Class inequalities are reproduced and education does not provide a means of social mobility. This acts as a continuous cycle down generations, as a result families that are working class cannot move up the social ladder therefore cannot join the Bourgeoisie. Bowles and Gintis (1967) argue that the education system disguises the fact that there is no equality of opportunity in education, and that social class, ethnicity and gender are the main influences on future success. Marxists believe that the hidden curriculum helps to persuade society’s future citizens to accept the dominant ideology and their position in a society based on inequality, exploitation and conflict. Functionalists however argue that the hidden curriculum prepares younger generations for life in the work place, For example, we obey higher authority such as teachers, of which in the work place would be our employer.
The NYC schools provided structure and a learning focus but were too authoritative and had no checks and balances for its leaders. The public had no input in the decision making process. Ravitch says this has failed our democracy. The micro-management of the NYC schools and the San Diego schools has caused too much controversy with unions, teachers, administrators, and communities. “If a get tough policy saps educators of their initiative, their craft, and their enthusiasm, then it is hard to believe that the results are worth having” (Ravitch,
in lab experiments the participant has the right to withdraw. e.g. the teacher has free will and therefore can walk away from the researcher whenever they like. Also teachers want to remain anonymous as they're not allowed to label student, so if their caught labelling they dont want others to know as it will put a bad name on the school. Whn using lab experiments to study labelling in education, it is done in a school.
His explanation of the teacher student relationship reveals the readers assumption of his subject matter. ` In Friere’s first dichotomy of education the teacher lectures, “…about reality as if it were motionless, static, compartmentalized, and predictable” which in turn loses the interest of the student. In doing this, the teacher is doing nothing for the student, but engaging in what Friere calls “the banking concept of education”. The banking concept involves direct lecture of the teacher on any topic, going over each aspect expecting the student to simply memorize rather than understand what they are learning. Thus, the teacher is making a “deposit” into the “bank” or mind of the student where the information sits accordingly.
Freire believes that this concept of education is suited for oppressors, to have the overwhelming control in aiming the student to adapt to this doctrine. He opposes to this educational system and one can understand it diminishes the divergent thinking of the student. This creative, authentic thinking, that seeks to talk and communicate inside the reality being faced, is oppressed by the teachers when using only narrative, predictable, motionless and static teaching and making the students rely only on what’s being taught and deposited into their minds instead of making it interactive and discussions based class. The student loses the ability on feeding and/or expanding their critical thinking in the conscious mind; this term is called the critical
Socrates believes that there is moral knowledge but it cannot be taught. Protagoras, on the other hand, believes that moral education is real but moral knowledge doesn’t exist. Protagoras is only teaching people to mimic the actions of others, but not necessarily learn about what they are doing, therefore in the end, they have no knowledge of what they are doing. They just do these things because it is in the pattern that they are supposed to be following. Protagorean moral education does not yield moral education because it gives us habits, rather than knowledge.
Argument In “Hidden Intellectualism”, Gerald Graff argues that the education system should allow students to take their nonacademic interests as objects of academic study. He believes integrating “nonacademic studies” with the education system will significantly help students develop academically. However, I disagree with Graff’s claim because there is no evidence to prove that Graff’s method will improve student’s academic abilities. Street smart cannot be learned in a classroom because it can only be obtained through life experience. Also, if student’s only studies subjects that interest them then they are being ignorant to the world around them.
Why wouldn’t Holden try to listen to Mr. Spencer about his poor academic accomplishments although he knows his failures? Answer: Holden is experiencing puberty and that may be the main reason why he won’t even bother listening to other people’s opinions, especially about his academic achievements. He just doesn’t want to care of that and enjoy his
Words like “distinct” help us understand what Mill is trying to get at. He is opposed to customs because he believes that if a person practices customs, they will not develop their own unique personality. He also uses words like “educate or develop” to show that he values the individuals education, development, and their distinct qualities. I agree with Mill’s position on the need for individual development and education, because it is important for us to make our own decisions to develop according to our own needs and not be dependent or reliant on other people. Mill wants us to make our own choices.
The students he was talking to was predominantly of Latin decent. That prediction is not the right thing to put into young kids mind. It is irresponsible of Mr. Blessington as an adult, to say to teenagers or anyone for that matter. He should be teaching the kids that anyone can do anything they want if they put the effort and determination towards it. This is the type of teacher that should never be allowed to teach in schools period!