From W.S. Society and education go hand and hand. Society is big brother always looking at all aspects of education. It is also the political, economic, technological, moral, and spiritual indicators of education. Society is deeply rooted culturally with value and belief base roots. Society looks upon education as having the responsibility to wisely choose content and activities to enhance and nurture growth in society. Let’s not forget the prime purpose of schools is to keep American culture healthy. . True education is the developing of each individual towards his own well-being and that of society. By the same token education has to keep to the middle of the road. The book points out education: as it currently exist as liberating or oppressive, sensitive or insensitive, right or wrong, religious or nonreligious, and so on. Society is a reflection of teaching methodology.
Given the current structure of public education how do we maximize that premise? By ensuring that students who are most likely to provide the most benefits to society receive the highest and best education possible. So when are our schools going to stop teaching to the lowest common denominator? Whatever happened to tracking? It is slowly making progress back into the public schools (that's a good thing). We need to do what will advance society THE MOST. Until we stop fooling ourselves with educational political correctness and insist that all students be challenged at the same level or for that matter that all students can handle the same amount of challenge we will continue down a path of mediocrity. Once you get into college, there is a "weeding out" process. I suggest we move that "weeding out" process into high school. There are some children that simply cannot handle or desire a public education. Do we make the rest of society suffer? Does the good of the one out-way the good of the many? Not in a democracy. The good of the many (society) should out-way the good of the one. What is necessary is the re-organization not of schools, but of society
I think the book states it well when it says “schools exist within, not apart from, social context.” Through curricula and the school cultures within which curricula are experienced, schools influence the cultures of people that schools serve. At the same time culture affects schools too. The population in the United States is becoming more and more diverse. This diversity also brings more cultural variance to schools. Our students bring their background knowledge and culture with them to our classrooms. It is important for curriculum workers to acknowledge the societal changes when they design curriculum. Not one theory or method will meet the individual demands of such a diverse student population. Society is not only the social demographic aspects of humans. Society also deals with political, economic, technological, moral, religious, and artistic realms of human interaction. Teachers and curriculum workers cannot ignore these factors when implementing materials. The fact is school and cultures are mutually impacting systems. Teachers and curriculum workers have the difficult task of designing and implementing curriculum to an ever changing society. For example, Learning Focused Strategies (LFS) is a curriculum that is beneficial in having academic achievement for some students. However, LFS does not necessarily meet the accommodation needs of students who are ESOL or who have learning disabilities. These groups of students need s are considered in the sometimes overly structured curriculum. Knowing about societies diverse needs is important to understand because it does impact how curriculum is designed and implemented.
The book states that schools exist within, not apart from social contexts. Schools and their curricula cannot be removed from their social and cultural contexts. David Purpel notes that “educators, along with members of the general public, are answerable for the creation, preservation, and/or re-creation of the general society”. Schools impact the students they serve, and students impact the school in which they attend. Educators, according to the book, must reflect on the relationship between school and society if they are to mindfully develop and deliver a sound curriculum. Persons with curricular responsibilities must understand that they have to generate ways to teach students to live in a positive and productive community. Every educator has the responsibility that they are not only delivering academic content, but social content in the sense that they are developing a mindful citizen of society. Of course, different people will impact students in different ways, whether that impact will be positive or negative. But the book clearly states that educators cannot divorce themselves from the world (i.e. school culture).
I find it important that we do acknowledge and understand our social realities at school. We are ultimately producing citizens that will participate in society one day. Knowing the social foundations of curriculum is as important as ever. Our society today reflects such diversity with students hailing from all backgrounds, languages, customs, religions, values and beliefs. Curriculum specialists now more than ever have to look at social contexts as an integral part of the curriculum. Character education, whether teaching it formally or informally, is a critical part of teaching. Providing students with the necessary social and life skills is our responsibility. We should listen to the radical voices as the book states and fight for the underdog students. We should be flexible and open to dialogue, because ultimately, we have the power to raise or cripple a child.
The books states it best by saying that through their curricula and the school cultures within which curricula are experienced, schools influence the cultures of the people that the schools serve. Likewise, the cultures affect and shape the schools and their curricula. The school and the culture are equally impacting systems, each giving the other various cultural scripts to follow. As David Purpel notes, educators, along with members of the general public, are answerable for the creation, preservation, and/or re-creation of the general society. We have the challenge of generating ways in which we all can live productively in our community. It’s impossible to meaningfully consider the development or delivery of curriculum without reflecting on the relationship between schools and society. Students are not going to want to learn and participate in the classroom if the curriculum doesn’t relate to their culture or life in some way or another. Understanding that school and society are connected is the only way to teach students how to work together and accept each other for their differing customs, beliefs, values, languages, religions, and social situations. This is especially true today as schools continue to grow with students who come from so many different places and backgrounds. I think of the movie Freedom Writers for this question because the only way to reach those students was to tap into their personal situations and bring their experiences into the classroom in order to show them the connection they all had with what they were reading and studying.
I like what Kristin says about the hard task that schools have today with designing and implementing curriculum to meet the needs of our ever-changing society. I don't think there will ever be a perfect curriculum to meet all students needs at one time because that would be impossible. I also don't believe that a curriculum such as LFS benefits all schools because every school has a different population. We need to consider our unique populations and continue to design curriculum that meets the varying needs of our students.
As David Purpel notes, educators, along with members of the general public, are answerable for the creation, preservation, and/or re-creation of the general society. They have the challenge of generating ways in which we all can live in community, hopefully, productively within community. It is important for all, especially curriculum decision makers, to recognize that we cannot opt out of this responsibility. It is vital for person with curricular responsibilities to understand that schools exist with social context because teachers are role-models for students and they help shape our society. Children imitate what they see in their surroundings. Therefore, it is vital for teachers to be the best example they can be. However, I think that the State controls how children will be shaped and eventually how our society will function. At this moment the system is not concerned how the child will develop holistically. On the contrary, the system is molding children suitable for jobs. However, we are not teaching students how to communicate, manage, and build a confident character. The majority of the curriculum in first grade does not teach a child how to function in society. For example, the curriculum focuses on solving complicated, non-applicable material, which will be forgotten as soon as the book closes. Overall, it is a shame to see how teachers are being manipulated by the system to focus mainly on a curriculum which does not focus on the holistic nature of a child.
From W.S.
ReplyDeleteSociety and education go hand and hand. Society is big brother always looking at all aspects of education. It is also the political, economic, technological, moral, and spiritual indicators of education. Society is deeply rooted culturally with value and belief base roots. Society looks upon education as having the responsibility to wisely choose content and activities to enhance and nurture growth in society. Let’s not forget the prime purpose of schools is to keep American culture healthy.
. True education is the developing of each individual towards his own well-being and that of society.
By the same token education has to keep to the middle of the road. The book points out education: as it currently exist as liberating or oppressive, sensitive or insensitive, right or wrong, religious or nonreligious, and so on. Society is a reflection of teaching methodology.
Given the current structure of public education how do we maximize that premise? By ensuring that students who are most likely to provide the most benefits to society receive the highest and best education possible. So when are our schools going to stop teaching to the lowest common denominator? Whatever happened to tracking? It is slowly making progress back into the public schools (that's a good thing). We need to do what will advance society THE MOST. Until we stop fooling ourselves with educational political correctness and insist that all students be challenged at the same level or for that matter that all students can handle the same amount of challenge we will continue down a path of mediocrity. Once you get into college, there is a "weeding out" process. I suggest we move that "weeding out" process into high school. There are some children that simply cannot handle or desire a public education. Do we make the rest of society suffer? Does the good of the one out-way the good of the many? Not in a democracy. The good of the many (society) should out-way the good of the one.
What is necessary is the re-organization not of schools, but of society
I think the book states it well when it says “schools exist within, not apart from, social context.” Through curricula and the school cultures within which curricula are experienced, schools influence the cultures of people that schools serve. At the same time culture affects schools too. The population in the United States is becoming more and more diverse. This diversity also brings more cultural variance to schools. Our students bring their background knowledge and culture with them to our classrooms. It is important for curriculum workers to acknowledge the societal changes when they design curriculum. Not one theory or method will meet the individual demands of such a diverse student population. Society is not only the social demographic aspects of humans. Society also deals with political, economic, technological, moral, religious, and artistic realms of human interaction. Teachers and curriculum workers cannot ignore these factors when implementing materials. The fact is school and cultures are mutually impacting systems. Teachers and curriculum workers have the difficult task of designing and implementing curriculum to an ever changing society. For example, Learning Focused Strategies (LFS) is a curriculum that is beneficial in having academic achievement for some students. However, LFS does not necessarily meet the accommodation needs of students who are ESOL or who have learning disabilities. These groups of students need s are considered in the sometimes overly structured curriculum. Knowing about societies diverse needs is important to understand because it does impact how curriculum is designed and implemented.
ReplyDeleteThe book states that schools exist within, not apart from social contexts. Schools and their curricula cannot be removed from their social and cultural contexts. David Purpel notes that “educators, along with members of the general public, are answerable for the creation, preservation, and/or re-creation of the general society”. Schools impact the students they serve, and students impact the school in which they attend. Educators, according to the book, must reflect on the relationship between school and society if they are to mindfully develop and deliver a sound curriculum. Persons with curricular responsibilities must understand that they have to generate ways to teach students to live in a positive and productive community. Every educator has the responsibility that they are not only delivering academic content, but social content in the sense that they are developing a mindful citizen of society. Of course, different people will impact students in different ways, whether that impact will be positive or negative. But the book clearly states that educators cannot divorce themselves from the world (i.e. school culture).
ReplyDeleteI find it important that we do acknowledge and understand our social realities at school. We are ultimately producing citizens that will participate in society one day. Knowing the social foundations of curriculum is as important as ever. Our society today reflects such diversity with students hailing from all backgrounds, languages, customs, religions, values and beliefs. Curriculum specialists now more than ever have to look at social contexts as an integral part of the curriculum. Character education, whether teaching it formally or informally, is a critical part of teaching. Providing students with the necessary social and life skills is our responsibility. We should listen to the radical voices as the book states and fight for the underdog students. We should be flexible and open to dialogue, because ultimately, we have the power to raise or cripple a child.
The books states it best by saying that through their curricula and the school cultures within which curricula are experienced, schools influence the cultures of the people that the schools serve. Likewise, the cultures affect and shape the schools and their curricula. The school and the culture are equally impacting systems, each giving the other various cultural scripts to follow. As David Purpel notes, educators, along with members of the general public, are answerable for the creation, preservation, and/or re-creation of the general society. We have the challenge of generating ways in which we all can live productively in our community. It’s impossible to meaningfully consider the development or delivery of curriculum without reflecting on the relationship between schools and society. Students are not going to want to learn and participate in the classroom if the curriculum doesn’t relate to their culture or life in some way or another. Understanding that school and society are connected is the only way to teach students how to work together and accept each other for their differing customs, beliefs, values, languages, religions, and social situations. This is especially true today as schools continue to grow with students who come from so many different places and backgrounds. I think of the movie Freedom Writers for this question because the only way to reach those students was to tap into their personal situations and bring their experiences into the classroom in order to show them the connection they all had with what they were reading and studying.
ReplyDeleteI like what Kristin says about the hard task that schools have today with designing and implementing curriculum to meet the needs of our ever-changing society. I don't think there will ever be a perfect curriculum to meet all students needs at one time because that would be impossible. I also don't believe that a curriculum such as LFS benefits all schools because every school has a different population. We need to consider our unique populations and continue to design curriculum that meets the varying needs of our students.
ReplyDeleteAs David Purpel notes, educators, along with members of the general public, are answerable for the creation, preservation, and/or re-creation of the general society. They have the challenge of generating ways in which we all can live in community, hopefully, productively within community. It is important for all, especially curriculum decision makers, to recognize that we cannot opt out of this responsibility.
ReplyDeleteIt is vital for person with curricular responsibilities to understand that schools exist with social context because teachers are role-models for students and they help shape our society. Children imitate what they see in their surroundings. Therefore, it is vital for teachers to be the best example they can be. However, I think that the State controls how children will be shaped and eventually how our society will function. At this moment the system is not concerned how the child will develop holistically. On the contrary, the system is molding children suitable for jobs. However, we are not teaching students how to communicate, manage, and build a confident character. The majority of the curriculum in first grade does not teach a child how to function in society. For example, the curriculum focuses on solving complicated, non-applicable material, which will be forgotten as soon as the book closes. Overall, it is a shame to see how teachers are being manipulated by the system to focus mainly on a curriculum which does not focus on the holistic nature of a child.