1. After reviewing pages 454-459, 432-436 of your textbook, respond to the following: * Identify the differences between deductive and inductive arguments. * Additionally, explain how misleading reasoning is used to influence others. * Then, select a topic of interest to you and explain how you would come up with a reliable sample for obtaining peoples' opinions. 2.
1. What is Gatto’s purpose in placing Inglis’ “six basic funtions” of school into his essay? I feel that Gatto is trying to overemphasize the reason for public education. Of course, in a sense, these functions have some validity to them, but Gatto makes it seem that students can’t decide for themselves if they will excel in their education. In actuality, it is the students’ choice to determine whether or not they will exceed in their schooling.
Prove your explanation with examples from each article. Respond in 1 or 2 paragraphs, with clear topic sentences, and check for grammar, spelling & punctuation before posting. Despite the era and article difference between Steve Buist the author of “Do the media fall down on scientific research coverage? Sources of cash are key-but most reports fail” and Martin Luther King, Jr.the author of “The purpose of education”, they both have similarities in their work. The main similarity that both articles highlight is the topic of morals.
He feels this is an area of opportunity to fix existing conditions (Robinson, 2006). In the second stage of creativity, expressing the problem or issue, Robinson states, "creativity is as important as literacy and should be treated as such, and, we are born creative, and then educated out of it” (Robinson, 2006). Robinson clearly expresses this issue. By stating and restating an issue, Robinson is closer to solving the problem (Ruggiero, 2012). The third stage of creativity is investigating the problem or issue (Ruggiero, 2012).
Her essay is organized into sections regarding different aspects of the education system. In each section, Ravitch gives her opinion on the issue at hand. Through this style of organization, she shifts focus from problem to solution. She begins with the problem at hand in the first section titled “On ‘No Child Left Behind’”. She tells how NCLB is not effective for educating our children.
Personal Reflection Paper In my first discussion question that I answered for this course I said that the difference between thinking and critical thinking was the way that we act upon a thought. I also said that a critical thinker will ask more questions to have a better idea about a particular issue. According to Elder (2009), “It is the art of analyzing and evaluating with the goal of improving thought.” (p.9). During this course I have learned many interesting subjects in relation to critical thinking, but there are three that I found to be most significant. The first one is that individuality means more than claiming independence, it means achieving it by acknowledging the influences that have shaped my thinking, by sorting and evaluating my ideas and attitudes, and finally by choosing the best ideas by resisting the pressure of habit and by changing the ways that I think because the evidence tells me to do so.
The concept of andragogical model of adult learning and education was developed by Malcolm Knowles (Zmeyov 1998) serves as the basis for much of “adult learning theory development.” This essay looks to summarize and review Andragogy in terms of its assumptions, principles and recommended practices. By recasting the model as a theory with attendant hypotheses, it is then critiqued in terms of its theoretical adequacy and empirical support. Theoretically, the model is found wanting because it slights the full range of adult learning experiences, makes misleading distinctions between adult and child learners, minimizes individual differences between adult as learners, and does not adequately deal with the relationship between motivation and learning. Research testing the effects of andragogy provides inconclusive and contradictory outcomes. New directions for establishing a better theory of learning effectiveness are suggested.
Using material from Item A and elsewhere assess the strengths and limitations of questionnaires for the study of parental attitudes to education. [20] Firstly, the item claims ‘sociologists are interested in what these attitudes are and how they affect achievement.’ For sociologists, particularly positivists, questionnaires have many strengths that warrant them a useful research method when studying parental attitudes. However, for interpretivists the limitations of this method make it fairly useless as complex issues like this one require deep and meaningful studies. This essay will assess these strengths and weaknesses to conclude the suitability of the use of questionnaires when studying parental attitudes to education. One of the major strengths of questionnaires is their practicality.
Teaching Critical Reflection The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
Secondly, it will talk about the three parties involved – the bully, the victim and the bystander and it will explore some issues of concern for these three parties. Thirdly, this essay will look at some of the ‘core-beliefs’ that help create a bully and a victim. Fourthly, it will explore the issues that are important for the counsellor when working with this issue, these will include; using C.B.T. with bullies and victims, the influence of school culture and policy and the need to include whanau and teachers. The essay will finish with a conclusion summarising all of the points covered.