Jerome's Essay
Submitted by jmcleod on Thu, 10/15/2009 - 03:34.
There is a certain frustration that is present when I study the research another before me, more specifically the products of minds like Newton and Galileo. This is normally when a teacher requires that you know information regarding these men by first accepting them as mere fact. While it is valuable to understand their research as fact, I feel that first accepting it for fact is a thwart that may prevent a broader understanding of the subject. A broader understanding being one that extends to the unproven extensions of the subject. This brings me to the purpose of my ideal school. School's primary value system should be built around the same value for inquiry that SLA is founded from, however, it will have stronger relations between inquiry and research. This only being a primary value of the school obviously elaborates into different aspects of the school.
School in my eyes should be about teaching to develop ideas about the world. Every person should learn a perspective on the world by the time they are an adult. This in effect would take the form of inquiry based research. The intentions of this is not to simply make them acutely aware of current knowledge, but to make them aware of the origins of what is known now. This I believe will make students more driven to innovate than to find part of simple productivity.
But it should not be something that will define a student for their-self. School should be an institution that provides a core basis for what a student should be their-self. Within that a student should be able to command enough knowledge to take themselves to a specific place. Whether that might be a career or a personal frame of mind.
I say this because school seems to have been more driven to produce competent beings that will help to maintain life as it has been. This I have seen has minimized a world where there is constant innovation. The trouble in this is that there is less innovation for the minds of the most diverse minds populating societies. If school should be anything it should be a place that supports creativity as much as they embrace academic achievement. Along with that it should make distinctions between creativity and academic inclinations, so that children can work to achieve both.
I believe that the people who create systems should be closer in relation to the system itself in order to be qualified to influence it. That is why more people should be driven to define how their surroundings work. I believe that if there are more of these people who strive to support creativity, society as a whole will be more productive.
I agree with your essay. I
I agree with your essay. I think it would make more sense if schools focused on creativity just as much they do on an academic standpoint. Schools generally focus on teaching specific subjects rather than teaching what is necessary to live life. If they balance it out then that would make things a lot easier to live.
essay improvement
I'd start by writing: "School should teach students to develop ideas about the world." That's your first substantive sentence. Then you need to explain how schools could do that. The more details and examples the merrier.
I suggest to all young writers that they read what they've written out loud, listening for clunkiness. If it sounds off, it probably is.
Another good exercise is to rewrite the essay at half its length to see what's essential and what's not.
Question
"...it should make distinctions between creativity and academic inclinations, so that children can work to achieve both." With this quote my question is, how will you plan to help children achieve both an academic and creative knowledge, without indicating that one is more important than the other?
Quick Question... Good Essay
"I believe that if there are more of these people who strive to support creativity, society as a whole will be more productive."One question for this above quote is, what would you call a productive student that can work the system?
Jerome, your educational
Jerome, your educational ideals seem alright to a point. What happens when researching becomes too much? Are primary and secondary school student even entitled to be able to start to prove things even if they are just learning to accept them? What connections are kids supposed to have to real facts and solid(ness) is they are constantly proving something? Does this have deeper psychological value? What means of researchar kids supposed to use?
I agree Jerome
Hey Jerome,
I like this quote : "School in my eyes should be about teaching to develop ideas about the world. Every person should learn a perspective on the world by the time they are an adult. This in effect would take the form of inquiry based research"
I agree with this quote. You are saying that schools should teach more about the world to widen their ideas and theories. By doing this, as you said, you must ask questions during school years to fully understand and start the conversations at hand. You idea about Inquiry based research is correct but let me ask you this:
"What would happen if the students/teachers don't have an answer?"
Kevin's response
Kevin like I said in class, That is the million dollar question right there. Inquiry based learning is about the process of discovery and where teachers move out of the spotlight and facilitate the students discovering the answers. The point is the process in learning, it becomes a partnership rather than just the average lecture.
Jerome- Great Essay
Kevin
Good Comment!
Ms. Cronk
Well Jerome, I would first
Well Jerome, I would first like to ask why do you like the word inquiry so much????? lol jk bud, but I do agree that schools should embrace creativity like they do academic achievements. I know you explained what your vision of school was but I ddin't hear much of the job of the teacher. Which leads me to my question, what would the job of the teacher be besides self explanitory "teaching"?
"The intentions of this is
"The intentions of this is not to simply make them acutely
aware of current knowledge, but to make them aware of the origins of
what is known now. " What if the student doesn't feels as though this is not relevant to their lives and refuses to do so?
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