Lecture 1
-we need to reflect on teaching at the end of the day
-we need to keep in mind the perspective we are imposing on the students
-teacher centered education means students repeat what teacher said
-non teacher centered learning means the teachers are more of a guide or facilitator
-hidden curriculumà what is left in and what is left out
-evolve your teaching methods to the students, do not make the students struggle trying to understand you
Main Ideas from Today’s List
-reflection
-open mindedness
-responsibility
-whole heartedness
-adaptation
-experience
Lecture 2
-TED talksàrobinson, reforming education paradigm
Aims of education and dewy
-pedagogy: the art and science of how we teach children
-creed: a belief system
-philosophy of education is concerned with two main questions:
àwhat is the aim or purpose of education?
àwhat knowledge is most worthwhile?
àother philosophers of education
-pedagogy, has no set of rules that a prof or teacher can give to a student for them to just be great at something
1. who should determine what the aims of the educational system should be?
2. should the students have all the same expectations or should they be individually engineered depending on the student?
3. how important is it to have a personal aim as an educator?
http://www.henryagiroux.com/publications.htm --> henry giroux reading info
Reading – Paulo Freire
-banking model of education
-published work in 1968
-both dewey and freire are philosophers of education and what knowledge is most worth while as well as both looking at active learning
-dewey looks at active learning as a “learner directed action”
-freire talks about the democracy of teacher and student
-friere believes democracy is a method of teaching
-rejects the transmission of knowledge in today
-banking model is about how the teacher deposits and the students are the depositees
-transmitting, transaction (mutual), and transformation (ways to move ideas in learning)
-transform the education system to be responsive
-problem posing education, a problem presented to the students and they figure out the solution without the teacher giving the answer
-the teacher should bring ideas to initiate dialogue
-have the facilitators (teachers)
-have the group participants (students)
-teacher as a narrative
Reading- Timothy W. Crusius
-hermeneutics is the art and science of text interpretation; traditional hermeneutics is the study of written texts
-philosophical hermeneutics is the study and interpretation of human behaviour and social institutions
-assembly line just shooting out machines with know real critical thinking abilities
-very one way passage of knowledge
-need to break the boundaries of authority in terms of knowledge in the classroom
-need to set up groups or partners to work with students so that way communication and engagement of knowledge is forced
connections to essay (cruisis and freire)
-both refer to the current education system as unengaging
-both refer to the education system as a one way passage of information…assembly line/banking model
-Crusius discusses from a composition teacher’s point of view
-Paulo speaks from a general teacher’s point of view
-both talk about the breaking of boundaries in the classroom so that there is no absolute authority of information
-crusius wants students to be asked how to change things through their own observation; not just a “show and tell” with the teacher of their work
Lecture 4
-peggy mcintosh’s “unpacking the invisible backpack”
àwe are very much privileged, individual level vs. global level
àover privilege is seen on a continuum been privilege and oppression
àprivilege makes us able to afford things and there unable to recognize how we indirectly oppress people beneath our level of privilege
Lecture 6
-medicine wheelàvision, relationship, knowledge, and action
-medicine wheel is completely interactive, each part of it, interact with eaachother
-vision: you need to figure out what you want and what the goal you are striving for is
-relationship: you need to work with people to solve any problems that may arise
-knowledge: you need to use your knowledge and skills to accomplish what it is you want
-action: you need to take risks and make things happen
-key to creativity:
àadapting
àco-operating
àcohabitating
àrisk taking
àobserving/reflecting
Eisner
-promotes thinking in a different way
-lesson 6: motives for engagement (pg.9)
àthe work and the worker become one
àin art we lose ourselves in the process of forming
àmotivation is separated from the aesthetic please that comes from art
àthe arts bring a work and worker together through the sensual relationship
àclay and colours can amplify the artist’s emotions during the journey from the individual materials into the collective work
àart is a way for the artist to leave a part of them in the work; a way for their beliefs to live on and make statements to people passing by
àwork is graded or should be graded as its experience, the profound affect it can have, not just on the journey
àspecific interests can direct a work but it will be the interests that make the work profound
“Lesson 6 of Eisner’s work is about the motives of engagement which provides readers, teachers and students with the idea that to be successful in art does not rely on someone who can paint, sculpt or merely have ideas that they want to portray. Art is a much more introspective course, it is a lifestyle for some, and a job for others. How well we sculpt ourselves in our work, determines the level of success and affect of our work. We can truly sculpt ourselves in our work through an introspective evaluation that we go through while in the process of putting the materials together to get the final product. We must become one with the process of the building and undergo the same journey that our art undergoes”
-significant thinker on the arts and arts of education
-uses negative and imagery when talking about current school system
-the 6 lessons reinforce the collective versus the individual
-sees the need for change or disruption of the status qua
-appropriation and representation
-socio-cultural contexts of our images
Edward d’bono
-metaphor of hats
-different colour hats to show different ways of thinking
-hat represents a different perspective
-can use the hat model to process through problems in a classroom
-white hat= data
-red hat= emotion/intuitiveness
-black hat= cautious or critique; what is not going to work
-yellow hat= optimism and positive
-green hat= brainstorm
-blue hat= leader, managing processes, problem solver
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