Teaching prejudice daquan

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Debbie Alcorn

Education

Teaching Prejudice By: DaQuan Moss Holocaust Remembrance Project Mrs.Alcorn

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1. An Enigma http://enigmaco.de/enigma/enigma.htmlencrypted message was intercepted and reads as follows: OTIBDHEMUOFGMFMHGKMGNDOEGIBBKXZEJWR A sleeper of ours behind enemy lines sent a message that the enemy's encryption used Rotor1: Z and Rotor3: E . Decrypt the message. 2. An encryption algorithm turned GOOD MORNING AMERICA into FNNC LNQMHMF ZLDQHJZ Identify the encryption algorithm and express it in a mathematical form. 3. The following enemy encrypted message has been intercepted: YJRNP<NSTTF<RMYEO::DYSTYYP<PTTPE A sleeper of ours behind enemy lines sent a message that the enemy's encryption had to do with the QWERTY keyboard layout. Decrypt the message and save lives. Educational Philosophies Definitions and Comparison Chart Within the epistemological frame that focuses on the nature of knowledge and how we come to know, there are four major educational philosophies, each related to one or more of the general or world philosophies just discussed. These educational philosophical approaches are currently used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and Reconstructionism. These educational philosophies focus heavily on WHAT we should teach, the curriculum aspect. Perennialism For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization. Essentialism Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be practical, preparing students to become valuable members of society ...

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Greetings! If read in sequence the following quotes are generally arranged to be a conversation across the ages on a topic. Use for your syllabi, your exams, to start a class discussion, or to enliven your day. The Nature of Education Edith Hamilton To be able to be caught up into the world of thought--that is being educated. Robert Frost Education is the ability to listen to almost anything without losing your temper. Helen Keller The highest result of education is tolerance. Georg Hegel, 1821 Education is the art of making man ethical. John Dewey Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living. John Dewey Education is not preparation for life; education is life itself. James Mason Wood Education today, more than ever before, must see clearly the dual objectives: Education for living and educating for making a living. F. Scott Fitzgerald What we must decide is perhaps how we are valuable, rather than how valuable we are. Friedrich Schlegel, 1798 Every uneducated person is a caricature of himself. Joseph Addison, 1711 What sculpture is to a block of marble, education is to an human soul. Vachel Lindsay How can we help students to understand that the tragedy of life is not death; the tragedy is to die with commitments undefined and convictions undeclared and service unfulfilled? John Lennon (1940-1980) Life is what happens when you are making other plans. Unknown The only difference between a rut and a grave is the depth. Berenson Bernard Consistency requires you to be as ignorant today as you were a year ago. Anonymous We don't stop playing because we grow old, we grow old because we stop playing. Will Durant Sixty years ago I knew everything; now I know nothing; education is a progressive discovery of our own ignorance. The Relationship between Teaching & Learning Seneca While we teach, we learn. Oscar Wilde Everybody who is incapable of learning has taken to teaching. Japanese Proverb To teach is to learn. Aristotle Teaching is the highest form of understanding. Elbert Hubbard in biographical sketch of Friedrich Froebel The teacher is the one who gets the most out of the lessons, and the true teacher is a learner. Soren Kierkegaard To be a teacher in the right sense is to be a learner. I am not a teacher, only a fellow student. On Being a Teacher Albert Einstein Setting an example is not the main means of influencing another, it is the only means. Stephen Brookfield We teach what we like to learn and the reason many people go into teaching is vicariously to reexperience the primary joy experienced the first time they learned something they loved. Source: https://ebookschoice.com/quotes-on-academia-to-start-a-class-discussion/

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i, . I I I I il. 'I it " , , , RICHARD E. Miller Richard E, Miller is professor of English and the executive director of the Plan- gere Writing Center at Rutgers University. He received his BA from 51. John's Un'iversity, his MA from the University of Massachusetts at Boston, and his PhD from the University of Pittsburgh. He is the author of As If Learning Mattered: Reforming Higher Education (1998), Writing atthe End of the World (2005), and, with Kurt Spellmeyer, a textbook, The New Humanities Reader (third edition, 2008). Throughout his career, Miller has looked at schooling in the United States and, in particular, at the required curriculum in English - a literature course and a composition course -and he has asked big questions. For example, in Writing at the End of the World, he says: In a secular society; education is the most powerful resource citizens have to ensure. a brighter future for themselves. But what is one to do when the future includes a radioactive wasteland in the northern Ukraine? The smoldering ruins of the World Trade Center? Looted museums in a bombed-out Baghdad? No meaningful discussion of the humanities can proceed without confronting such examples of human depravity and in- difference. Who, surveying the ruins at Chernobyl, would be persuaded either by Matthew Arnold's argument that we are ennobled by studying the best that has been thought and said in- our time or by those who maintain that the work in the humaniti.es provides the· foundation for a critical engagement with ~he world? (pp. ix-x) Here is what Miller says about his own teaching. Since he is referring, in part, to his teaching in first-year writing courses, a course occupying the same curricular slot as the one you are taking, this is worth quoting at length. When I am back in the classroom, I work at getting the shidents to use their writing not just as a tool for making arguments, but also as a lens for exploring complexity and a vehicle for arriving at nuanced understandings of a lived reality that is inescapably characterized by ambi- guities, shades of meaning, contradictions, and gaps. That's a long way to try to take undergraduates in one course in one semester, but this is what I believe the fUnction of a secular public education should be: to provide training in the arts of solving the problems of this world, training that recognizes that people, who never leave behind their embodied histories and their cherished beliefs, can't be revised the way papers can. (pp. 196-97) His goal, he says, for himself and for his students, is learning how to speak in ways that others can hear, in finding a way to move and be in more than one world at once. This isn't the only answer and it isn't always the answer, but learning how to look for such answers and finding out how to implement the evanescent solutions the search itself suggests is the primary function of the humanities as I.

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