1. Politics of Education
1.1. The 4 Purposes of Education
1.1.1. 1.) The intellectual Purpose
1.1.1.1. The intellectual purpose of education is simply to teach the basic skills of reading, writing, and math. It also has the task of relaying specific knowledge such as literature, history and the sciences. Lastly, the intellectual purpose also helps students develop a higher-order of thinking skills (ie. analysis, evaluation and synthesis).
1.1.2. 2.) The Political Purpose
1.1.2.1. The political purposes of education are: 1) To instill a sense of allegiance to the existing political order, in other words, patriotism. It is also responsible for preparing students to be active participants in this political order. Finally, it is tasked with helping students take in and accept diverse cultural groups into one common political order as well as teach them the basic laws of the society.
1.1.3. 3.) The Social Purposes
1.1.3.1. The main social purpose of education is to help solve social problems. It is supposed to work as one of the many institutions in society to ensure social unity as well as to help socialize students into the many roles, behaviors, and values of society.
1.1.4. 4.) The Economic Purposes
1.1.4.1. The economic purpose of education is simple; it is to help prepare students for later occupational roles. Also to select, train and assign individuals into the work force.
1.2. The Role of the School
1.2.1. The liberal perspective on the role of the school, like the conservative perspective, stresses the training and socializing function of the school. However, unlike the conservative view, the liberal perspective advocates educational equality. It emphasizes the school's role in providing ALL students with the necessary educational tools to succeed in society. Lastly, the liberal perspective stresses individual and societal needs, therefore, it views the school's role as enabling the individual to develop his or her talents, creativity and sense of self.
1.3. Explanations of Unequal Performance
1.3.1. The conservative perspective on this topic argues that both individuals and groups of individuals rise and fall on their own based on intelligence, hard work, and initiative. It also says that achievement is based on hard work and making sacrifices to obtain a goal. Based on this perspective, the school system is set up to allow student to succeed. However, if they do not succeed, they assume that they must be deficient individually or be a part of a group that is deficient.
1.4. Definition of Educational Problems
1.4.1. The liberal perspective argues the following in regards to the Definition of Educational Problems. First, they argue that schools too many times limit the chances of the poor and minorities and therefore the underachievement of these groups is a major problem. Second, they claim that schools place too much emphasis on discipline and not enough on the development of the individual. They also argue that there are major differences between the quality and climate of urban and suburban schools. Specifically between schools containing students with low socioeconomic status (SES), and schools with students with high (SES). Finally, the liberal perspective believes that the "traditional" curriculum leaves out diverse cultures of the groups that make up the pluralistic society.
2. History of U.S. Education
2.1. Influential Educational Reform Movement
2.1.1. In my opinion, one of the most important educational movements, would be the push for the education of women and African-Americans. I see this as an important movement because to me, it truly began the involvement and enrichment for the lives of ALL American citizens. For women, formal education was never really considered important until the early to mid 19th century. It was during this time that young girls were being allowed into public elementary schools as well as the more prestigious private schools. Even more important however, is the allowed admittance of women into schools for higher education. This didn't just happen overnight though. It took many brave women willing to push the envelope of what women were "allowed" to do and be in society. Through the work of women like Emma Hart Willard whom opened Troy Female Seminary in 1821 and Mary Lyon whom founded Mount Holyoke Seminary in 1837, women finally could feel the satisfaction and reap the benefits of a "true education". The early to mid 1800's was not solely limited to the education of women. It was also one of the most important times for African-Americans in U.S, history. Until this point in time, African-Americans were seen as a second class citizens and worth nothing more than a "helping hand". That is until the likes of Nat Turner, who in 1831 started a revolt against slavery and Benjamin Roberts who in 1846 filed a legal suit against the Boston school system due to the dismal picture of education for African-Americans. Finally, in 1863 President Lincoln signed the Emancipation Proclamation therefore freeing all African-Americans not only from the slavery of work but also from the slavery of not being allowed what I believe should be a right to EVERY human being, and that is: Education.
2.2. Historical Interpretation of U.S. Education
2.2.1. The Conservative Interpretation: Because they all agree on some of the same things but disagree on many things at the same time make the historical interpretations of U.S. education an interesting subject to say the least. For example, the conservative view agrees with the liberal view in the fact that they both believe that education should be made available to everyone, regardless of race, gender, ethnicity, etc... However, there are a couple of aspects that set the conservative view apart from the others. First of all, people who agree with the conservative perspective believe that now more than ever students know very little and that U.S. schools are mediocre at best. In other words, conservatives think that because education is now available to more students that the "quality" of education is now taking a major hit. They argue that liberals are okay with this so therefore they don't see eye to eye. Second, conservatives believe that schools are now being looked to more and more as a quick fix for many of our nation's problems concerning students. They think that they are now being forced to be more than a teacher, which in their opinion is wrong. In conclusion, conservative beliefs are that the educational system needs vast improvements so that not only is education available for everyone, but that it is the highest of quality. They also hold firm that there should be less pressure on today's educators to "fix" America's social problems.
3. Sociology of Education
3.1. The Theoretical Perspectives Concerning the Relationship Between School and Society
3.1.1. 1.) The Functional Theory: First of all, Functionalists picture a society that stresses interdependence of the social system. They view society as a machine where every "part" has a role and they all work together to make society what it is. Emile Durkheim, who is said to have "invented" educational sociology said that he feels that education is a key piece in any society for social unity and cohesion. Therefore, functionalists believe that educational reform should should aim for as much unity as possible.
3.1.2. 2.) The Conflict Theory: Conflict theorists believe that society is built on the ability of dominant groups to impose their will on less dominant groups, therefore creating much conflict. Unlike functionalists, conflict theorists do not see the relationship between school and society as unproblematic. They see this relationship as stressed and under a constant struggle.
3.1.3. 3.) The Interactional Theory: This is in fact its own theory, however, it is more of an extension of critiques from the previous two theories. Sociologists that think in this way, believe that both the functionalist and conflict theories are very abstract an emphasize structure at very general levels of analysis. Therefore, they believe that their view is more right than the others, when in reality they all have good and bad aspects to them.
3.2. Five Effects of Schooling on Individuals that has had a Great Impact on Students
3.2.1. 1.) Employment: Employment has a great affect on students. According to the book, most students claim that one reason they "stick" to education is that they believe going on to earn a college education will give them a much better shot at a good life via career.
3.2.2. 2.) Mobility: Many people think that occupational and social mobility begins in the classroom. According to the loose term "civil religion", many Americans view education as the great equalizer in the "great status race".
3.2.3. 3.) Teacher Behavior: Another important effect on students is obviously a teacher's behavior and actions. Teacher play many different roles on a daily basis. Because of these roles, teachers can impact students in many more ways than just as an educator. Many students state this as an pivotal part of their high school years and even impacted them years down the road.
3.2.4. 4.) Student Peer Groups: One of the most important effects of school on students is the role of their peer groups. These interactions can be good, but now days many interactions between students and even between students and teachers have turned sour. For instance, according to a some studies, students in vocational programs tend to be headed toward lower wage jobs and therefore tended to be more apt to be violent. Just like many other aspects of society, the school has many labels given to students and groups of students. Many times unfortunately, this leads to tension among students and between students and teachers.
3.2.5. 5.) Inadequate Schools: This aspect is actually a sub point of the inequality in schools. The inadequacy of many schools is perhaps the most glaring way in which schools produce inequality. Many critics of contemporary education feel that the way schools are now teaching kids, that they are not being well prepared for the rest of their lives. In the end, most people think that there should some kind of common goal and standard for schools and their teachers.
3.2.6. 1.)
4. Philosophy of Education
4.1. Pragmatism: Comes from the Greek word pragma, meaning work. An approach that assesses the truth of meaning of theories or beliefs in terms of the success of their practical application.
4.1.1. 1.) Generic Notions: a.) John Dewey's form of pragmatism was founded on the new psychology, behaviorism, and the philosophy of pragmatism. b.) His ideas were influenced by evolution as well as the 18th century optimistic belief in progress. c.) Dewey believed this meant the attainment of a better society through education. d.) Because of this thinking, the school became an "embryonic society" where students could learn skills both experientially and from books. In addition, they could learn more "traditional" information that would help them be able to work cooperatively in a democratic world. e.) Dewey's ideas about education have been said to be progressive. f.) Dewey's progressive education method was based on his belief that children were active, organic beings, growing and always changing, and therefore needed a course of study that would reflect their specific stages of development.
4.1.2. 2.) Goal of Education: According to Dewey, these should be some the goals of education: a.) The school is an important place where ideas can be implemented, challenged, and restructured, with the goal of giving students the tools needed to improve the order of society. b.) The school should operate as a way to prepare students for life within a democratic society. c.) He believed that on one hand, the school should balance the needs of society and the community, while also balancing the needs of the individual. d.) According to both Dewey and Emile Durkheim, the school played an important role throughout history in creating cohesion during the progress of the U.S. e.) Dewey believed that if schools taught children how to properly function in a democratic society, they would become adults that would act in the same way.
4.1.3. 3.) Role of the Teacher: a.) The belief that teachers are to no longer be an authoritarian but more of a facilitator. b.) The teacher should encourage, offer suggestions, question, and help plan and use courses of study. c.) The teacher is to also write curriculum and must have a knowledge of several areas in order to develop and implement curriculum.
4.1.4. 4.) Methods of Instruction: a.) Pragmatist believe that children learn individually and in groups. b.) They believe that students should begin their mode of inquiry by questioning them about what they wish to learn and know. c.) Abandon traditional forms of schooling. d.) Rote memorization should be discarded and schools should use more individualistic styles of teaching.
4.1.5. 5.) Curriculum: a.) The belief in a core curriculum or an integrated curriculum. b.) Progressive educators support the idea of working from the known to the unknown or what is now called "the curriculum of expanding environments". c.) Progressive educators are also not "married" to a one set curriculum. Rather, the curriculum changes with the social order, as well as when the child's interests change.
5. Schools as Organizations
5.1. Major Stakeholders: Senators- Richard Shelby and Luther Strange. House of Representatives- 5th Congressional District; Mo Brooks. State Superintendent- Michael Sentance. Representative on State School Board- Mary Scott Hunter. Local Superintendent- Huntsville City Schools; Interim is Mr. B.T. Drake, however, Matthew Akin has been offered the position but has yet to accept the position. Local School Board Members- Huntsville City Schools; Elisa Ferrell, Walker McGinnis, Beth Wilder, Michelle Watkins and Pam Hill .
5.2. Elements of Change within School Processes and School Cultures: 1.) The first thing discussed is conflict. According to our book on page 232 conflict is a necessary part of change. Efforts to democratize schools doesn't create new conflicts, but it does allow for past conflicts to become visible and therefore be addressed. 2.) New behaviors must be learned. Since change requires building new relationships and developing new behaviors, it is imperative to come up with new ways to develop relationships, new behaviors, and better communication. 3.) Team building. The third thing discussed in our book (pg. 232) is the importance of team work. There are many aspects of society that function much better when team work is in effect, but perhaps the most important area is within the school systems. It allows everyone to be on the same page, therefore being able to achieve goals in a timely manner and little conflict. 4.) The last thing discussed was process and content. Both aspects are very much tied together because each one of the areas helps the other to function more efficiently. For example on page 232, the book explains that the process a team uses to go about its business is just as important as the content in which they are conveying. In addition, the usefulness and visibility of a certain project can dictate the future commitment to the same project. In conclusion, if these areas are followed as best as possible, there is a great possibility for the school to become better and function more efficiently.
6. Curriculum and Pedagogy
6.1. The Developmentalist Curriculum
6.1.1. The Developmentalist Curriculum: This style of curriculum is student centered. It deals more with the interests and the need of the students rather than the needs of society. It emphasizes the process of teaching as well as its content. This style of curriculum stressed the need to work with students at specific developmental stages. Lastly, it uses the teacher as a facilitator of student growth and not a transmitter of knowledge.