oct+23

//  “Academic learning does not exist just in schools; it exists as well, out in the world of disciplinary, professional, bureaucratic, official, and public sphere practices and institutions.” (pg. 91)  // //  “However significant it is, academic language is but one family of specialist language varieties.”  // // “It is important for anyone interested in education to see that when it comes to the acquisition of any variety of academic language, there are both significant losses and gains.” // // “What would make someone see acquiring a scientific variety of language as a gain?” // ** From Shannon, P. (2007). R ** __eading against democracy: The broken promises of reading instruction__ // “Education is just beginning to go through a metamorphosis from an immature profession to a mature profession.” (pg. 145) // ** Discussion: ** The scientific method or academic learning, and the philosophical or religious types of learning all seem to be at different ends of the spectrum. There have been times in history where each type has played an important part focal part in education. The current focus of literacy in the educational system is rather scientific and business-like. This is in order to produce students that are molded into one standardized, fine tuned “educational culture” and mature educational profession. While, it appears that the scientific or business approaches are easier to prove, standardize, and replicate there also seems to be a forgotten high cost associated them since they seem to diminish and eliminate the individuality of students. What is the relevance of learning on student’s lives? Will they be able to use and retain what they have learned? How? It seems like there would be a number of students lost by focusing on the one business or scientific type of literacy learning. It seems that this would have a negative impact on creativity and innovation. It might also limit the number of renaissance type personalities from pursing different paths. In the process of honing education down to a science and businesslike model, are we effectively looking at the human aspect that children are diverse people who are just learning at a basic level, are very changeable, and are prone to learn by mistakes? ·  How could an educational program be designed that would allow for more flexibility and individuality? How could students, teachers and the educational system be accountable in individualized programs? What penalties or exceptions, if any, would be allowed for non-compliance? ·  If literacy is based on social learning what role does “academic learning” have on students? To what degree can a student separate themselves for a period of the day to go into a standardized academic system that may or may not agree with their individual beliefs or needs, wants, or culture? How can we help students recognize the benefits in a culturally sensitive way? ·  Can we effectively teach students of very diverse backgrounds in the business and standardized models? How can we create a unified system that diminishes the possibility for discrimination and yet increases student individualization if we do not operate under a standardized method? ·  To what degree might we stifle creativity and innovation with a one size fits all educational system? ·  Is it possible to create one standardized system that would be beneficial to all? In a diverse nation such as ours, should we be creating a one size fits all programming or design increased programming options that greater reflect the various groups in our society? How far do we take this? ·  If students have the power to choose their future careers and further education, shouldn’t students (or their families) be allowed more choices in the way they are educated? ·  Should there be mandated compulsory education without choice? Could voucher programs or increased charter school option be an effective way to creatively handle the diverse student needs while increasing student learning? Or would this just lead to chaos and greater discrimination in education? ·  How can we create greater choice and individual pursuits within standardized programs while still fostering some degree of social unity, individuality and respect? Would there be benefits to seeking a variety of student chosen interest groupings in classrooms based on different age levels, cultural, religious grouping or sex groupings? Or would this promote segregation? ·  What, if any, are the benefits of academic language? How can students be shown the importance? ·  Business, government, self interest groups, culture, families, religion, etc., have all had a part in shaping literacy programs throughout history and each are a big part of shaping the social culture outside of the classroom. What role should they play in the future in helping to develop effective literacy programs?
 * Edu 498 Critical Commentary October 23, 2008 **
 * From Gee, J. (2004). **
 * Questions: **