Week 4 - W&S 5,6,7, Noddings 4, 7

Hi all,

Due to a tech problem, Tina sent me this discussion topic she made - I am posting it just on behalf of her. Thanks Tina for the great questions! :)   - John

Week 4 ~ Bly 

Noddings, 4 ~ Aims, Goals, and Objectives 

The Cardinal Principles are a good starting point for discussing aims in the 21st century according to Noddings on page 44.  However, Noddings also notes that John W. Gardner was concerned with whether 20th century schools could manage such a great task. I will not review the process from aims to goals, and objectives, except to reiterate that goals must be given considerable thought, “Goals should be attainable, and they should be established cooperatively in the light of aims to which we are committed” (Noddings, 2013, p. 47). And then, “aims are stated at a general and ideal level---‘thorough and efficient education’ for all students---goals depend on a careful analysis of the subject to be taught, the interests and talents of students, available resources, and the social and economic needs of the larger community” (Noddings, 2013, p. 47).  

Noddings states that teachers must embrace unexpected teaching moments, explains how important learner-centered lessons are, and that there will also be many teacher-centered lessons. “What is necessary is to analyze a unit of work and decide when the method is applicable” (Noddings, 2013, p. 51).  

A couple of points that I saw coming up again and again was how there is too much focus on test results (something that many educators are obviously frustrated with), and that too many methods have been pushed to the side by being taken too far (Noddings). I was fascinated with Noddings’ take on technology. What does everyone think about the possibility of dehumanization through technology and teaching? 

Noddings 7 ~ Toward Ecological Cosmopolitanism 

Noddings discusses how our environment shapes us and how the first European settlers in America “discovered” the land, trees, water, and wildlife. She then elaborates on how Americans lead the world in consumption of the world’s resources (Noddings, 2013, p. 83). Noddings then points out that school curricula do not address conservation. She continues with discussing “Living In Place,” “Earth: More Than A Collection of Nations,” “Geography With A Purpose,” and “Toward Peace On Earth.”  

During the reading of “Living In Place,” it is pointed out that anytime new material is introduced, which may be at odds with parents, is introduced, that parents must be made aware of the content and its purpose. History revolves around wars and the responsibility lies across all disciplines to find some balance (Noddings). For example, English teachers may include poetry that glorifies war, but also include poetry that condemns war (Noddings, 2013, p. 100). This chapter culminates with a call for discussions of war, its destructiveness, and calls for American enemy perspectives (Noddings, 2013, p. 100).  

Regarding curriculum, “It should induce a shiver of horror in students to hear of the hatred that once characterized our relations with people we now regard as friends” (Noddings, 2013, p. 100). What do you think about finding ways to implement this in our curriculum and in our schools? 

W & S ~ 5 ~ Procedures for Making Curriculum 

After reading the Tyler Rationale, Schwab’s Practical and Eclectic Approach, and Freire’s Emancipation Approach, I am personally drawn to Freire, and I have been for some time. In my view, there is nothing in this world like the rewarding act of taking one who was once illiterate to a position of literacy. The problem, the concern for Freire is that the uneducated have become subjected to domination by the wealthy (W & S, 2009, p. 64). Freire would have wanted students and teachers to collaborate, to work together so that they may step back and achieve together images of a better reality (W & S, 2009, p. 64). “This ability to step back from an unconscious acceptance of things as they are and to perceive the world critically, even in the midst of pervasive, powerful subtle forces tending to distort and oppress, is what Freire means by attaining critical consciousness” (W & S, 2009, p. 64). What are some comparisons among Tyler, Schwab, and Freire? (W & S), like so many, refer to Freire’s as a more “radical” proposal (W & S, 2009 p. 63). I wonder about this word “radical.” Is this word relating to extensive change, action, revolutionist? Is Freire a progressive? Is this word, “radical,” positive or negative? How might the African American slaves in America who were once forbidden to read, feel about the word radical?  

W & S, 6 ~ Explaining and Critiquing Curriculum Practices 

A critical attitude in regard to curriculum practices is important for educators (W & S, 2009, p. 69). We read a critique of the Tyler Rationale and how Kliebard believes that a new model is long overdue (W & S, pp. 70-71).  

Curriculum and Criticism of Modern Life 

Here, we learned how Apple claims that schools are functioning in “cultural reproduction,” that America is primarily invested in capital, corporations which control the media, distribution of goods, production, and that these interests exercise hegemony that leads to powerful mechanisms of domination (W & S, 2009). Apple argues that knowledge is a form of social capital and that through selective approaches schools “help preserve the existing power relations of society through hidden curriculum” (W & S, pp. 72-73) Do you see a connection between Apple and Freire? 

Understanding How Curriculum Works in the Classroom 

After dissatisfaction with existing studies which found no significant differences between achievement test results for mixed-ability grouped classes when compared to ability-grouped classes, Dahllof conducted his own study where he discovered that high-ability students in mixed-ability classes were moving through course material slower than their peers in ability-grouped classes (W & S, p. 74). When reading this section did anyone get the feeling that the variables were in any way manipulated to get this result? 

The section titled, Curriculum in Relation to Culture focuses on the loss of the teaching of rhetoric in schools and points out that this was connected to printing (W & S, 2009, p. 77). No one can deny that the world of technology and electronics is highly impacting society. According to Ong, the new information age is “producing a revolution in the fundamental way we express ourselves,” (W & S, 2009, p. 70). How might this technology affect curriculum?  

W & S, 7 Cross-Currents of Reform 

Reform is namely called for when there is a perception that the educational system is not working as it should (W & S, 2009, p. 80).  

The Anatomy of Reforms 

During an era of reform, powerful forces for change, education budgets, various foundations, government agencies, and donors temporarily provide more funds, while many teachers and principals gain new energy and enthusiasm” (W & S, 2009, p. 83). Reform and Incremental Change: Reform leading to curriculum changes do happen, but they happen very slowly leading to an ongoing process of change.  

Teachers and Reform 

Reforms lead to differing attitudes from teachers as many embrace participation fully, some believe that decisions should be made locally, some teachers feel that their accomplishments, years of loyal service earns them the right to influence curriculum, and they resent outside intrusions and strangers in their schools (W & S, 2009, pp. 88-89). This i discrepancy is further addressed in: 

Who’s in Charge of the Curriculum ~ where reform challenges all established procedures and brings about some discontent forl members who are locally involved otherwise (W & S, 2009, p. 90).  An entire section is devoted to asking: 

Is Reform a Good Thing? Pros and Cons of Reform are covered 

Working with Reform is addressed and then at the very end…… 

“This does not diminish your importance as a teacher” (W & S, 2009, p. 102). 

What do you all think?