Sanford J. Ungar’s “The New Liberal Arts” discusses the common assumptions made about a liberal arts education and how they are often wrong. Ungar believes that a liberal arts education is important for all students and teaches them skills they will not learn elsewhere. He also insists other countries, such as China, should adopt America’s liberal arts system, he says, “The Chinese may be coming around to the view that a primary focus on technical training is not serving them adequately-that if they aspire to world leadership, they will have to provide young people with a broader perspective” (Ungar 231). In other words, Ungar believes only a proper liberal arts education can help students achieve an open mind. Though I concede that a liberal
In our culture, children are trained to think of themselves as separate individuals from the time they are born” (123). The author tries to insinuate that the instructors should not expect the majority students to grasp the concept of individualism immediately they join the institution. Her theory tries to prove the need for the instructors to understand different student abilities and needs. For example, Americans delineate children as soon as they are born. In contrast, other cultures embrace the children and the issue of individualism is not as pronounced as in America.
Shot 1: Cut to a straight on, medium long shot of the execution squad, Hardy and Bredow sitting in a car. The camera appears to be placed on the dashboard, so that the front left of the frame contains the steering wheel and the car’s interior makes up the rest of the frame. Bredow sits on the left side of the frame behind the wheel, while Hardy is on the right side in the back seat of the car. It is evident that the car is moving from the sections of light and shadow that move across the characters faces and are casted on the walls of the interior. We hear the loud, mechanical sound of the car engine, over which Hardy says “Faster” as he commands Bredow to speed up his pursuit of the other car.
Traditions have been around for years, some being passed down from generation to generation while others are fairly new. Traditions explain why people act certain ways or why certain events happen. From academics, to cultures, to life, people follow their traditions because that is what they have always learned to do, reluctant to change the ways they have always lived. Many are scared of change, especially in traditions that have been around for so long, but changing traditional ways is inevitable because life is always changing. In “Project Classroom Makeover,” the author Cathy Davidson strongly supports changing the traditional education system because it is not keeping up with how modern students learn, with all these advances in technology
Did you know that China has one of the best education programs in the world? Why are China’s students so successful? They go to school year round. In fact, the number of year round schools increased 26% in 2007. Traditional schools started 100 years ago.
“We Should Cherish Our Children’s Freedom to Think”, written by Kie Ho, the author explained how the freedom affect or change the education system and students’ learning process by the experience of him and his son. Ho used how he studied when he was young compared to his son to explained the difference between how the “freedom” of learning affect the learning process. When he was 12, he had to learn the names of the cities by memorizing, but his son learned the names of the streets by creating or writing a map. In addition, Ho explained that when he was in high school, his teacher only taught him what was “alway” happen, but the teacher didn’t expend to him about reason of why this would happen or why this was like that. However, his son’s
In education, students tend to all be clumped together in the same classes, even if they all learn in all different ways and paces. In the essay, “Critical Literacy in Democratic Education: Responding to Sociopolitical Tensions in U.S. Schools” by Elaine J O’Quinn, the author discusses how students need to be taught more efficiently in order to not be targets of assumed political ideologies. For students to properly retain and actually learn all that needs to be, it would most benefit the students to be in an environment that is similar to their ideal learning style. However, many people are often offended if their child is in a low class and people explain that if they are ranked “lowest” in their classes, such as, A, B, C, D classes, then
Chen states “Teachers and administrators have more authority to make decisions than most traditional public schools. Basically, these schools are free from many of the regulations that apply to traditional public schools”
The California Department of Education (CDE) 5th grade curriculum and Common Core State Standards (CCSS) are designed to outline what students should know and comprehend by the end of the 5th grade school year. Each discipline has a brief overview of what the fourth grader should know before entering the next grade level, along with a description of 5th grade standards for each discipline. The curriculum makes up nine sections that covers the content, communication style, ways to support struggling readers and support for English learners. All curriculums are updated and revised by the Department of Education to align with the standards and to provide guidance to educators, parents, and publishers. This formative evaluation is done to make
Confucianism without Confusion What would Black Rock be like if we implemented ancient philosophies? How can we learn from ancient teachings to make our middle school a place where respect, piety, growth, and perseverance are just as important as academic accomplishments? These questions kickstart our journey into exploring how Confucian values can light the way at Black Rock Middle School. In this essay, we'll dive into how principles like preserving through challenges, showing continuous growth, and valuing higher class can become part of our school culture, making a real difference in the lives of everyone here. Let's uncover the power of Confucianism to shape not only how we learn, but also how we grow as people at Black Rock Middle School.
The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.
In china, we have large number of student in class, stay in same classroom and same seats for all different subjects. The atmosphere of class is more formal in china. The teacher was teach students all the context and explain to students, students only needs to understand and did homework. All the students are fully respect to teacher. Students spend large amount time to finish the homework by own selves.
Chinese educators teach the class as a whole. Students learn directly from teachers and expect to comprehend the materials as a group. Unlike the Chinese, I noticed that Americans value individual self-expression. Individuals cooperate with the groups to discover fundamental principles through their own works. These two ideas benefit students in varying ways.
Although Harry Wong focuses more on classroom management and not the demographics of the classroom, him and Gary Borich both equally emphasize the importance of a positive and supportive classroom environment for all students. Wong declares,” It is the teacher – what the teacher knows and can do—that makes the difference in the classroom.” (81) Effective teachers provide all students with equal opportunities for learning by utilizing culturally responsive direct instruction, questioning and classroom management. Caring for students and building a nurturing environment that accepts all students and allows them to engage in profound learning experiences are fundamental characteristics of effective
Within the realm of education, there are numerous ideologies that may be utilized to construct a curriculum. Several of these ideologies are more prominent than others. With this in mind, there are four main ideologies that are analyzed more frequently than others; these include Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction. Throughout this paper, the focal point will be assessing how these views are applied, both inside and outside the classroom.
