Bell Hooks, in the introductory passage of her book Teaching to Transgress, describes the transgression needed to bring reform to teaching to make the classroom/academic environment more appealing and engaging. She namely argues that the learning environment should generate both excitements for students, but also teachers.
Engagement through excitement, according to Bell Hooks is a remedy to what she defines as the crisis in education: "students often do not want to learn and teachers do not want to teach." Bell Hooks, within her more universal theoretical projections, infuses such beliefs with her own personal experience as both a student and a teacher. Her motives for wanting to transgress the academic pedagogy become enriched with the integration of her personal experiences, making the aims of her collection of essay concise, clear, and accessible to readers through her personal testifications.
The reading and concepts briefly addressed in Bell Hooks introduction were not very hard to interoperate, but from the first page on, it was intriguing to me as a reader to see where it was going. I love bell hooks work for the simple fact that she takes large ideas and makes them tangible for the reader by interjecting her own experiences. Even if the reader doesn’t relate directly to the excerpts she shares from her own life. They create a mood embedded in the text that is friendly for an outsider, especially when dealing with dull or complex issues.
I have read two other books of Bell Hooks, and she seems to incorporate the same experiences in different books and essays and much like she notes in this passage "written separately for a variety of contexts there is unavoidably some degree of overlap; ideas are repeated." it was in reading her brief summery of her education experiences going from a segregated to desegregated schools, and her undergraduate and graduate studies, that I directly remember her addressing those in the previous books I have read. It was interesting to me because I felt like I could put together some of the details that were not there making the ideas more complete.
Sunday, March 1, 2009
Monday, February 16, 2009
Oakes & Lipton Response
The excerpts we read from Oakes and Lipton’s Teaching to Change the World, familiarize us both the history of education as well as trace the evolution that revolve around learning, intelligence, and behavior. The first chapter attempts to establish a historical and socio-cultural context of education in the United States as well as deconstruct the development of nationalized education: covering visions by Thomas Jefferson to Horace Mann, to events such as Brown vs. The Board of Education and national concerns about international competition.
While breaking down education as an institution in this country, this chapter also integrates other historical lineages to help support the readers understanding of the material. Many of such examples cited in the text include the transition of rural farm communities to mass urbanized cities, immigration and migration, industrialization, race and equality, segregation and desegregation, poverty versus affluence, social mobility versus social isolation, central versus local control. This material is organized throughout the reading to help us understand the growing complexity that education faced as each of these factors became matriculated into the American social fabric. Along with our understanding of these complexities in education, issues develop in terms of standards and expectation of what the achievements of education should be: from basic skills teaching individuals to how to read, to the development of elementary and high schools. There is a strong reference throughout the text to the structural commonalities both industry and education as institutions have shared throughout our history. Another major point in the shaping of common and public schooling that is emphasized is the prejudices toward minorities and immigrants by middle class and affluent whites and the impact it has had on our society and also who we are as individual learners. This chapter essentially establishes the context and framework needed to construct the history in education and learning theory which becomes addressed in the following chapter.
Traditional Learning Theories follows the same historical lineage that is summarized in the first chapter, but focuses more closely on the psychological and philosophical theories that develop rather than social and institutional focus that we saw in the first. Most of the theories discussed in the first few sections lack any real rationalization in modern terms but display the rudimentary concepts of our understanding of our own intelligence and learning curve. The chapter traces events such as the renaissance and enlightenment period, to the development of IQ tests and its threads in standardized testing (SAT), to the divorce of psychology into different schools of thought such as behavioral, observational, and later cognitive studies. Much like the first chapter drew comparisons between education and industry, this chapter follows the same contrastive fashion, but instead, among a plethora of different theories and scientists. From enlightenment thinkers such as Locke and Descartes who first pondered our understanding of our own intelligence, to Darwin and Mandells' evolution and inheritance theories, or Pavlov and Skinner’s conditioning theories toward behavior. Each comparison is tightly woven together and later becomes attributed or referenced by more contemporary schools of thought. The introduction of the chapter discusses the controversial Bell Curve, a theory that states that minorities and the poor do not have the brain capacity to learn after a certain point. Most of the theoretical lineage discussed in this chapter alludes to the development of this theory. As the introduction establishes, many of these early behavioral and learning theories have been proven inaccurate by what the next chapter covers: cognitive theories of learning and socially just teaching methods. Perhaps because of the lack of validity many of these initial theories had, later theorists felt more compelled to become more accurate and precise with their conclusions and are much more related to the contemporary models of education we see today.
I found the second chapter difficult, it was a challenge to connect the theories already mentioned when they were being referred to in a newer theory, and siphoning out their relationships or differences. Much like our first reading, the text is very dense with information.
I really enjoyed the first chapter, as it brought up a lot of historical events that I have had knowledge about, but never really saw their relativity to other things. Particularly within the type of artwork I produce, which is mainly documentary, the sections discussing social issues in urban areas that have been heavily altered by industrialization and (more importantly) deindustrialization/deurbanization and its affects on communal infrastructure really resonated with me. It also resonated with the same passions and interests I have for wanting to teach, particularly people that have been marginalized in these areas of our society. I believe that this portion was written wonderfully and concise to such an overwhelming and complex issue, from when they discuss the affects of the “great white flight” from cities after schools were desegregated, to the amputation of industry level blue-collar jobs in Detroit because of international competition in the car industry, to the complete lack of resources and support for inner-city poor students that already have it hard enough as it is.
Perhaps more than other readings, I really felt my liberal stance on politics solidify in this text. It highlighted with cold hard information why conservative (traditionalist) thinking, is just well…backwards, particularly in terms of education.
To me, I had a hard time trying to see some of the theories addressed in second chapter as even valid. I know that because of such schools of thought more valid theories developed, but some of what was said just seemed inconceivable to actually be true. I morally had a hard time with a lot of it. In the second chapter, felt I was able to appropriate more of my own personal learn experiences to what was discussed. For example, when reading about the reward and punishment behavioral theories, I remembered my fourth grade teacher that rewarded us at the end of the day with “Moser (her last name) Mullah.” At the end of the year, we all had to bring in a personal belonging to auction off, with the “Moser currency.” Anyone who didn’t have much currency would be out-auctioned by a student who had a huge stash. Typically, people would overbid on something just to make the others reali0ze they had nothing: it was a power trip.
I also identified with the portion talking about standardized testing, and how tests like the SAT don’t actually gadge what is learned, but more their learning capacity. I also thought about the idea that the material on the tests cannot be engaging because it has no relevance to the student’s interests or culture.
Another part of the text that related to many curriculums and classrooms I have been through was the assertive discipline of writing a name up on a board, or suspending them, it only openly seems to force a student into acknowledging the classification that they are a failure.
I thought that the inclusion of quotes from first year teachers really made the chapters we read powerful. Its one thing for editors or psychologists to discuss theory, but its another thing all together to have supporting statements from people who are actually working in the field.
While breaking down education as an institution in this country, this chapter also integrates other historical lineages to help support the readers understanding of the material. Many of such examples cited in the text include the transition of rural farm communities to mass urbanized cities, immigration and migration, industrialization, race and equality, segregation and desegregation, poverty versus affluence, social mobility versus social isolation, central versus local control. This material is organized throughout the reading to help us understand the growing complexity that education faced as each of these factors became matriculated into the American social fabric. Along with our understanding of these complexities in education, issues develop in terms of standards and expectation of what the achievements of education should be: from basic skills teaching individuals to how to read, to the development of elementary and high schools. There is a strong reference throughout the text to the structural commonalities both industry and education as institutions have shared throughout our history. Another major point in the shaping of common and public schooling that is emphasized is the prejudices toward minorities and immigrants by middle class and affluent whites and the impact it has had on our society and also who we are as individual learners. This chapter essentially establishes the context and framework needed to construct the history in education and learning theory which becomes addressed in the following chapter.
Traditional Learning Theories follows the same historical lineage that is summarized in the first chapter, but focuses more closely on the psychological and philosophical theories that develop rather than social and institutional focus that we saw in the first. Most of the theories discussed in the first few sections lack any real rationalization in modern terms but display the rudimentary concepts of our understanding of our own intelligence and learning curve. The chapter traces events such as the renaissance and enlightenment period, to the development of IQ tests and its threads in standardized testing (SAT), to the divorce of psychology into different schools of thought such as behavioral, observational, and later cognitive studies. Much like the first chapter drew comparisons between education and industry, this chapter follows the same contrastive fashion, but instead, among a plethora of different theories and scientists. From enlightenment thinkers such as Locke and Descartes who first pondered our understanding of our own intelligence, to Darwin and Mandells' evolution and inheritance theories, or Pavlov and Skinner’s conditioning theories toward behavior. Each comparison is tightly woven together and later becomes attributed or referenced by more contemporary schools of thought. The introduction of the chapter discusses the controversial Bell Curve, a theory that states that minorities and the poor do not have the brain capacity to learn after a certain point. Most of the theoretical lineage discussed in this chapter alludes to the development of this theory. As the introduction establishes, many of these early behavioral and learning theories have been proven inaccurate by what the next chapter covers: cognitive theories of learning and socially just teaching methods. Perhaps because of the lack of validity many of these initial theories had, later theorists felt more compelled to become more accurate and precise with their conclusions and are much more related to the contemporary models of education we see today.
I found the second chapter difficult, it was a challenge to connect the theories already mentioned when they were being referred to in a newer theory, and siphoning out their relationships or differences. Much like our first reading, the text is very dense with information.
I really enjoyed the first chapter, as it brought up a lot of historical events that I have had knowledge about, but never really saw their relativity to other things. Particularly within the type of artwork I produce, which is mainly documentary, the sections discussing social issues in urban areas that have been heavily altered by industrialization and (more importantly) deindustrialization/deurbanization and its affects on communal infrastructure really resonated with me. It also resonated with the same passions and interests I have for wanting to teach, particularly people that have been marginalized in these areas of our society. I believe that this portion was written wonderfully and concise to such an overwhelming and complex issue, from when they discuss the affects of the “great white flight” from cities after schools were desegregated, to the amputation of industry level blue-collar jobs in Detroit because of international competition in the car industry, to the complete lack of resources and support for inner-city poor students that already have it hard enough as it is.
Perhaps more than other readings, I really felt my liberal stance on politics solidify in this text. It highlighted with cold hard information why conservative (traditionalist) thinking, is just well…backwards, particularly in terms of education.
To me, I had a hard time trying to see some of the theories addressed in second chapter as even valid. I know that because of such schools of thought more valid theories developed, but some of what was said just seemed inconceivable to actually be true. I morally had a hard time with a lot of it. In the second chapter, felt I was able to appropriate more of my own personal learn experiences to what was discussed. For example, when reading about the reward and punishment behavioral theories, I remembered my fourth grade teacher that rewarded us at the end of the day with “Moser (her last name) Mullah.” At the end of the year, we all had to bring in a personal belonging to auction off, with the “Moser currency.” Anyone who didn’t have much currency would be out-auctioned by a student who had a huge stash. Typically, people would overbid on something just to make the others reali0ze they had nothing: it was a power trip.
I also identified with the portion talking about standardized testing, and how tests like the SAT don’t actually gadge what is learned, but more their learning capacity. I also thought about the idea that the material on the tests cannot be engaging because it has no relevance to the student’s interests or culture.
Another part of the text that related to many curriculums and classrooms I have been through was the assertive discipline of writing a name up on a board, or suspending them, it only openly seems to force a student into acknowledging the classification that they are a failure.
I thought that the inclusion of quotes from first year teachers really made the chapters we read powerful. Its one thing for editors or psychologists to discuss theory, but its another thing all together to have supporting statements from people who are actually working in the field.
Monday, February 9, 2009
Eisner Response
The excerpt we read from Eisner covers a wide range of theory relating to arts education, and how it not only can benefit other forms of education, but can also imbue our own personal understanding of ourselves as individuals, as well as developing a stronger understanding of our enviernment. Eisner doesn't only reference the importance of arts education in the arts, but brings in sociological, psychological, and anthropological perspectives to help enhance our understanding of art education's importance.
Within the first chapter we read, Eisner summarizes the sociological and psychological impacts art has on the individual in relationship to certain components that are inherent in the creative process. Art does not just allow us to imagine and recall, but allows us to preconceive and imagine. He stresses that the tools of creative expression like representation, editing, inscription, communication, and the element of suprise all directly relate to how we learn and formulate our intelligence about both what is relevant to art and that which might seem unrelated. He begins to weave in the ideas of cultural impacts and its relation to the personal expierence, and how surprise and discovery lead us to somatic knowledge.
The next two chapters don't address the theoretical aspects of the creative process but instead begin to examine specific examples of how arts education can be appropriated into other disciplines, as well as examples of art education curricula and the theoretical benefits that revolve around them. With the second chapter we read serving as an introduction, Eisner looks toward history to illustrate whgat he begins to discuss in the following chapter in much more present terms. Such historical milestones include a discussion of the Bauhaus in Europe, as well as the development of integrated arts curricula. Eisner reflects on some of the psychological theory he discussed earlier with these different arts education formulas with concepts such as intrinsic motivation, cognative and perceptive reactions, as well as a comparison of what personal and creative expression can achieve that literal processes can not.
The readings were not so much a challange, but were dense with information and ideas that were all very intricatally woven together. To really comprehend Eisner, a great deal of analysis was required i felt: its something you could read over and over again and a new dimension of complexity would emerge from it. Overall, i found it fascinating.
Within the first chapter we read, Eisner summarizes the sociological and psychological impacts art has on the individual in relationship to certain components that are inherent in the creative process. Art does not just allow us to imagine and recall, but allows us to preconceive and imagine. He stresses that the tools of creative expression like representation, editing, inscription, communication, and the element of suprise all directly relate to how we learn and formulate our intelligence about both what is relevant to art and that which might seem unrelated. He begins to weave in the ideas of cultural impacts and its relation to the personal expierence, and how surprise and discovery lead us to somatic knowledge.
The next two chapters don't address the theoretical aspects of the creative process but instead begin to examine specific examples of how arts education can be appropriated into other disciplines, as well as examples of art education curricula and the theoretical benefits that revolve around them. With the second chapter we read serving as an introduction, Eisner looks toward history to illustrate whgat he begins to discuss in the following chapter in much more present terms. Such historical milestones include a discussion of the Bauhaus in Europe, as well as the development of integrated arts curricula. Eisner reflects on some of the psychological theory he discussed earlier with these different arts education formulas with concepts such as intrinsic motivation, cognative and perceptive reactions, as well as a comparison of what personal and creative expression can achieve that literal processes can not.
The readings were not so much a challange, but were dense with information and ideas that were all very intricatally woven together. To really comprehend Eisner, a great deal of analysis was required i felt: its something you could read over and over again and a new dimension of complexity would emerge from it. Overall, i found it fascinating.
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