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.


















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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.