I. One possible subject that would be interesting to look into would be many people's hesitation to delve into philosophical texts. Philosophy sadly is the target of more than a few jokes and seems to have received a reputation as "useless" from many people... why is this? Why do people not become more involved in philosophy and all it has to offer?
II. Another topic that might be interesting to examine would be the question of why do a great many students seem uninterested in their studies? From personal experience and seeing everything I have going through school to this point many people exert the least amount of effort required in order to squeeze by. Education is something vitally important is it not? What causes students to be uninterested? What processes are at work here?
III. A final topic that seems appealing and relevant would be looking at the impact of new technological advances and how they will come to impact our lives. Looking to the work of Ray Kurzweil brings thoughts of technological advances and their impacts to light. Is important to stop and "reflect on teh effects and outcomes of technology," says Ray. A paper doing just this might be successful.
Wachau, Austria
Tuesday, November 16, 2010
Thursday, November 11, 2010
Paragraph Revision
The system that is currently in place has had it’s structure dictated by standardized tests, and this is why the system has serious short-comings. This system is oriented towards preparing students for a test, rather than concentrating on the big picture of teaching skills such as synthesis of information, and channeling creativity into productive areas. Performance on a test becomes inconsequential once one is immersed into the real world and an entirely different skill-set is needed. Education must be rethought, so that it is is applied on a personal level, because once this happens the natural desire of any child to learn will take over and the teacher will only need to guide their desire to learn, rather than try and force-feed the students information. Studies conducted by Sugata Mitra show quite clearly that students have a very natural drive to learn. If a system were implemented, where students natural desires to learn could be elicited, success of education would grow exponentially each year. Mitra stresses incredible education occurred in his tests when, “I set the children up with material and... then I left.”₇ In addition to this insight, Sir Ken Robinson has likewise critiqued the education system, he believes that “creativity is as important in education as literacy,” and that in, “our education systems, mistakes are the worst things you can make.”₈ By conditioning students to think that mistakes are unacceptable, Sir Robinson believes that we “destroy this capacity [for creativity and innovation].”₈
Fixed:
The system that is currently in place has had it’s structure dictated by standardized tests, and this is why it has such serious short-comings. This system is oriented towards preparing students for a test, rather than concentrating on the bigger picture of teaching skills such as synthesis of information, and channeling creativity into productive areas. Performance on a test becomes inconsequential once immersed in the real world, where an entirely different skill-set is needed. Education must be rethought so that it is is applied on a personal level, rather than on a standardized level. Once this happens the natural desire of any child to learn will take over, and the teacher will only need to guide their natural desire to learn, rather than try and force-feed the students information. Mark Twain once said, "I never let my schooling interfere with my education." Once standardized testing receives less emphasis schooling won't be a hinderance to a child's education.
Studies conducted by Sugata Mitra show quite clearly that students have a very natural drive to learn. If a system were implemented, where student's natural desires to learn could be elicited, success of education would grow exponentially each year. Mitra stresses incredible education occurred in his tests when, “I set the children up with material and... then I left.”7 Clearly education must be changed to take advantage of a student's natural urges. In addition to this insight, Sir Ken Robinson has likewise critiqued the education system, he believes that “creativity is as important in education as literacy,” and that in, “our education systems, mistakes are the worst things you can make.”8 By conditioning students to think that mistakes are unacceptable, Sir Robinson believes that we “destroy this capacity [for creativity and innovation].”9 These insights are vital points to focus on, and to hold in mind.
Fixed:
The system that is currently in place has had it’s structure dictated by standardized tests, and this is why it has such serious short-comings. This system is oriented towards preparing students for a test, rather than concentrating on the bigger picture of teaching skills such as synthesis of information, and channeling creativity into productive areas. Performance on a test becomes inconsequential once immersed in the real world, where an entirely different skill-set is needed. Education must be rethought so that it is is applied on a personal level, rather than on a standardized level. Once this happens the natural desire of any child to learn will take over, and the teacher will only need to guide their natural desire to learn, rather than try and force-feed the students information. Mark Twain once said, "I never let my schooling interfere with my education." Once standardized testing receives less emphasis schooling won't be a hinderance to a child's education.
Studies conducted by Sugata Mitra show quite clearly that students have a very natural drive to learn. If a system were implemented, where student's natural desires to learn could be elicited, success of education would grow exponentially each year. Mitra stresses incredible education occurred in his tests when, “I set the children up with material and... then I left.”7 Clearly education must be changed to take advantage of a student's natural urges. In addition to this insight, Sir Ken Robinson has likewise critiqued the education system, he believes that “creativity is as important in education as literacy,” and that in, “our education systems, mistakes are the worst things you can make.”8 By conditioning students to think that mistakes are unacceptable, Sir Robinson believes that we “destroy this capacity [for creativity and innovation].”9 These insights are vital points to focus on, and to hold in mind.
Monday, November 8, 2010
Teachers: Go Straight to Jail, Do Not Pass Go, Do Not Collect $200.
Merit-pay questions mount: Will teachers lose their jobs? Their careers? Is the bill legal? " McClatchy
I have examined an article on merit-based pay for teachers. The article essentially covers the issue in it's relation to the Florida education system, which is attempting to use the merit-based system for paying it's teachers. The article goes through the various levels of he issues. It touches on the concerns that many teachers have; many fear the implications of the new system effecting their tenure, or job security, their wages currently, and some feel that this bill is degrading to them. The article addresses these concerns and the answers are as follows, the teachers already having tenure would be covered to an extent, new teachers however would have an annual contract and could be fired at any time. The wages of teachers already teaching would not change but all raises in the future would depend on the new system.
The article then addresses the issue of how the actual teacher assessment would be carried out. The system would focus mainly on 'student achievement' which would be assessed through tests of the students. Other methods that would go along with this main method would include evaluation of teaching habits, classroom techniques, discipline, &c.
The article itself is heavy on all aspects of rhetorical devices. The initial worries of teachers and the implications of the new system are very heavy on the pathos. The teachers are very clearly worried about their livelihood. The teachers are having a very emotional reaction to the proposal, and empathy makes the reader feel what they feel. "They fear it would cut their future pay, strip away their job security and blame them for the failings of students and parents." This shows the emotional anguish of teachers, the helplessness in the face of this proposal.
The article similarly uses logos in it's discussion of how the plan might be used in it's assessment of teachers. The article lays out the logical structure of the assessment in the hopes of convincing the readers of the rationality of the assessment methods in determining the quality of the teachers. The article illuminates the plan to have teachers on annual "probationary" contracts, as a logical way to eliminate teachers who are found to be "bad" as they call them. This is an attempt to show the logic behind the proposed system, and it's goals.
The article also raises heavy ethos. There are many critical ethical issues tied in with the arguments over merit-based pay. For example is it ethical to be able to assess teachers every year and to have the ability to fire teachers on the spot if they do no meet assessment standards? The article addresses the legality of the bill. The bill itself is a direct violation of the Florida constitution, guaranteeing workers, "collective bargaining for wages and benefits as a fundamental right." This in particular is an important point to consider in the issue as it is one that very well may make or break the entire bill.
I believe that this article brings up quite a few important points on the topic of merit-based pay, and I will certainly want to include the moral/legal issues in the article. It is certainly a good source for my paper.
I have examined an article on merit-based pay for teachers. The article essentially covers the issue in it's relation to the Florida education system, which is attempting to use the merit-based system for paying it's teachers. The article goes through the various levels of he issues. It touches on the concerns that many teachers have; many fear the implications of the new system effecting their tenure, or job security, their wages currently, and some feel that this bill is degrading to them. The article addresses these concerns and the answers are as follows, the teachers already having tenure would be covered to an extent, new teachers however would have an annual contract and could be fired at any time. The wages of teachers already teaching would not change but all raises in the future would depend on the new system.
The article then addresses the issue of how the actual teacher assessment would be carried out. The system would focus mainly on 'student achievement' which would be assessed through tests of the students. Other methods that would go along with this main method would include evaluation of teaching habits, classroom techniques, discipline, &c.
The article itself is heavy on all aspects of rhetorical devices. The initial worries of teachers and the implications of the new system are very heavy on the pathos. The teachers are very clearly worried about their livelihood. The teachers are having a very emotional reaction to the proposal, and empathy makes the reader feel what they feel. "They fear it would cut their future pay, strip away their job security and blame them for the failings of students and parents." This shows the emotional anguish of teachers, the helplessness in the face of this proposal.
The article similarly uses logos in it's discussion of how the plan might be used in it's assessment of teachers. The article lays out the logical structure of the assessment in the hopes of convincing the readers of the rationality of the assessment methods in determining the quality of the teachers. The article illuminates the plan to have teachers on annual "probationary" contracts, as a logical way to eliminate teachers who are found to be "bad" as they call them. This is an attempt to show the logic behind the proposed system, and it's goals.
The article also raises heavy ethos. There are many critical ethical issues tied in with the arguments over merit-based pay. For example is it ethical to be able to assess teachers every year and to have the ability to fire teachers on the spot if they do no meet assessment standards? The article addresses the legality of the bill. The bill itself is a direct violation of the Florida constitution, guaranteeing workers, "collective bargaining for wages and benefits as a fundamental right." This in particular is an important point to consider in the issue as it is one that very well may make or break the entire bill.
I believe that this article brings up quite a few important points on the topic of merit-based pay, and I will certainly want to include the moral/legal issues in the article. It is certainly a good source for my paper.
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