Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eB7InF905437; Thu, 7 Dec 2000 13:49:16 -0500 (EST) Date: Thu, 7 Dec 2000 13:49:16 -0500 (EST) Message-Id: <F139L1c00goZolmRBaY00006e24@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "Townview Learning Center" <townview_learning_center@hotmail.com> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:304] Re: questions about purpose X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 5521 Lines: 99 Eileen, I love your question, it is a classic. I'll base my opinion on my own experiences as a public K-12 school student and on the discussions of my graduate classes. A professor in one of those classes asked us to consider the time allotted to different activities in schools and the emphasis on the activities at the times of each activity (try for a micro view). Writing out each of the activities, the class started to group them together into Four Missions of Schooling: First in time spent and emphasis did appear to be Socialization to the orders and requirements of our society. From bells ringing in high school to straight lines in elementary schools and college class registrations, to raising our hands, riding buses and how we are to conduct ourselves, all that seems to point to Socialization. Second in order of importance of the missions is Skills Development. This included multiplication tables which are memorized (often forgetting the mathematical principles behind the products), penmanship, typing, sorting, color recognition and reaction, reading and speaking, listening, etc. The general public may think that Understanding Systems of Knowledge is the first priority of these missions, but it appeared to our class that it was third in importance. Learning empty facts and trivia may actually be a skill of memory and association rather than building upon one's understanding of how those facts intertwine to form systems. From the time spent and emphasis placed, maybe this type of learning is third place. I get a hopeful feeling when I hear about subject teachers at high schools coordinating their curriculums and lesson plans to support each other's building of understanding. As an example, a science teacher can focus on the terrain and climate of India, while a social studies teacher focus on the history of India during England's colonization and withdrawal, while a literature teacher focuses on the stories and folklore of India's cultures. But much of that work in linking ideas seems to be left to the students. Finally, the fourth mission of schooling is to help the students Understand Oneself. In class, I argued that flipping this hierarchy of missions on its head might prove a commendable revolution. For you too, Eileen, I think a first emphasis in adult education should be Understanding Oneself. Helping students to verify and value all that they know and understand can spell immediate success, which is often needed to motivate them to continue their studies and reach their goals. And they need to build on those understandings. They can not start fresh, wipe the slate clean and start completely over. Assess what they have and move up and out from there. If they have some mis-conceptions about this world, they can experiment in our education programs to adjust their understanding. After that (the third mission) they can build upon their understanding of facts and reach for understanding the links. In the best circumstances, they will be excited and self-motivated to get out and gather more facts. With the understanding they have, They can be helped to see what skills are needed and useful for best using all that knowledge (second mission). And I have a real sense that once those three "lower" missions are accomplished any adult will recognize the need to act appropriately in society. By "acting appropriately," I even include the ways to raise challenges to the status quo in society, in their communities and families, and in their own life styles. I love the calling to this field of work. Hope you and I get some reactions from others. "It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it." Jacob Bronowski, -- provided by Debbie Abilock Kenneth Libby Townview_Learning_Center@hotmail.com Knoxville, TN 865-523-9309 fax 865-521-6183 >From: "Eileen Eckert" <eileeneckert@hotmail.com> >Reply-To: nifl-povracelit@nifl.gov >To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> >Subject: [NIFL-POVRACELIT:303] second try-questions about purpose >Date: Thu, 7 Dec 2000 12:14:31 -0500 (EST) > >The discussions of racism, the debate about how to teach reading, and the >posting of World Bank resources and response of suggested alternatives all >generate some questions: > >1. What is the purpose of adult basic education? Is it to help students >achieve success in the existing society by helping them accommodate to the >culture(s) of the workplace, the prevailing view of good parenting and >strong families, and acceptable forms of community involvement (food >drives-yes; WTO protests-no!)? Or is it to help them view society >critically, the good and the bad? Or is it to participate with students in >the ongoing creation of a vision of the world as it could be? Or is it >something else? > >2. Does it matter what characteristics, perspectives, and sense of purpose >educators bring to the practice of teaching, student services, and program >administration? If so, how does these things affect learners? > >I would like to hear what others on the list think, particularly teachers >and those who have been involved in the discussions mentioned above. >Thanks! >Eileen _____________________________________________________________________________________ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com
This archive was generated by hypermail 2b30 : Tue Jan 16 2001 - 14:47:30 EST