Educational Inquiry, Interpretation, and Criticism
ED 891
Michael Clinton
Howard Gardner’s The
Disciplined Mind has inspired the project of inquiry I am hoping to
hypothesize in this writing assignment. As I understand the guidelines
prescribed for this essay, I have been allotted free reign for developing the
minds and skills of students. For that purpose I would like to take twenty
young individuals, fourteen- to fifteen- years of age and explain how I would
go about cultivating them over the course of twelve months to be life long
learners and compassionate citizens of the world.
I believe reading and writing to be the two most important pillars in educating an individual and allowing him or her to fully grasp any matter presented. The individual must be able to read critically in order to understand the message, the purpose and the prospective the author presents. From this, the student must be able to internalize the information and be able to thoughtfully, intelligently and imaginatively apply what has been learned to a structured or assigned writing style (e.g. persuasive, informative, opinion, etc.). Remaining somewhat consistent to a typical American school day, the first two months out of the year would be devoted solely to reading and writing under the guidance of a number of different professionals. In collaboration with and lead by the English teacher, students work closely with authors, historians, linguists, poets, librarians and journalists.
These first two months are crucial in developing what Gardner might refer to mini-researchers and authors. It is during this rigorous period that students learn to become scholars able to comprehend and interpret a wide-range of literature while obtaining the skills of a proficient and diligent writer. Abraham Lincoln, like the other eminent Americans Cusick examines in his book, found an early interest in reading and learned quickly of its benefits. Cusick and Paley would agree, as do I, that reading and subsequently writing would be easier and more exciting for students if they were taught the proper way doing them. Armed with the confidence and capabilities of skillful readers and writers, students will be able to gain the most out of the remaining ten months.
To continue in the spirit of Gardner’s argument for deep understanding, the next three months are set aside for the sciences and maths, with introduction and implementation of modern computer and scientific technologies. In many ways it is appropriate to explore these three disciplines together, as there are ample opportunities in which they are connected. Furthermore, it deviates away from students jumping from one subject matter to another (say biology to government) and instead allows them to focus two inter-related fields for a long period of time.
This second segment of the year is committed to further refining students’ research and application skills whilst exploring the tools and methods scientists use to understand their respective fields—most notably the scientific theory. Gardner suggested students examining the theory of evolution. I would like to propose another example to illustrate what these three months look like. Working under the direction of a combined effort from science and math teachers, students scrutinize the causes and effects of global climate change. A well thought-out and structured curriculum for this time period requires students to be exposed to and become knowledgeable of a wide-range of mathematical and scientific facets in order to fully grasp the issue of climate change. Appropriately, this segment also requires students, with the aid of trained teachers, to become familiar with the technologies available for in-depth research and ultimately presentation.
Branching away from the sciences and maths, the next four months turn to the study of humanity by way of examining history, civics, the arts and other social sciences. At almost every period throughout the history of man, these subjects can provide one with a rich appreciation for the human spirit and understand for how we are all connected. Again, providing ample time for “vertical” understanding these months aim to cultivate students who are “culturally literate” (Hirsch) and, as I mentioned earlier, recognition of what it means to be a compassionate citizen of the world.
Four months are designated for this segment because I believe it to be the most important to an American education. In hopes of satisfying opposing schools of thought—between Oakeshott/Hirsch and Noddings/Meier—this time is spent cultivating a “human judgment” in “empathic” students who strive to be well informed and competent in a “core knowledge” and “human inheritance” (Meier; Hirsch; Oakeshott). Instead of going from “Plato to NATO,” an in-depth search for truth, beauty and morality in the Civil Rights Movement, for example, might prove worthy of Gardner’s approval. H.G. Wells wrote: “Human history becomes more and more a race between education and catastrophe.” The near catastrophes of the Civil Rights Movement, as well as today, reeked with intolerance, indifference and insensitivity. The goal of this segment is to instill a sense of social empathy with the knowledge to participate in the human “dialogue,” ultimately preparing students to tackle the challenges facing the world today. (I understand within this segment there are some lofty goals with little attention paid to the methods teachers and others would use. However, in order to keep this essay in the 1,000-word range, I am going to continue on to the next stage)
Ideally at this point, the twenty students have become proficient readers and writers, reasonably skilled and confident in the scientific method’s approach to discovery, in tune with the spirit of humanity and empathic to the challenges facing society. This fifth segment is delegated for students to be “participant observers” (Bateson; Mead). For two months students are given the option to pursue their interests by means of an internship or apprenticeship, volunteerism, studying abroad, or any matter in which they have committed themselves to being a member of a particular field of study, profession, service or culture. These two months are an opportunity for students to apply their skills with an open mind, willing to accept the benefits of experience and participation in their chosen domain.
Upon conclusion of two months in the role of a participant observer, the remainder of the year is left for self-reflection and a personal essay. With respect to the likes of Paley, Robinson, Freedman and others who stress the importance of writing for one’s self, this final month is allocated for students to look back over the course of the year and personalize and record what they have gained. This is an opportunity for students to think about what is important to them, and what has inspired them in considering future aspirations.
Given a solid foundation for reading and writing, it is the hope that this year students have become excited and confident about being critical in discovery and thorough in application. From this, students possess the tools to become ‘mini scientists,’ knowledgeable and compassionate about the challenges and opportunities that lie ahead. Guided by caring and talented teachers in collaboration with members of the surrounding community, these twenty students have become life long learners and compassionate citizens of the world.
** Note: “Compassionate Citizens of the World” comes from my school’s mission statement.
I believe reading and writing to be the two most important pillars in educating an individual and allowing him or her to fully grasp any matter presented. The individual must be able to read critically in order to understand the message, the purpose and the prospective the author presents. From this, the student must be able to internalize the information and be able to thoughtfully, intelligently and imaginatively apply what has been learned to a structured or assigned writing style (e.g. persuasive, informative, opinion, etc.). Remaining somewhat consistent to a typical American school day, the first two months out of the year would be devoted solely to reading and writing under the guidance of a number of different professionals. In collaboration with and lead by the English teacher, students work closely with authors, historians, linguists, poets, librarians and journalists.
These first two months are crucial in developing what Gardner might refer to mini-researchers and authors. It is during this rigorous period that students learn to become scholars able to comprehend and interpret a wide-range of literature while obtaining the skills of a proficient and diligent writer. Abraham Lincoln, like the other eminent Americans Cusick examines in his book, found an early interest in reading and learned quickly of its benefits. Cusick and Paley would agree, as do I, that reading and subsequently writing would be easier and more exciting for students if they were taught the proper way doing them. Armed with the confidence and capabilities of skillful readers and writers, students will be able to gain the most out of the remaining ten months.
To continue in the spirit of Gardner’s argument for deep understanding, the next three months are set aside for the sciences and maths, with introduction and implementation of modern computer and scientific technologies. In many ways it is appropriate to explore these three disciplines together, as there are ample opportunities in which they are connected. Furthermore, it deviates away from students jumping from one subject matter to another (say biology to government) and instead allows them to focus two inter-related fields for a long period of time.
This second segment of the year is committed to further refining students’ research and application skills whilst exploring the tools and methods scientists use to understand their respective fields—most notably the scientific theory. Gardner suggested students examining the theory of evolution. I would like to propose another example to illustrate what these three months look like. Working under the direction of a combined effort from science and math teachers, students scrutinize the causes and effects of global climate change. A well thought-out and structured curriculum for this time period requires students to be exposed to and become knowledgeable of a wide-range of mathematical and scientific facets in order to fully grasp the issue of climate change. Appropriately, this segment also requires students, with the aid of trained teachers, to become familiar with the technologies available for in-depth research and ultimately presentation.
Branching away from the sciences and maths, the next four months turn to the study of humanity by way of examining history, civics, the arts and other social sciences. At almost every period throughout the history of man, these subjects can provide one with a rich appreciation for the human spirit and understand for how we are all connected. Again, providing ample time for “vertical” understanding these months aim to cultivate students who are “culturally literate” (Hirsch) and, as I mentioned earlier, recognition of what it means to be a compassionate citizen of the world.
Four months are designated for this segment because I believe it to be the most important to an American education. In hopes of satisfying opposing schools of thought—between Oakeshott/Hirsch and Noddings/Meier—this time is spent cultivating a “human judgment” in “empathic” students who strive to be well informed and competent in a “core knowledge” and “human inheritance” (Meier; Hirsch; Oakeshott). Instead of going from “Plato to NATO,” an in-depth search for truth, beauty and morality in the Civil Rights Movement, for example, might prove worthy of Gardner’s approval. H.G. Wells wrote: “Human history becomes more and more a race between education and catastrophe.” The near catastrophes of the Civil Rights Movement, as well as today, reeked with intolerance, indifference and insensitivity. The goal of this segment is to instill a sense of social empathy with the knowledge to participate in the human “dialogue,” ultimately preparing students to tackle the challenges facing the world today. (I understand within this segment there are some lofty goals with little attention paid to the methods teachers and others would use. However, in order to keep this essay in the 1,000-word range, I am going to continue on to the next stage)
Ideally at this point, the twenty students have become proficient readers and writers, reasonably skilled and confident in the scientific method’s approach to discovery, in tune with the spirit of humanity and empathic to the challenges facing society. This fifth segment is delegated for students to be “participant observers” (Bateson; Mead). For two months students are given the option to pursue their interests by means of an internship or apprenticeship, volunteerism, studying abroad, or any matter in which they have committed themselves to being a member of a particular field of study, profession, service or culture. These two months are an opportunity for students to apply their skills with an open mind, willing to accept the benefits of experience and participation in their chosen domain.
Upon conclusion of two months in the role of a participant observer, the remainder of the year is left for self-reflection and a personal essay. With respect to the likes of Paley, Robinson, Freedman and others who stress the importance of writing for one’s self, this final month is allocated for students to look back over the course of the year and personalize and record what they have gained. This is an opportunity for students to think about what is important to them, and what has inspired them in considering future aspirations.
Given a solid foundation for reading and writing, it is the hope that this year students have become excited and confident about being critical in discovery and thorough in application. From this, students possess the tools to become ‘mini scientists,’ knowledgeable and compassionate about the challenges and opportunities that lie ahead. Guided by caring and talented teachers in collaboration with members of the surrounding community, these twenty students have become life long learners and compassionate citizens of the world.
** Note: “Compassionate Citizens of the World” comes from my school’s mission statement.
