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by: Matt McDonald

Reflection Chem 100

Matt McDonald

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This is a reflection of political values in education
Dr. Who
Class Notes
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This 3 page Class Notes was uploaded by Matt McDonald on Monday September 12, 2016. The Class Notes belongs to Chem 100 at Towson University taught by Dr. Who in Fall 2016. Since its upload, it has received 14 views. For similar materials see in Chemistry at Towson University.


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Date Created: 09/12/16
EDUC 202: Fall Semester, 2016 Reflection and Discussion Topic Sheet Name/Section: Matt McDonald, Section 109 Date: 9/5/16 Reading(s): American Education, Chapters 1 & 2 In the first two readings on urban education, a great emphasis is put on two very critical topics being instilled in the minds of students: political values and social norms and constructs. The text discusses the ways in which these are taught, both in the classroom and outside of it. A few themes come up throughout the chapters, more so in the motivations and effects of these values being taught than the actual values themselves.  The first idea which I picked up as a main issue with some people is one the author actually states in the work, this concept of whether schools should teach lessons specifically voted for by parents for their child, or teach what the government deems necessary for the public as a whole. This is very important to me as well, because I feel very strongly that students should not just be numbers, but should be known by name, have interactions with their teachers and school, and should be taught what they feel is most valuable for them; however, I do understand the issues that would arise in only teaching what certain people want taught. Not only would parents who have no idea what an academic basis consists of be running the show, but schools could not teach every single thing petitioned for, and that would result in picking one over the other, which would incite more frustration than before. In the end, I believe it is the right decision to go with a blanket education covering all topics and then allowing the student to pursue their direct concentration in college. There is one thought I had in which there could be at the time of elections votes on topics discussed in school, and the topics that win the vote would be implemented in the curriculum, which would come as a compromise to both sides.  The second topic that I saw carried through the chapters is one that seemed to arise with the development of better education: the emphasis on the learning and betterment of the child as a whole, not just intellectually. This includes physically, emotionally, and to go along with the headings, politically and socially. However, there seemed to be two sides to this concept. One side is that it is beneficial for the students to be shaped as they journey through school in the most pivotal phase in their lives, and the school is doing a service in making them well­rounded and showing them the values they should know, such as patriotism, spirit, and wellness through extra­curricular activities and school songs and mottos. They are also exposed increasingly to ideas of diversity, tolerance, and equality for all.  However, the flip side is that some people find certain methods of instilling these values and safeties too personal or forced, such as the controversy over the mandatory urine sample for drug testing. Because the school was doing it, and the government ruled it legal and not an invasion of privacy, the students had to do it, whether or not they or their parents were comfortable with it. Another downside that is pointed out is that by imposing certain ideals on students, they conform to those ideals alone and do not have room to find out their own personal beliefs or values. In some ways it almost seems like brainwashing, such as Mann’s attempts to enforce national pride and “political control” through socialization. Whichever way you look at forming the whole person, good or bad, the student is getting more out of school than just history facts. I think that it is a good thing that schools try to develop and look out for the whole person, and for the most part, I only see opportunity for the student, not requirement.  My questions for discussion would be: 1. Do you think the academic curriculum should be in the hands of the government or the people? Or both if possible?   2. Should school be strictly intellect­based or focus on shaping the whole person? 3. Overall, should schools be directly a part of a student’s life and decision­making or simply be the  place they learn what they need to for life including life lessons, and then do what they need to in  the world? For example, should schools be taking stances on sexual orientation or how social  someone is, or just leave it be and teach the students what they need to?


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