making foot patrol in neighborhoods more readily available to the people would better deter crime. â€Å"To the surprise of hardly anyone, that foot patrol had not reduced crime rates. But residents of foot-patrolled neighborhoods seemed to feel more secure than persons in other areas, tended to believe that crime had been reduced†¦(Wilson, Kelling, 1982)†. By using this technique to try lowering crime rates they actually only fooled the public by making them feel more secure, when really they were not. The article â€Å"Poking Holes in the Theory of ‘Broken Windows’†, talked about how the article â€Å"Broken Windows† is â€Å"only a theory (Miller, 2001, p. 4)†. They came to this conclusion through the â€Å"reverse of Murphy’s Law: Virtually everything that could go right, did. Turf wars in the crack trade died down. The number of young males between the ages of 18-24- the crime prone years shrank. Unbroken economic growth provided disadvantaged young people with alternatives to crime (Miller, 2001, p. 4,5)†. In the essence when they thought their theory on cutting crime was working, it in fact was humanity that was changing for the better, proving their theory to be right. In reading the two assigned articles, â€Å"Broken Windows: The police and neighborhood safety† and â€Å"Poking Holes in the Theory of ‘Broken Window’,† it can be said that the second article contradicts the message that the first article was trying to get across. The â€Å"Broken Window† theory states that if little things are neglected then bigger things in turn will arise. In contrast to that, the second articles goes to show how the theory in the first one was wrong by pointing out how humanity changed as a whole. It made this change through great economic growth, which boosted people’s finances, and resulted in a decrease in criminal activities, instead of decreasing crime rates through increasing the policing of neighborhoods.