Ayiti

Angela Gregoire
Ayiti nou led, Nou la

Haiti is the first post colonial independent Black led nation in the world, and the only nation whose independence was gained as part of a successful rebellion. The Caribbean country located about 681 miles from the U.S. has encountered many challenges, but its people continue to persevere and have a strong will to live on. Nou led nou la. Because of the many hardships and setbacks, the Haitians have suffered immensely. It’s hard to believe that this impoverished state was once known as “La Pearl of the Antilles”, the Pearl of the Antilles due to its economic prosperity and importance. Today Haiti the first country to abolish slavery in the Western Hemisphere remains a poor state and is struggling to get out of its economic hardship.
This black republic has a long history of oppression by dictators, including Francois Duvalier and Papa Doc. Ranking consistently among the most corrupt countries in the world on the corruption perceptions index, Haiti’s economic growth remained negative for many years. Haiti, a country with such interesting history suffered presidential coups and disasters. The majority of the people in Haiti lives in poverty, but because they are so resilient continues to be there despite all odds. Ayiti nou led nou la.
In Haiti, environmental issues and soil erosion have caused periodic flooding. In addition, tropical storms and earthquakes have claimed many lives. The most recent was a 7.1 earthquake which devastated the town of Port- au- Prince and took the lives of more than two hundred thousand inhabitants. About eighty percent of the population remained homeless and in dire need of basic needs. The Countries all over the world came together to assist the Haitian people and to attend to the injured and destitute people.
The Haitians continue in the struggle to fight poverty and overcome challenges, but remain hopeful that Haiti will once more become the pearl it was many years ago. We are ugly, but we are here.

Yoruba Religion

Angela Gregoire
Aspects of Yoruba Religion
Aspects of the Yoruba religion were highlighted in a film shown at the Miami Dade college North campus in April, 2010. In attendance at that session were chief Nathaniel Styles, two priestesses from Africa, prince, Professor Joseph Mcnair, invited guests and students from the Miami Dade College.
The Yoruba religion comprises religious beliefs and practices of the Yoruba people of old before the Yoruba community encountered Islam. In this film the significance of Batala was explained. At a ceremony people reconnect with their spiritual base and there is intense energy. The participants all go in a trance while the women and children dance in circles accompanied by the beating of drums. Children participate in rituals as early as they can walk. Members collect over three hundred plants in the forests and display them in a ceremony marking the beginning of a festival. Those who partake in the ceremony believe that plants and rituals work together and members offer prayers to the forests spirits. The Yoruba Orishas are the ones who get into contact with the supernatural. At the beginning of the ceremony there is the washing of feet and the members invoke the spirit of the herbs collected by offering prayers. Following this there is the yearly cleaning of Shangu objects. They all sing songs of praise and there the pig is sacrificed as a symbol of comfort.
The African priestesses explained the ritual or spiritual related hairstyles which can only be done by priest and priestesses. Another interesting aspect of the film was the pilgrimage to the Osun River. The popular Osun River is believed to possess curative powers and it is listed as a world Heritage site. Over sixty thousand persons participate in the festival to thank the river for its spiritual importance. All participants touch the water for blessing for they believe in the sacredness of water. Members of the Yoruba religion value water greatly. The human body comprises seventy percent water.
In the end the drummer gave an explanation of the drum used in all Yoruba activities. It is known that the drum is a significant instrument used in Africa. The drum is used to show respect and is believed that the drum speaks to its members and only members understand the beat. All cultures evolve from Africa and the Yoruba religion celebrates many aspects of our African heritage. At the end of the session I was more informed about the Yoruba religion.

Service learning Journal

Angela Gregoire
Field Experience/Service Learning Journals (FEAPs 1- 12)
From the nineteenth of March to the fourth of April I observed teachers and students at the JFK Middle school at North Miami Beach in Florida. The JFK Middle school is located at 1075 NE 167th Street in North Miami Beach. The JFK Middle school is in the Miami- Dade County Public school district and there are one thousand nine hundred and seventy eight students enrolled at the school. The grades served at this institution are grades six to eight and the school hours are from nine to three forty. Presently there are ninety full time teachers at the school. A high percentage of Hispanic and African Americans students attend school at JFK Middle school.
It is the mission of the JFK Middle school staff, students, parents, and community to create an instructional environment which enables individual achievement while promoting the development of responsible citizens who can efficiently access knowledge, critically assess problems, and creatively seek solutions. The JFK Middle school BEAT Magnet Program offers advanced academics, integrated thematic instruction, hands-on applied technology, and a caring staff to guide success.
The school is eligible for participation in state and federal Title 1 Programs. JFK Middle school operates as a magnet school, providing academically or socially focused instruction on a particular theme. Some of the students from the school participate in free or reduced lunch. JFK Middle school is the home of the Falcons.

March 19th, 2010

On the nineteenth of March 2010 I observed Miss Doane’s reading class at the JFK Middle school in North Miami Beach in Florida. Miss Doane began her lesson with a brief introduction on zombies. The students in the class were mainly Hispanics and African Americans. After reading a story about zombies the teacher engaged the students in a discussion about their knowledge of zombies and other similar stories and beliefs. The teacher then asked the students if they had heard about the topic and if they know what a zombie is. She also asked them if they think zombies are real. Miss Doane asked the students to tell her which country or countries the idea of zombies originated. Following this she lets individual students talk about their experiences or any information they had. Some of the students shared their stories with the class. The students explained why they are afraid of zombies and stated reasons why. The teacher then asked the students to decide if zombies are real based on the information given in their books.
I noticed that the content and strategies of the lesson improved student understanding of the concepts of pluralism. The students will realize that America is a nation that encompasses many cultures and many groups of people came to America and they brought with them their different cultures. In the lesson that I saw the teacher was actively promoting the students interests and also highlighting the importance of each other in society. Incorporating aspects of many cultures in a lesson improves educational equity. The teacher established positive interaction in the learning environment that uses incentives and consequences for students as stated in FEAP 2 (communication). The reading lesson also addressed FEAP 4 (critical thinking). The reading teacher used teaching strategies, materials, and technologies that can expand students’ thinking abilities. In the reading lesson I observed many FEAP indicators such as accepting and valuing students from diverse cultures and linguistic backgrounds and treating all students equitably FEAP 5(Diversity). Through classroom discussions, and interaction of teachers with students completing activities, I have observed that students and teachers alike are valuing diversity, accepting diversity, and gaining knowledge of diversity. The teacher encouraged student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through role modeling and learning activities.
I think it was a very interesting lesson. The teacher created an environment where students expressed themselves freely. Following the discussion and with the information in their textbooks the students were able to complete their assignments on time. The teacher was very professional in her approach and managed her class very well. The students conducted themselves well and time was managed effectively. At the end of the lesson the students acted responsibly and placed the readers neatly on the desks.

4/6/10- April 6th, 2010
On the sixth of April 2010 I observed Mr. Howe’s Social Studies class at the JFK Middle school. Mr. Howe is a tall male who commands respect from his students. Mr. Howe did an introductory lesson on the Civil War. In the lesson he introduced the words negra, Negro, niggra, and nigger. To begin with he asked the students if they know the meaning of the words then he had the students call the words aloud in an effort to make them comfortable with the words. The social studies teacher explained the meanings of the words and also explained how the words are connected with the Civil war. The teacher asked the students if they know what a civil war is. The students explained what a civil war is and Mr. Howe continued explaining what the civil war is all about. In teaching the lesson he showed students the location of the places he mentioned on the map. The students were very interested in the lesson and there was full participation.
At certain times during the lesson Mr. Howe had to deal with disruptive behaviors. He warned the students several times and in the end he sent them out of the classroom. He explained to me that the students concerned are always behaving that way and that they have problems. In his class he is aware of these problems and assists the students in whatever way he can. He explained to me that he is a role model to his students and he treats them like his own kids. Mr. Howe is aware that some of his students function at different levels academically and he caters for these differences.
Mr. Howe serves as an advocate for his students. In the introductory lesson Mr. Howe prepares students for the unit on the civil war. He used practical examples to teach the concept and made the lesson very interesting. In the lesson Mr. Howe recognized students’ behavioral problems, utilized appropriate resources, and devised solutions. He also recognized students’ exhibiting potentially disruptive behavior. As stated in FEAP 1(Assessment). In his class Mr. Howe establishes positive interaction in the learning environment that uses incentives and consequences for students, and he also challenges students in a positive and supportive manner. (FEAP 5) Other FEAP indicators observed in the lesson are the teacher communicates knowledge of subject in a manner that enables students to learn and she also uses the references, materials, and technologies of the subject field in developing learning activities for students.



April 8th, 2010
DR. McBean’s class
On the eighth of April, 2010 I observed Dr. McBean ESOL class. In her class there were about thirty five students. The students in the class are at a disadvantage because they cannot understand English. Most of the students in the class speak either Spanish or Creole. I think it is a challenge to teach these kids.
After watching a film the students were expected to find the meaning of eight words. The teacher wrote the list of words on the board then she discussed the meanings of some of the words with the students. The meanings were written on the board and the students read the meanings of the words. In the lesson she also looked at the plural of the words. In her class Dr. McBean encouraged peer tutoring. The students worked in pairs to assist each other. The teacher also asked a student to explain to the activity to the class in Creole and another student explained in Spanish. This strategy was very effective because the students understood exactly what they had to do. The ESOL teacher delegated responsibility to the students in the class. One student assisted the teacher in distributing some forms to the class. On that form the students were expected to write the meanings of the words. They also had to show whether they had seen the word or not. To complete the activity the students were allowed to use their textbooks.
From my observations the activity was a challenge for some of the students who could not understand English. I was able to assist the students because I could speak Spanish, French, and a little Creole. I interacted with the students and with some help they were able to complete the exercise. Because of the students limitations the teacher used resources in the classroom to explain to them. Dr. McBean is an effective manager and she treats all her students equally and with respect. I was able to see the challenges teachers face in the classroom and the struggles the students go through. From the field experience I gained some insights into a typical Middle school class and was able to see firsthand how adolescents behave in the classroom. Dr. McBean the ESOL teacher at the JFK Middle school assessed individual and group performance to provide instruction that meet students’ needs in the cognitive, social, linguistic, cultural, emotional, and physical channels of development. As stated in FEAP 1(Assessment). Dr. McBean developed her lesson to reflect opportunities for students to learn from each other. FEAP 2

Assignment # 3

Assignment # 3
Teacher Interview
This interview was conducted at the JFK Middle school in North Miami Beach in Florida. I interviewed Miss Simmons a civics teacher who is about thirty five years old. She is a teacher at that school for over five years and she is also head of her department. She was helpful, approachable, and had a good sense of humor. The interview was conducted in her classroom at about eleven thirty on March twenty six two thousand and ten. She explained to me that usually at this time she is much occupied but she is pleased to assist me.
The interview began in a very cordial manner and I felt very comfortable talking to her. I asked her twenty questions and she thoughtfully answered each question with great ease. She was careful in her choice of words and sometimes gave small scenarios. In answering the questions she took time to show to show me samples of different documents used in her class and also samples of students’ work. She was knowledgeable and fluent throughout the interview. She expressed the passion she has for the job and the kids she worked with. She is the civics teacher for the magnet program and teaches students from grades six to eight.
In her class Miss Simmons prefers heterogeneous groups because students are able to help each other and there is not much growth if the groups are the same. She also explained that a student in a group can show that he or she has mastered a concept through leadership, participation, and interaction. She was quick to say that the final project will reveal their work. They can also show it with differentiated instruction. Very often the end product will show meaning and it is self explanatory. Miss Simmons expressed that she is particularly strong in civics and government because they relate to what is going on so there is an easy connection. She explained that a teacher needs to know students’ abilities and personalities in order to begin lesson planning. The teacher should anticipate any issues and need to know what resources are available. The teacher accommodates different learning styles of students in her classroom through whole group instruction, surveys, and by incorporating all learning styles in her lesson. She uses Bloom’s taxonomy and she creates her own quiz. Miss Simmons is not authoritative, but instead she keeps balance, sets standards, and is flexible. In her opinion the teacher says every party at the school is responsible for discipline for she firmly believes that students should be supervised at all times. She listed some persons responsible for discipline including parents, teachers, security personnel, and administrators.
The civics teacher has benefited significantly from enlightening workshops, and professional development seminars. It was with a sense of joy that she said that she empowers her students and make them part of the learning process. The students invest in the learning process and she sells the lesson to them in a logical and relatable manner. If a student is disrupting the class Miss Simmons will first warn the child and remove child from seat to isolate him or her. She speaks softly to the child but still with a sense of fear. When everything fails she finally writes a report. She informs parents about what is going on in the classroom frequently. The teacher uses website, writes letters, make phone calls, power points, e-mail updates, and talks to them at open house. To update parents about the progress of their child Miss Simmons uses e-mail and her website which she said are very effective ways. Miss Simmons believes that parent conferences are very effective especially when there is a follow up two weeks later. The teacher becomes acquainted with parents and students over the course of time, through surveys, and at open house. When parents complained about homework the teacher explains the homework policy. She also encourages the parent to ensure that the child does the work.
The civics teacher asserts that an ideal teacher is effective, flexible, optimistic, accommodating and takes into consideration different needs of students. The ideal teacher recognizes that students learn in different ways and tries to meet those needs. Miss Simmons collaborates with other staff members to plan together, discuss best practices, and exchange ideas. The teacher enthusiastically stated that teaching is constantly changing and change is exciting. She said teaching is always re-inventing itself although it is unexpected and energy is exhausting, but can be very rewarding.
After interviewing the teacher, it was interesting to know that her training at college did not really prepare her to deal with the classroom, but when faced with situations she just knows what to do and how to handle them. That is one of the reasons why she explained that a teacher should have an innate love for children.

Reflection 20

Reflection 20
“The acceptance of the public high school in the mid-nineteenth century affirmed democracy.” By the mid-nineteenth century high school in the U.S. was diverse and included a few top school schools which were opened to a limited number of many students. The high schools did not live up to their expectations and they were established in addition to the grammar schools. During the time of the Great Depression many individuals were out of jobs and there was a demand to educate everyone as many Americans believed that all students should graduate.
To deal with a large population that was diverse in nature there was need to make the curriculum more diverse. The Europeans at that time had vocational secondary schools and academic secondary schools as separate institutions. They classified students at a very young age in comparison to Americans who were in favor of comprehensive high schools. These schools were democratic in nature for students attended the same schools and they were followed different programs which fitted their potential and academic ability. Students who wanted to attend college were taught academic subjects to adequately prepare them for the next level. The vocational courses that were taught to the lower classes were academically weaker and included subjects that were commercial in nature. Some of the subjects taught were shorthand, typing, home economics, automobile repair, leather craft, and carpentry.
The high schools faced a lot of criticism and many educators believed that it was inadequate and was not very good. It was argued that a high percentage of high school students were not well prepared for college. It was debated that the foundation was not laid by the Cardinals. Many believed that that the high schools were not geared to meet the needs of students of socioeconomic, racial, and diverse ethnic backgrounds. Many students attended free high schools in the nineteenth century. In some instances there were more students attending high schools in some American towns than in Europe. As time went by attending high school became compulsory. High schools in the United States varied extensively to the demands of the rapidly changing society and political climates. By the nineteenth century it was much easier to obtain textbooks and there were standardized secondary entrance examinations. Education then was inexpensive and the cheapest labor was sought to teach the nation’s children. During that era many educated women were able to get jobs in the primary divisions and more high schools were built; and the high school movement became part of the common school. Entrance examinations were used in the mid-nineteenth century to screen individuals to set up a meritocracy. Students’ grades were indicators for graduation. Again prejudice played a part for the chances of working class students attending high schools were slim, but those who made it were just as successful as the elite students. Despite this, however, they were equally rewarded after graduation. The U. S. schools were not entirely democratic in nature for many biases were spotted in the system. It was clear that class was a predictor of success.

philosophy

My Personal Philosophy of Education
Angela Gregoire
Miami Dade College








Abstract
This paper deals with my personal philosophy of education. I believe that all students are entitled to an education that is holistic in design. In this approach students can recognize their weaknesses and strengths and profit from a broad based program while the teacher’s job is to provide a safe, caring, and loving environment that is conducive to students learning. It is my belief that every child will be provided with an education that prepares him or her to face the world and to be an active participant in society.











I believe that students can reach their full potential if the right atmosphere is created for learning. Aristotle stated that “all who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.” Students should be taught skills to prepare them for life, but in addition to skills they should be taught values, and virtues to function well in society. I think the school can be a change agent in promoting academics, relationships, and discipline. Although it is important to test students, testing should not be the only instrument to judge progress of students. E. D. Hirsch, Jr. was a strong advocate who believed that an inclusive guide should be used for all students. As an educator, I think that students can master the information taught and they should have good thinking skills.
As a teacher I encourage a broad based curriculum with some flexibility. I believe that students will be more stimulated to learn if the curriculum is developed with their interests in mind. It is certain that students will develop ownership in the process if they work hard to master the skills needed to attain their goals. I would allow my students to read great books because I believe knowledge is important. In reading great books students will be able to think rationally. The teacher or facilitator’s job is to help students find information and to guide them. Jean Jacques Rousseau explained that everything we do not have at birth and which we need when we are grown is given to us by education. The teacher should not be the sole source of information, but instead give students the freedom to seek knowledge for answers to questions. Students are given opportunities to discover and study meaningful and relevant things in their environment. I believe that students should be afforded an input in their learning and made to understand exactly what their roles are in the learning process. Every student should be given a chance to reach his or her full potential regardless of class, religious affiliation, or race.
It is very important that students are treated fairly in the classrooms. I am of the view that students should not be promoted base on age, but through merit. My philosophy is that every child must be given equal chance to excel and reach full potential. I strongly believe that schools should focus on the needs of every child. George Counts (1932) suggested that schools should concentrate on changing society. From a social reconstuctionist point of view I support that social problems and challenges should be incorporated in the school curriculum. Topics dealing with social issues like substance abuse, AIDS, pollution, global warming, and racism should be part of the curriculum. Students need to be knowledgeable on issues that affect their lives, and help to make a difference in the world. John Dewey (2003) described that education is the means of the “social continuity of life.”The teacher can facilitate the process and help the children to develop appropriate questions and strategies. I think students can develop inquiring minds. I believe that students should be given numerous opportunities to find out solutions to some of the challenges that affect them every day.
I firmly believe that every individual is unique and should be treated with respect. As an educator I empower my students to believe in themselves and aim for the best in whatever task they undertake. I support an education system which promotes positive values such as discipline, hard work, honesty, empathy, and decency. I also support a system which incorporates non academic subjects like physical education, athletics, home economics, art, and sports. To me the system is incomplete if it does not encourage participation in group activities such as 4-H movements, boy scouts, Red Cross and health clubs. A good system ensures that it creates a quality product and that is well rounded individuals who can function effectively in society.

References
Experiencing Dewey: Insights for Today's Classroom. (2005). Bloomington, Indiana: Kappa Delta Pi.
R.Zittleman, K., Sadker, D. M., & Sadker, M. P. (2008). Teachers,Schools,and Society (8th Edition ed.). New York: Mc Grawhill.
true, u. m. (n.d.). On Truth and Reality: Philosophy Physics Metaphysics of Space, Wave Structure Matter. Famous Science Art Quotes. On Truth and Reality: Philosophy Physics Metaphysics of Space, Wave Structure Matter. Famous Science Art Quotes. Retrieved March 29, 2010, from http://www.spaceandmotion.com

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Celebrating Our Mothers

Angela Gregoire
Celebrating Our Mothers
It was unique ceremony held at the Miami Dade College on March 1st, 2010 to honor five dedicated women. These women were honored for their commitment, service, and involvement in their communities. The ceremony was attended by family members of the honorees, members of the community, friends and invited guests, and students from the college. The women were beautifully attired in African outfits and glamorous head pieces.
The ceremony began with welcome remarks by Professor Joseph McNair who was the master of ceremony. Following the welcome remarks, there was the blessing from the Deity. In keeping with the theme, “Celebrating Our Mothers,” the various speakers delivered their greetings. Among those who shared greetings were the President of the North Campus, representatives from the United Faculty of Miami Dade College, Ile Qrunmila Ogunda Bede, and the Diaspora Arts Coalition. After the greetings Professor McNair gave a lengthy introduction of the Queen Mothers. He first had a video presentation and then he read the citations. The five women honored as Queen Mothers were chief Sandrell Rivers, Olorisa Delma Rodriquez, Iya Qrite Olosowo Adefunmi, and Nana Tallaha. The women were then given their moment to talk about their achievements and success stories. It was with such profound sentiments that these women passionately related their stories one after the other. Such a sense of accomplishment was felt as I listened to these powerful individuals share their life stories with all present at the ceremony.
Soon after the sharing was the enstooling of the Queen Mothers by chief Nana Kwaku Nathaniel Styles, the Ankobeahene 11 of Kwahu, Ghana and the Olosun of Osogbo. Closing remarks and final blessings followed and the ceremony finally ended with everyone congratulating the women. I was very impressed with the women’s level of achievement, their dedication and involvement in their communities and also the contributions made to the youth of the diaspora. It was a reminder for all the women present that the sky is the limit. Queen mother Tallaha had some advice for women. She encouraged women to take care of their bodies, work, and volunteer, invest and have fun. She also told them to make good use of time and always find time to pray. She ended with these inspiring words, “Live knowing each day is a new beginning and tomorrow is a promise that’s new.”

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ERIC Identifier: ED482699
Publication Date: 2003-10-00
Author: Benninga, Jacques S.
Source: ERIC Clearinghouse on Teaching and Teacher Education

Moral and Ethical Issues in Teacher Education. ERIC Digest.

This ERIC digest will address two components related to the moral and ethical
preparation of teachers. First it will consider issues related to the identification and assessment of professional education, and then it will address foundations and specific models for the preservice training of teachers of character.

ISSUES OF PROFESSIONAL ETHICS IN EDUCATION

Consider Irma, the student teacher. Not only does she already have a contract from the rural district in which she was born and raised, she is also bilingual. Irma wants to live in the community and teach in the elementary school in which she was taught. She has a natural rapport with children and a positive personality. As the student teaching semester progresses, Irma's Master Teacher Mrs. Baxter grows increasingly uncomfortable. Irma is enrolled in a full set of courses during the student teaching semester and works 30-40 hours a week. Her relationship wit her boyfriend is serious and takes additional time. Because of this busy schedule, it is difficult for Irma and Mrs. Baxter to meet to discuss the classroom curriculum and review teaching plans.

Mrs. Baxter offers to meet with Irma before class, at 7:00a.m., but Irma has difficulty getting to school that early because of her late night hours at work. Meetings between the two are sporadic.

Mrs. Baxter has noticed other behaviors that bother her about Irma. For example, she has observed that on the playground Irma watches the students, but does not actively interact with them. In the computer room, Irma searches the web, but does not help the children. She has asked Irma to prepare a theme unit and has given her time at school to prepare. But it is now three days before the unit is to begin and there are no plans and Irma has not discussed the unit with Mrs. Baxter. Mrs. Baxter feels that perhaps Irma is just "putting in time" because she knows she has a job waiting and the other facets of her life--her class work, her job, her boyfriend--have taken precedence.

Irma's performance as a professional-in-training is inadequate. She's involved in many activities and has interests that compete with her professional preparation. Though Irma has potential, her behavior is "unprofessional" or even "professionally unethical." That is, if ethics is concerned with actions and practice, with what one ought to do (Pojman, pp.1-2), them Irma's actions do not represent ethical behavior. Rather, they violate principles of professional ethics that should be part of her professional preparation. If professional ethics concerns, "those norms, values, and principles that should govern the professional conduct of teacher..." (Strike & Ternasky, p. 2), Irma flunks this part of her training. her behavior violates the most basic principle of the NEA's Code of Ethics of the Education Profession (NEA, 2003)--Irma is not foundationally committed to her students.

A teacher's first moral obligation is to provide excellent instruction. Teachers with a high level of moral professionalism have a deep obligation to help students learn. According to Wynne (1995), teachers with that sense of obligation demonstrate their moral professionalism by:

* coming to work regularly and on time;
* being well informed about their student-matter;
* planning and conducting classes with care;
* regularly reviewing and updating instructional practices;
* cooperating with, or if necessary, confronting parents of underachieving students;
* cooperating with colleagues and observing school policies so the whole institution works effectively;
* tactfully, bur firmly criticizing unsatisfactory school policies and proposing constructive improvement.

Though codes of ethics may not have played a significant role in teacher preparation programs in the past, (Strike & Ternasky, p.3), professional ethical dispositions of teachers must now be addressed as part of the National Council for Accreditation of Teacher Education (NCATE) accreditation process (NCATE, 2002). A program of ethical education developed for dental professionals at the University of Minnesota more than 25 years ago is finding adaptations to other professional training programs, including the training of teachers (Rest & Narvaez, 1994). Called the Four-Component Model of Moral Maturity, the program assumes that moral behaviors are built on a series of component processes (Bebeau, Rest, & Narvaez, 1999). Each component is clearly defined, and educational goals, teaching strategies and assessment methods can be derived from those definitions. The components are:

1) Moral sensitivity, the awareness of how our actions affect other people. It involved being aware of the different lines of action and how each line of action affects the parties concerned. It involves knowing cause-consequent chains of events in the real world, and empathy and role-taking abilities.

2) Moral judgment is based on the work of Piaget (1965) and Kohlberg (1984) and involved intuitions about what is fair and moral. It requires adults to make moral judgments about complex human activities.

3) Moral motivation requires a prioritization of moral values over personal values, particularly in professional settings, and,

4) Moral character requires individuals to act on their moral convictions.
Training strategies which lend themselves to enhancing moral sensitivity may include role-playing exercises to sensitize pre-service teachers to professional dilemmas (like the one that began this essay) and related strategies to make professionals aware that their actions affect others. In addition, moral judgment training strategies might include the direct teaching of criteria for making professional moral judgments in cases involving informed consent, paternalism or breaches of confidentiality. For this component, reference should be made to the specific descriptions of prescribed actions found in professional codes of ethics.

Moral motivation training might include profession-specific service activities, and the study of professional moral exemplars (i.e., exemplary teachers); and moral character training might include strategies for problem solving and conflict resolution among and between children and adults (Bebeau, Rest & Narvaez, 1999).

Issues related to the moral and professional ethical education of teachers are the focus for several book-length treatments (e.g., Tom, 1984; Sockett, 1993; Goodlad, Soder, Sirotnik, 1990; and Goodlad & McMannon, 1997). It would seem that this is developing into an area of greater interest to the profession.

UNDERSTANDING FOUNDATIONS FOR MORAL AND CHARACTER EDUCATION

For most of history, the concept of character formation--the duty of the older generation to form the character of the young--has been a basic principle structuring moral education. For example, Aristotle (trans. 1962) wrote about the development of excellence, stating that to become excellent at any craft, including becoming virtuous, we have to exercise (practice) those behaviors. He stated: "We become just by the practice of just actions, self-controlled by exercising self-control, and courageous by performing acts of courage. Hence, it is no small matter whether one habit or another is inculcated in us from early childhood; on the contrary, it makes...all the difference" (1962, pp. 34-35).

Clearly, the business world expects a basic understanding and practice of ethical behavior from its workers as they enter the workforce. David Berliner and Bruce Biddle, in their book "The Manufactured Crisis" (1995), report data collected from personnel directors of major industries. These employers were asked to list the five most important and the five least important skills needed by their employees. The surveys suggest that the habits and motivation of workers are more important to employers than the technical skills workers bring to their jobs. The authors conclude, "...if schools are truly to serve the needs of business, it appears they should concentrate...more on the values that students will need when they enter the workplace" (p. 89).

Professionals in education need objective knowledge about how children form a basic sense of right and wrong and what schools can do to reinforce appropriate development. William Damon, author of "Greater Expectations" (1996), provides that foundation. He describes research that children thrive on accomplishment, not on empty self-esteem message. They do not become overburdened by reasonable pressures related to worthwhile activities, including demanding homework. They are tough and resilient and are motivated to learn through both extrinsic inducements (e.g., high expectations, rewards, pressure, encouragement, grades, etc.) and intrinsic motivations. But they need the guidance that can best be provided by able, caring, concerned adults.

Daniel Goleman, author of the highly acclaimed book "Emotional Intelligence" (1995), has documented the effects of positive and counter-productive child-rearing practices that result in either positive or anti-social behaviors. Many of these practices are related to teaching. Such at-risk behaviors as impulsiveness and belligerency, stubbornness and indecisiveness, overreaction to irritation, and inability to put off gratification are learned, and interfere with social and educational success, with what Goleman calls "mental clarity." Other dispositions, equally learned, are much more conducive to optimism and full maturity. These include a strong cultural work ethic, temperance, and the ability to cope with frustrations, optimism and empathy.

An appropriate classroom environment can enhance these positive dispositions in children if teachers receive appropriate training. It is no accident that some schools are more adept at addressing the moral development of their students. Better schools plan for virtue. The curriculum contains references to virtuous acts, and students are recognized and rewarded for virtuous behaviors. The school building is physically cared for and psychologically safe and teachers model exemplary character traits (Benninga, Berkowitz, Kuehn & Smith, 2003). There is good communication between teachers and parents.

EXEMPLARY CHARACTER EDUCATION PRACTICES IN TEACHER EDUCATION

A recent publication by the Character Education Partnership (2002) highlighted details of a national survey of 600 deans of schools of education to determine what their institutions were doing to prepare future teachers in character education. Although 90% of the survey's respondents agreed that core values should be taught in schools, only 24.4% of the respondents reported that their institutions "highly emphasized" that content. However, the report identified three university teacher education programs offering students the knowledge and professional skills to integrate character education into classroom practices (p.8). Each will be described here.

Boston University. Character education is a theme running through Boston University's School of Education teacher preparation program. As freshmen, students take a "Cultural Foundations for Educations" class that focuses on the classics and the arts and interprets these works through a teaching/learning lens. As a culminating experience, students develop and present lessons at Boston's Museum of Fine Arts to groups of middle school students. The purpose of this experience according to the instructor, Steven Tiner, is to offer "future teachers a pedagogically reflective engagement with texts and other artifacts fundamental to American culture" (p.12) In their second semester students take an introduction to education class focusing on the moral responsibility of teaches to students, parents, colleagues, and community members. Other classes include character education themes, and the School of Education formally inducts students into the profession at a special ceremony.

California State University, Fresno. Since 1999, the Kremen School of Education and Human Development, like Boston University, has formally inducted students into the teaching profession. Students begin the induction session with a discussion of an ethical dilemma and end the session with a choral recitation of the Educators' Affirmation, a pledge adapted from Tinger's work at Boston University. All student teacher supervisors meet regularly to discuss ethical issues that confront them as they supervise student teachers, often writing their own dilemmas for group discussions. The Kremen School's mission and vision statements attend to the professional ethical responsibilities of its students, and the School sponsors a yearly Conference on Character and Civil Education (now in its 20th year) for its student teachers. At that conference both faculty and community members present moral dilemmas from their professional work for discussion with students. Character education is the clear theme of that conference, as well as the work of several education-program cohorts. In one cohort, Early Childhood Education, faculty have initiated a long-term research project assessing students as they enter and exit the program, and influsing the curriculum with activities that enhance character and moral development. This research is based on the Four Component Model of Moral Maturity discussed earlier (Lane-Garon, 2003).

University of St. Francis. As a Catholic Franciscan University, the University of St. Francis has always included attention to values, ethics, and service. Character education is part of both the formal curriculum and the ethos of the College of Education. Several education classes examine moral development and ethics and the responsibilities of teachers as character educators while school-and-campus-wide programs habituate students to service and community involvement. Service learning projects are required in students' cultural diversity courses.

CONCLUSION

It appears that moral and ethical issues, including character education, are slowly becoming part of the teacher education programs. Philosophical writings and psychological research exist to provide guidance, and exemplary university training programs, provide beginning models of practice. Overwhelmingly deans and administrators of teacher education programs agree that core values can and should be taught in our schools. It's now up to the profession to ensure broader and deeper implementation.

REFERENCES

References identified with an EJ or ED number have been abstracted and are in the ERIC database. Journal articles (EJ) should be available at most research libraries; most documents (ED) are available in microfiche collections at more than 900 locations. Documents can also be ordered through the ERIC Reproduction Service: (800) 443-ERIC.

Aristotle (trans. 1962). Nicomachean ethics. New York: Bobbs-Merrill.

Bebeau, M.J.; Rest, J.R.; & Narvaez, D. (1999). Beyond the promise: A perspective on research in moral education. Educational Researchers, 28(4), 18-26. EJ587024.

Benninga, J.S.; Berkowitz, M.W.; Kuehn, P.; & Smith, K. (2003). The relationships of character education and academic achievement in elementary schools. Journal of Research in Character Education, 1(1), 17-30.

Berliner, D.C., & Biddle, B.J. (1995). The manufactured crisis: Myths, fraud and the attack on America's public schools. Reading, MA: Addison-Wesley. ED 393 167.

Character Education Partnership. (2002). Practices of teacher educators committed to characters. Examples from teacher education programs emphasizing character development. Washington: Character Education Partnership.

Damon, W. (1996). Greater expectations: Overcoming the cultur of indulgence in America's homes and schools. New York: Free Press. (ED 393 591).

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More than IQ. New York: Bantam. EJ 530 121.

Goodlad, J.I.; Soder, R.; & Sirotnik, K.A. (Eds). (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass. ED 337 443.

Goodlad, J.I., & McMannon, T.J. (Eds.) (1997). The public purpose of educationn and schooling. San Francisco: Jossey-Bass. ED 403 657.

Kohlberg, L. (1984). The Psychology of moral development: Essays on moral
development. San Francisco: Harper and Row.

Lane-Garon, P. (2003). Ethics in teacher education: Are we accountable for our product? Paper presented to the Annual Meeting of the American Educational Research Association, Chicago.

National Education Assoociation (n.d.). Code of ethics of the education profession. Retrieved June 12, 2003 from http://www.radford.edu/~fexp/
Field_Experiences/forms/CodeofEthics.PDF

National Council for Accreditation of Teacher Education (2002). Professional standards for the accreditation of schools, colleges and departments of education. (Note: see supporting explanation for Standard 1). Retrieved October 2, 2003 from http://www.ncate.org/standard/programstds.htm.

Piaget, J. (1965). The moral judgment of the child. New York: Free Press.
Pojman, L.P. (1998). Ethical theory: Classical and contemporary readings, 3rd Ed. Belmont, CA: Wadsworth.

Rest, J.R., & Narvaez, D. (Eds.) (1994). Moral development in the professions. Hillsdale, N.J.: Lawrence Erlbaum Assoc.

Ryan, K. & Bohin, K.E. (1999). Building character in schools. Practical ways to bring moral instruction to life. San Francisco: Jossey-Bass. ED 423 501.

Sockett, H. (1993). The moral base for teacher professionalism. New York: Teachers College. ED 366 576.

Strike, K.A., & Ternasky, P.L. (Eds.) (1993). Ethics for professionals in education: Perspectives for preparation and practices. New York: Teachers College. ED 377 589.

Tom, A. (1984). Teaching as a Moral Craft. New York: Longman.

Wynne, E.A. (1995). The moral dimension of teaching. In A.C. Ornstein (Ed.) Teaching: Theory into practice. (pp.190-202). Boston: Alyn and Bacon.


















Library Reference Search

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Reflection 20

Angela Gregoire
Assignment 1
Who is a good teacher? What does it take to be a good teacher? These are questions anyone who intends to enter the teaching service should answer. Teaching is often considered to be a noble profession so one must explore the advantages and disadvantages of becoming a teacher before making a decision. In the teaching profession many teachers received the academic training, but very few are fully committed to the tasks involved. Very often many individuals take up position simply because of the pay that comes with the particular job. Teachers must realize that to be a teacher one must be committed and dedicated and have positive personality. Prospective teachers should be knowledgeable with subject matter and should be able to communicate effectively, but teachers must also learn to interact actively with students and be an advocate for all the kids in their care. Do all teachers display ethical behavior? Most teachers do but there are a few who are not professional. I have personally met some in that category and believe me they should never be teachers in the first place.
Before becoming a teacher individuals should review the principles of professional ethics and seriously consider the pros and cons. It is the teacher’s job to instruct students properly and to facilitate learning. Teachers who are committed and demonstrate some sense of professionalism usually go to work on time and regularly and conduct and plan classes carefully. They will also inform themselves and keep abreast of current trends in education. They will help to better the institution by working together with other teachers and obeying school policies. They can agree with and face parents with students who are underachievers. The professional teacher can in a subtle manner criticize constructively any school policy and suggest ways of improving them (Wynne, 1995). Codes of ethics may have not been as important as it is today but it has always present (Strike & Ternasky). Professional ethical disposition of teachers must be addressed as part of the National Council for Accreditation of Teacher Education accreditation process (NCATE, 2002). Some adaptations of a dental program prepared by the dental professionals at the University of Minnesota consist of four components and include teachers and other professionals (Rest & Narvaez). The program states that moral behaviors stem from a group of component processes (Bebeau, Rest, & Narvaez, 1999). This program addresses moral sensitivity, moral judgment, moral motivation, and moral character. Professional ethical education is becoming a very hot topic for it is becoming the main focus in many books (Tom, 1994; Sockett, 1993; Good lad, Soder, sirotnik, 1990; and Goodlad & McMannon, 1997).
Character formation has been a topic of great interest for a long time. It was Aristotle, a Greek philosopher who said to gain excellence at anything, including having the virtues; the behaviors have to be practiced (trans. 1962). In essence he explained that such habits should be taught at an early age because they are important. The entire business world demands some knowledge and practice of ethical behavior from us as we join the work place, therefore we must acquaint ourselves with this knowledge. David and Bruce Biddle (1995) wrote a book entitled ‘The Manufactured Crisis’ and explained that from information collected from surveys it is clear that employers stress more on motivation and habits rather than skills. Having said this, Bruce and David agreed that schools should deal more on values that individuals will require at the workplace.
Research has shown that children are not too concerned about pressures of work such as homework, but are motivated to learn. William Damon (1996) noted that children benefit from accomplishments and not solely on self-esteem lectures. He explained that students depend on the advice given by teachers who are concerned, caring and able. Daniel Goleman, author of the book, “Emotional Intelligence” stated that there are many at-risk behaviors that children exhibit that is linked to teaching. Some of these behaviors include impulsiveness, indecisiveness stubbornness, and overreaction. (1995). It is his view that if teachers provide the right environment students will display positive attitudes. Some schools are better equipped at dealing with moral development of their kids and the best schools aim for virtue. Teachers must learn to communicate effectively with parents, teachers, and students. Benninga, Berkowitz, Kuehn & Smith advocate that the school building should be safe, well-cared for and the teachers should display exemplary behavior (2003). Many universities all over the country are integrating their teacher programs to include character education practices for they have realized its importance and the effect it can have on the students.
It is clear that ethical issues, character education, and moral development are fundamental to teacher programs and educators, administrators, and deans are all-in agreement that values should be included in the school curriculum. There is empirical evidence to support the importance of character development and there are sufficient psychological findings to give guidance, and available training programs to those who deserve it. Teachers should behave in a professional manner in the workplace and they must not forget that they are being scrutinized by the public. Gone are the days when they were judged by their skills. Today the focus is on moral sensitivity, moral judgment, moral character, and moral motivation.

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Reflection 19

Angela Gregoire
Reflection # 19
In colonial times religious education for the youth was very important because the Puritans believed that it was the way to heaven so everything including writing, reading, and moral values was centered on the holy book. In the early colonial era education began in the home in many colonies including New England. Today we have seen the growth of the education system from dame schools to high schools as a result of the hard work of pioneers like Benjamin Franklin, Mary McLeod, Horace Mann, and Emma Willard. The passing of federal laws have made it necessary for every student in America to have the best education.
The concept of homeschooling is not new to us for it began many years ago in the colonial states. At that time the very first school was the home since the family was an important resource for the youth. The children learned to read and they were given instructions in manners, social graces, vocational skills, and values. The children first teachers were their parents and grandparents. The idea of homeschooling eventually became known as dame schools where women converted their homes into schools and gave time to teaching. Many respected women received a small fee and were later known as community teachers.
The apprenticeship system in the colonial days prepared the boys and girls to have an education. From seven years boys lived with their masters so they could learn a trade while the girls were given home skills. The boys learned to manage shops and farms and in addition they were taught to make different craft work. The program of apprenticeship did not fare very well for it failed to adequately prepare the citizens so a more structured system was needed, but it was not until twenty years later that a law was passed to monitor the apprenticeship system. This law mandated that the masters and parents be supervised to make certain that the children were properly instructed. As time went on more laws were passed to ensure that children received a sound education. Latin Grammar schools were then established and boys who had the money attended. Boston was one of the first states to receive a Latin Grammar school built by the Puritans. Wealthy boys from seven to fourteen years attended the Grammar school and they had to pay a fee. The boys had to study both Latin and Greek because most of the curriculum stemmed from Europe. Centuries later the curriculum included other subjects like modern languages, science, and mathematics. Many of the graduates went to college and later worked as leaders or ministers.
In an effort to prepare ministers, The Harvard College was founded soon after the Boston grammar school. Based on this need to train ministers for the church the Harvard College was the first of its kind in America. Only the wealthy could attend the college so the poor were left with the mere apprenticeship system. The unfortunate children continued to struggle for an education for there was not much structure in place for the poor and children of color. The northern colonies were at an advantage because the Puritans settled there because location influenced the type of educational opportunities that were available. In some middle colonies Spanish, accounting, navigation, and French were taught by private teachers at night schools. The southern states were forgotten and some evidence of schools is seen in St. Augustine in Florida. Children of color were denied an education and laws were enacted to do just that.
In the eighteenth century Thomas Jefferson and Benjamin Franklin helped to bring about much needed change into education. Benjamin was instrumental in changing the Latin Grammar with the Academy which allowed both boys and girls to attend. Following this, six thousand academies were later established in the century. It was not until the early nineteenth century that public elementary school was available to everyone. Had it not been for this humanitarian, Horace Mann who started the common school movement, America would not have achieved so much in education. Mann was a strong advocate in educating both poor and wealthy and he promoted that schools should teach social harmony. Mann continued to fight for an education of the highest quality, better schools, teacher programs, and teacher certification. To me Horace Mann is a great American hero for he was instrumental in making public education free to everyone, he championed women’s rights, and he fought for high quality education.
As more citizens attended elementary schools and the upper level of schooling expanded a wide gap was created between the elementary schools and the universities so there was the need for high schools. The first secondary school was then established in Boston in 1821. Many other schools were set up and there, students were prepared for college. The court case in Michigan stated that taxes would be used to support secondary education and from that time onwards many citizens were free to attend secondary schools. Parents saw the importance of high schools and attendance increased tremendously. The high schools served as vocational schools and they prepared students for college. Today there are high schools in all districts and there students are prepared to be well- rounded citizens. We must applaud our great Americans heroes who fought hard to reform education.

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Reflection 7A

Angela Gregoire
EDf 1005
Reflection

Education in ancient Egypt was somewhat similar to education in modern times because in both instances children imitated their parents and older adults in the societies they lived. Children in Egypt had to work with their parents and other members of the family to gain skills. Life skills, moral attitude and views of life were passed on to their children in a very practical way. At a very tender age, children were taught by their parents. They taught them the facts of life, aspects of the culture, religion, values and morals. They were taught to respect other people and the deities. The Wisdom literature was an important book in Egypt. In this book children could read about ethical principles, which were generally taught by elders, nobles and scribal classes to younger men. The Egyptians believed in a well- organized and ordered life. Principles of truth –telling and fairness were favored over lying and injustice. In addition to tribal and at home teaching, formal vocational training was part of the education system.

Young men were not at liberty to choose their own careers, but most times worked in the family trade or profession. The fathers usually pass on the family baton to their sons. The king’s children were tutored by royal tutors who taught them literature, mathematics, grammar and writing. Children from poor families learned household skills, and how to play an instrument. Some girls worked as musicians or singers in temples. The children of farmers and fishermen were educated informally. They were taught to sow, glean, and harvest. In addition, animal husbandry was taught. They could take care of poultry and cattle and they were skilled in making nets and catching fish. Some craftsmen taught the children skills in making ceramic, faience, metalwork, sculpture, and painting.
Literacy was a priority for all skilled men in the community.They converted written texts on papyri and ostraca into hieroglyphs on temples and tombs. Reading and writing were essential skills in both hieratic and hieroglyphic. Religion and foreign languages were not included, and physical education was only taught to kings’ sons. Very often students were given opportunities to practice writing skills using pottery sherds or limestone pieces. Memorization by reading aloud was a common practice and Egyptian children had no set time period for school. Egyptian schools in the old kingdom were informal save for the court and the king’s children and some favored youths.
Education was very important in ancient Sumeria because record keeping was crucial to their development. It was made compulsory and both boys and girls were taught to read and write because everything was written down. Cuneiform, the world’s first writing and its own written language was taught. Most schools were attached to temples and students had to be perfect in their work or they would be beaten and punished. Students in Sumer enjoyed going to school for students who excelled obtained fine jobs. In Sumerian culture literacy was honored highly and was very special. Most schools in Sumer developed following the invention of cuneiform. Writing was taught formerly during the third millennium. Schools were established to train scribes of temples and palaces. Many students who attended were from wealthy families, but poor children could not afford the high cost of education. Egypt and Mesopotamia were the pioneers in education and their methods were somewhat similar.

Reflection # 18

Angela Gregoire
Reflection # 18

Is it true in America, that education has always been viewed as a vehicle for improving the society at large? Well many historians keep telling us that schools influence and affect the society we live in and education has a tremendous impact on society. How can information and knowledge be received and circulated all over the world? It is through education of course. Plato taught us many years ago that an uneducated individual is shut in darkness while an educated person is ready to experience the outside world and make an impact to society. In the United States today a lot of emphasis is placed on education because society dictates that the more educated someone is the better off the individual is. One of the most important roles of education is to produce an educated society. Education opens the way for opportunities for individuals to excel, get better jobs, and to succeed in life.
The importance of education for enhancing society cannot be overemphasized. It is through education that individuals are prepared to take up important roles in the societies in which they live and to contribute meaningfully. It is as a result of the work of some educated citizens like Emma Willard that changed the view of how women were portrayed in society. The power of education brought the much needed change in society. Women became educated and young girls received a decent education. Women can contribute to their societies and even compete in the global markets. This is tremendous achievement for women and a boost for education. Today women such as Hilary Clinton, Condoleezza Rice, and Sonia Soto mayor can attest to this vehicle of change. Had not been for this wave of change, slaves and people of color would still be denied an education. Education made it possible to have the first black president in the White House. Barack Obama is a living testimony that education is vital and that it prepares individuals to be dynamic leaders to help bring change in societies. We must thank the pioneers of the Civil rights movement and to all those who had the insight to bring about this much needed change in our society. Our society is better because of that change. One must not forget the education reform that was initiated after the launching of Sputnik. This contributed to the improvement of society because man was able to land on the moon, the internet was invented, and the GPS was created. We now benefit from a world of technological advances and our job is much easier. Education continues to be the vehicle for improving society for doctors keep finding cures for diseases and scientists keep making headways to better the world we live in. It is true that education is that force that makes it possible to survive in society.
The importance of education should not be overlooked by any country for it continues to be the means of change in all societies. Education is the necessary ingredient for social and economic development and that is why it is seen as a vehicle for improving society. Developed and wealthy nations are better off because of the emphasis placed on education and America continues to tread on that path.

Reflection # 17

Angela Gregoire
Reflection #17

The education system in America today is far different from what existed in the colonial era. Education in New England was influenced by the Europeans and at that time religious groups established institutions there to educate the ministers. Religion was very important then so there was strong emphasis on literacy which was the tool needed to read the Bible. The Puritans were the first to provide religious instructions to the youths and as result of this New England was then known as the cradle of American education. Because of the great emphasis placed on religion everything including writing, moral development, and reading was centered on the Holy book. Most of the teaching was done in the home by women and the purpose of school was to gain souls. Is religion still taught at school today? What happens in schools in America now is totally different. Religion is hardly mentioned in schools today it is one of the most controversial topics in the United States.
In order of importance education followed religion. Education in New England began with homeschooling in which the family played a critical role in educating the youth. The youngsters were taught reading, vocational skills, manners, values, and social graces. The idea of dame schools was conceptualized when women began to teach in the comfort of their homes. Today a small majority of children are homeschooled by their parents. There was an apprenticeship system for young boys who were tutored by masters. The boys learned a trade and management skills while girls were taught skills in homemaking. Today we see a complete education reform in American schools. Teachers must be trained and certified before entering the classrooms. Anyone who aspires to be a teacher must attend a college for four years and then become certified. In addition to all this the individual would have to complete internship programs at a public school.
In the colonial period boys had a lengthy day at school. Classes began at seven and school ended about five in the afternoon. Wealth played an important part at that time for only wealthy boys attended school from the age of seven to fourteen. The less privileged children were given a basic education in writing and reading and graduates from the Latin Grammar schools continued their education in colleges. In the United States education is compulsory and both boys and girls have the opportunity to reach the highest level. Most times boys and girls attend the same school. In fact most schools in America are mixed schools and parents are free to choose the school of their choice. Today students move from head start to Pre.K to elementary up to university level. It is interesting to note the level of progress that has been accomplished from the colonial era to present day America.
In the colonial period children of color were treated as slaves and were denied a proper education. Although there are still elements of racism and discrimination a lot has been achieved and people of color should be proud of their accomplishments and not be deterred by the past. Our schools are becoming more diverse and everyone has equal opportunity. Today more than ever we ought to be thankful to the great men and women who sacrificed their lives to overcome barriers and challenges to give the education system we have.

Reflection # 16

Angela Gregoire
Reflection # 16
Definition of rhetoric and its relationship to Roman education

Rhetoric is considered to be one of the oldest disciplines throughout Europe and by extension the world. In many European countries rhetoric was used to convinced people in most social settings. In ancient times rhetoric was used by great speakers to effectively persuade individuals in public gatherings and in the courts. During the late nineteenth century it was the primary focus of Western education, and out of this rose the need to educate writers and promising public speakers. Rhetoric is the study of using language persuasively and effectively. It can also be defined as the study of rules and principles of composition formed by critics in the colonial era. Throughout the twentieth century rhetoric was included in communication at the tertiary level. Rhetoric prepares students to write and speak effectively. The rhetoric curriculum stressed on the importance of rules and principles in composition for impressing audiences all over Europe. In Rome it was taught during the Middle Ages and was included in liberal arts studies. The art of rhetoric was explained in many handbooks, dialogues, lectures, and speeches. The great philosophers of ancient times together with seasoned public speakers and orators developed this interesting art of rhetoric.
The central focus of the Roman education was rhetoric and a form of declamation which was really a speech class where young men were given topics to write. These young men were instructed properly and they were expected to produce excellent speeches. Marcus Cicero was believed to be Rome’s best rhetorician and he can be considered to be the most read of the Classical time. He was well known for his contribution of what was known as the canons, and his ideas of kairos and also a determining theory. Cicero’s associate Quintilian was another famous rhetorician who was influential in procuring the traditions in both Rome and Greek. The survival of rhetoric can be linked to St. Augustine who was himself an important figure of his time. St. Augustine argued that Christians must not choose the sophist ideas of persuasion since eloquence is required to make the Bible’s instruction more effective. During the middle Ages most of the writings of the scholars in Rome were lost and hence the reason why the rhetoric theory endured, but it was Peter Ramus who persevered and explained that the canons of rhetoric should include dialectic and a simplified form of rhetoric to include delivery and style.
At sixteen young men in Rome were prepared by older men to master skills in public speaking because this was very important there. Rhetoric was the central focus for these young adults. The primary goal of education was to be able to write and speak effectively. The emphasis of rhetoric was very strong in Rome in comparison to other European schools. The Romans at the time removed subjects like athletics and music for they were not considered as important. The Romans were not interested in philosophy and science, but instead included manuals of rhetoric. The education system was geared towards preparing males to be leaders and the system instilled values based on traditions and Greek and Roman literature. The Romans placed more importance on rhetoric rather than mere knowledge. The ancient Greeks were credited for their achievements in mathematics, medicine, science, and philosophy, but the Romans priority was rhetoric. The emphasis on rhetoric reigned for a long time far surpassing the dictatorial era. From all records it is clear that rhetoric formed an integral part of the Roman education.

Reflection # 15

Angela Gregoire
Reflection # 15
Differences in ancient Athenian education and Roman education
The systems of education in both Athens and Rome have immensely influenced the system of education in America. The Athenians main emphasis was on music, literacy, and physical education. They believed that young Athenians should be well- rounded and should have healthy bodies. The Romans on the other hand taught basic skills in literacy and did not stress as much on the importance of music and exercise. The Romans had a similar program to the Athenians for their wealthy and skilled young men. In Athens, famous philosophers and teachers in the name of Socrates, Aristotle, and Plato had a particular interest in education and they helped to shape the education system with their philosophies. In Rome mention must be made of Quintilian and Cicero, two important men who contributed to the education system.
In ancient Athens nurses and parents taught students good manners, morals, and respect for the gods. Athenian children were accompanied to school by a leader who was responsible for teaching good manners and values. Children began school at six or seven and continued until they were fourteen years old. Formal education for poor males stopped at fourteen years and from then on it was apprenticeship at a trade. Boys from affluent families were then taught by philosophers. The wealthy boys were instructed by Plato and they learned arithmetic, astronomy, geometry, and harmonics. Literature was an important subject to study in Athens. Unlike the boys, the girls did not receive formal education. Instead they were trained to do domestic work. They learned music and they were able to write and read in their own homes. The girls were prepared to be good housewives. Some of the rich educated women in Athens were specially trained to be the companions of wealthy men. Most boys went through military training at eighteen years for two years to become a full citizen, and if he could afford he was free to further his education. Like most ancient colonies boys were far more educated than girls. These ideologies affected many other civilizations in the west. Education was very important in Athens and the great philosophers of the day reiterated its importance.
To this day many believe that the Roman education system was influenced by the Athenians. The Romans had a very organized system and understood the importance of knowledge. Homeschooling began at six years and children were taught by their parents and a nurse. Like Athens, girls were not as educated as the boys. They received a basic primary education in preparation for marriage to become efficient wives. They were given skills in sewing, and music. Girls got married at about twelve years old while boys got married at fourteen. They were taught in Greek and Latin. Children did writing and reading and memorized heroic extracts and stories with moral endings. Most of their arithmetic was done using the abacus. Roman children were not spared the rod although some great teachers there thought it was disgraceful and should only be used by slaves. At twelve years rich boys were taught literature, language, music, and philosophy in what is equivalent to secondary schools. The boys were taught mainly by Greek teachers because the teachers were thought to be well educated. At that time Greek language and literature was more significant than Latin. The Romans emphasized the importance of qualified teachers because they had to meet the students’ needs.
At about sixteen years boys received liberal arts education by teachers of rhetoric. There they were expected to be almost perfect. Their skills in sentence writing, composition, vocabulary, rhythm were tested and once they were skilled enough they began writing speeches. After writing these speeches they had to recite them. Some lucky boys completed their education in a foreign country and they were prepared to be good public speakers. The Romans did not offer much choice in the selection of subject to be learned although the school day was very long. Much of the learning was done with great fear and boys were punished for any offense. It was generally thought that they would learn better with an element of fear. Because books were too expensive the lessons were given orally.
Generally the education systems of Athens and Rome were very similar because it is clear that the Roman system was greatly influenced by the Athenian system. Most of the countries favored educating males while females received just basics. It is clear that women have been oppressed for a very long time. The Athenians had a more integrated system while the Romans concentrated on a few areas. The Athenians stressed heavily on physical education, but both colonies had a similar structure consisting of primary, secondary, and higher education. Famous teachers like Cicero influenced Roman education while Plato, Aristotle and Socrates laid the foundation for Athens. The Roman children did a lot of rote learning while the Athenians were influenced by the Socratic Method. Children in Roman were given few opportunities to question why while in Athens the questioning method was used. In Athens school attendance was not mandated by the state. The Athenians placed importance in virtues, moral values, and physical education and the Romans stressed rhetoric for it has shaped the educational structure. In conclusion, both Rome and Athens had great scholars who laid the foundation for an education system which influenced the system we have today.

Reflection # 14

Angela Gregoire
Reflection #14
Impact of the Ideas of Aristotle
Aristotle was a Greek philosopher, a pupil of Plato, the teacher of Alexander the Great and the son of a physician. He had a totally different approach to science than his teacher, Plato. He believed that the highest human faculty was reason. He was very interested in studying about the world and he had a special interest in science. Being raised by a physician may have motivated him to develop his love for living things. He set up the first science academy which was excellent in biology, but somewhat weak in physics. His school of inquiry was superior to everything that was created before him. His goal was to explain the meaning of scientific knowledge and give the reasons. He was indeed a great scientist and a first of his kind. Aristotle’s work surpassed that of his predecessors and was accepted by everyone. This work was part of the Christian Church.
His methods of investigation including the following: defining the subject matter, stating the difficulties and reviewing the accepting points on the subject, and other ideas of other writers, and finally stating his own arguments and solutions. Modern research papers still use a similar pattern up to this day. He had created the foundational approach to scientific research. His arguments were dialectic and empirical that is they were based both on logic deduction and practical thought. Aristotle had a special interest in animals and plants and he dissected them and observed them. He was also interested in their organs. His love for the study of nature was his search for causes and eventually he explained that all objects possessed four attributes, matter, form, moving cause and final cause. His entire approach fitted with Christianity and he became the first scientist to use dissection as his primary approach. His great work in science is still very significant to us today. Being the first to think quantitatively about speeds involved in movement he tried to explain how things fall. He concluded that the speed of moving objects was in direct proportion to the force applied. His philosophy contributed to the investigative approach and ended the final causes. He stressed that empirical investigation was necessary in understanding the world. He believed and taught at length that theory should follow fact. He explained that logic was a needed tool for inquiry.
Aristotle philosophy was to find out about the four causes. He explained the material cause by pointing out that it is the substance that the thing is made up of. The second cause he described it to be the design or the formal cause; the third cause he called the efficient cause which is the maker. The final cause was the purpose. In context with our present day thought the efficient cause is the main explanation of a thing but to him the final cause was proper. He strongly supported that organisms are created for a specific cause and that cause is the final cause. He contributed significantly to biology and living creatures provided him with tremendous evidence to support his final cause.
Aristotle’s philosophy set the foundation for the investigative approach and he was instrumental in establishing a science enterprise which can be compared to a modern science department. Some of his work in physics did not live up to standards, but his contribution in biology was very important because he reiterated that detailed empirical investigations were necessary to understand the world in its natural form. Aristotle’s philosophy continues to be the focus of academic study and his ethics were very influential and can be compared with our modern ethics. Aristotle’s work had a tremendous impact in modern western education

Reflection # !3

Angela Gregoire
Reflection #13
The impact of the Ideas of Plato

Plato was a great educational philosopher and thinker. He can be considered as one of the founding fathers of education who has inspired many educators and philosophers worldwide. His theory, philosophy and ideas have assisted in creating the foundation of a strong education system. Plato was the student of Socrates, who was himself, was a man of great wisdom. Plato’s debating style was similar to that of his great teacher. Plato was a very creative individual and he was the founder of the first university in Athens.
Plato was certain that knowledge was achievable and debated this theory and concluded that knowledge emerged from experience. The concept of knowledge was examined thoroughly. He dealt with many issues and he evaluated strictly by reason. He was very enthusiastic when dealing his pupils and he passed on to them his keen sense of reasoning. His students in turn developed enquiring minds. He explored the differences between reality and knowledge and he encouraged his students to use the dialectic approach to think independently. He strongly advocated that teachers are not the maker of ideas, but instead prompt them in students’ minds so they could bring them out in the best possible ways. It was his belief that students had a lot of ideas but it was the teacher’s job to get out these ideas successfully. Plato was an analytic thinker and he wanted his students to have enquiring minds, to think logically and to question things in their environment. His method of enquiry is still used today in many institutions.
Plato emphasized strongly that harmony should exist among all classes of people, and that everyone should enjoy equal opportunity. He was a champion in social justice and equality. He also emphasized that everybody should be treated equally, fairly, and with great dignity. He constantly argued that harmony should exist among all classes of people and everybody should enjoy equal opportunity. Based on this principle he set up his concept of universal education, which was an excellent idea. He recommended that the state must provide education for all its citizens because education was very important and the key to get them out of poverty. He strongly advocated a kind of curriculum inclusive of physical education and stressed the importance of physical fitness and a healthy body. He maintained that physical education should not be a component of the extra curriculum, but instead included in the formal curriculum. Plato echoed the importance of educating the youth of society. He shared the view that human beings are created with skills and instincts and everyone can learn. He believed that everyone was capable of living a fulfilled life and for this to happen society should be well governed. He accepted that everyone can contribute meaningfully to society if only they do what is right.
This Greek philosopher viewed education as holistic if art, music, physical education, skills, and facts were included. Today all educators share that same view. He believed that all individuals were talented and the most gifted ones should be given suitable training. In saying that, he was promoting a selective type of education which in today’s context could be referred to as tracking. Plato’s views have been very inspirational to many educators and have helped shape the system which exists today. It is safe to say that his theories have helped to change the concept of education and Plato together with many other Greek philosophers have influenced our education system.

REflection # 12

Angela Gregoire
Reflection #12
The launching of Sputnik fifty years ago by the Soviet Union was an event that changed higher education in America. This launching hit America by surprise and it began to take action to improve the education system in all states. In 1958, Congress passed an Education Act soon after the cold war as a direct response to the launch. There was a great demand for highly trained individuals in technical and scientific areas to help America compete with the Soviet Union. As a direct consequence, the National Defense Education Act increased the support for loans to college students, and for the advancement of science, mathematics and foreign languages in both elementary and secondary schools, vocational and technical schools, and graduate schools. More funds were also available for foreign languages and area studies.
Laws in the 1960s and 1970s contributed to the concept of equal access and many forms of legislation stopped discrimination based on sex, race, and disability. Civil rights Act also had some impact on the Education Department. Among the many changes in that era was the launching of the secondary and elementary schools Act. There was an increase of federal aid to disadvantaged students to deal with poverty problems in rural and urban schools. In addition to all this, financial aid was readily available for the neediest students in all schools. The education revolution continued for many years, and in the mid nineteenth century the department of education was included as a cabinet level agency. Today it is clear that the education reform following Sputnik helped shaped the system we have. It is clear that the launching of Sputnik had both positive and negative implications for the American people. The launching of this missile was a blessing for the American education system for it helped the department to remain on focus. The department continued to foster excellent student achievement and students are better prepared to compete globally and achieve equal access in educational opportunities. The education department continues to monitor and improve the system for the benefit of all. The department continues to heighten the awareness at community and national level, face challenges, and explore teaching and learning approaches. The financial budget for education ensures excellence through the administration of programs ranging from pre-kindergarten to postdoctoral studies. Sputnik changed the future for it started the space race and America was forced to create NASA. Following this, man was able to land on the moon, and GPS and the internet were invented. This was an era of great scientific advances, thanks to the Soviet Union.

Reflection # 11

Angela Gregoire
Reflection #11
The Socrates’ philosophy had a lasting effect on men and his contributions will continue to influence the thinking person, the government, and education in Western societies. This philosopher and teacher was a great believer of ethics and his method of enquiry contributed significantly to Western thought. His questioning method led the way to what is now the scientific method. His questioning method and his enquiring mind eventually impacted the philosophy of education. Today his method of enquiry is still used. Educators still employ his methods and efficient teachers encourage thinking for themselves using his methods. Teachers prepare students to become creative thinkers instead of simply pumping information. The student should be able to examine life critically using the Socrates method. In the classroom, the teacher should accept answers with good reasoning, as the emphasis must be on reasoning rather than simple facts. Educational institutions all over the world create safe environments where students feel free to challenge other students and teachers alike. An atmosphere where students can correct the teacher and teacher can correct the student should be encouraged. Individuals should come up with their own conclusions following a situation through a series of questioning techniques. The teacher should facilitate learning and guide students to discover the truth. The questioning method gives students some insight of critical issues being discussed.
This great Greek philosopher, Socrates contributed significantly to the study of human knowledge and reasoning. His methods and teachings influenced Western education philosophies for a long time. His method of enquiry is still used today, and is one of his greatest contributions. The steps used in solving problems are still being used today in the scientific method; and which has earned him the title of the father of philosophy. It was his view that one of the best way to live was to concentrate on the development of self rather than material things. To me that is an excellent principle.
This great philosopher connected knowledge with happiness. He believed that knowledge made everyone happy and he overemphasized the importance of knowledge and reaffirmed that knowledge is power. He was an advocate for self-knowledge and explained that an educated man is wise when he can help himself. To Socrates, knowledge was interactive and living and he never documented anything. Another philosophy was that everyone had virtues. To him having intellectual virtue was necessary and everyone should search for the good and aim for the best life.
Socrates was one of the most influential Western philosophers. His ideas have great significance in modern education. His teachings have impacted on great thinkers, religious leaders, educators, and laymen. His scientific ideas also impacted on all institutions in the Western world. He is well-known and remembered for the contribution on ethics. The elenchus is still used in many discussions, and his method of questioning is treasured up to this day. The contributions he made to human knowledge and reasoning, and his ideas and influence were the ground work for much more research.