Education Perennialism says one should teach liberal topics first, not vocational topics. Perennialism philosophy of education is a very conservative and inflexible philosophy of education. Students are taught to reason through structured lessons and drills. Even the national standards that are coming into place emphasize the ideas of Perennialism. As now days we are stressing reading, writing and arithmetic in education but the decline of the music and art.
I believe that prayer in the classroom should be allowed and there many benefits of it. Those that are opposed believe that there should be separation of church and state. The school’s main purpose should be to educate children not expose them to religion as well. They feel
It focuses on respect for authority, developing sound habits of the mind, and training in fundamentals” (p.7). On the other hand, Perennialism as defined by Ganly (2009) is “a teacher centered philosophy that focuses on the values associated with reason. It considers knowledge as enduring, seeks everlasting truths, and views principles of existence as constant or unchanging” (p. 6). As an Essentialist, New Fist wanted to create systematic education where he made comparisons between the children and the adults and found that the children had no purpose of doing something whereas the adults were motivated to work for security, food and shelter (M Cohen, 1999) . The children were taught three subjects and were engaged because they found it to be purposeful.
In the short story "Hidden Intellectualism" by Gerald Graff, the main idea is to bring acknowledgment to the idea that educators of schools and colleges should incorporate students interest into their teaching. In other words, Graff believes schools and colleges are at fault for not taking the opportunity to use "street smarts" for good academic work (Graff,2010). If Gerald Graff is right about educators needing to incorporate "street smarts" into scholarly works, as I agree, then educators should reevaluate their teaching methods. Students are becoming negligent of gaining knowledge of social interest because it is not encouraged by instructors. Therefore, the only topics students can converse with are related to school work (Graff,2010).
She believes the syllabus provided to students do not include any challenging books, and her belief toward high school teachers becoming too lazy to examine thoroughly if the book the education system provides them with represent any true and significant value is a recurring concern of hers’- therefore ineffective to students. All in all, Prose used ethos, pathos, logos and the usage of specific words to help her argument. She successfully persuades her point of view and makes it clear that if schools want their curriculum to improve, they must change their way of teaching and push their students to view literature in a new
It shouldn 't matter if a teacher teaches in a Christian, private, or public school setting, they should consider a list of elements that are essential to successfully integrating worldviews in a classroom setting. The first element is Biblical Answers to Life’s Biggest questions. In a Christian school setting this is fine, but it may need to be changed slightly in a public forum. Element two is to create engaging and interactive lessons. Three is Processing Activities; this activity asks students to reflect on What God’s word says and if there are any conflicts within the lesson and the Bible.
Though I believe that books contain important topics that can spark discussions of values in classrooms, I agree with Prose that teachers shouldn’t use books as a way to explicitly teach students outside values. I believe that in doing this, teachers are distracting students from the writing’s content and structure. Teachers should teach literature for what it is, not for what values they can loosely connect to it. When I was a freshman in high school, we read The Catcher in the Rye by J. D. Salinger. The book centered around a mentally unstable, socially isolated teen named Holden Caulfield.
Censors may say that it only teaches kids bad things and will give them the wrong idea. However, the “bad things” in the book can be used as examples of what not to do, so it turns into a good lesson for middle schoolers. And, the story has a good moral so no one should keep that from middle schoolers. According to Allison McDonald on scholastic.com, “Censorship is not protecting your children; rather, it's merely a way to avoid lessons you could be teaching them no matter what your beliefs may be. Instead, read these books with your kids and explain why you agree or disagree with the content.
However, the closing text in the ’’Children’s Picture Bible’’ is certainly ambiguous, in Nebuchadnezzar indicating ’’No one is to say a word against this God again’’. While the text may be at an independent reading level for senior classes in primary school, the value underlying the story is still at its core, and deep-rooted interpretational ability is crucial. Robinson (2011) implies that a disadvantage to such an open, interpretive approach is in that of ‘’encouraging uniformed naivety’’ (Robinson, 2011, 176) through disregarding any sense of depth in children constructing personal meaning. Thus, isolating any enrichment of the learning experience in using the ‘’Children’s Picture Bible’’. In ‘’The Catholic Children’s Bible’’, however, Nebuchadnezzar closes the text in voicing how ‘’He (God) sent his angel and rescued these men who serve and trust him .
Facts have proved that the emphasis on testing is ineffective. They can be effective by letting teachers use test as tools to determine academic readiness. Derrick Meador, a teaching expert, believed in this solution by saying," ...they would be better served as a too to help guide instruction and instructional practices.." (Meador). Meador is referring to using test as a tool, not a grade. Teachers can give tests to their students to know how they are comprehending the material being taught.