Schooling And Democracy
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This document introduces the topic of viewing education as both a right and part of democracy. It discusses how educational rights developed over time, from revolutionary rhetoric in the late 18th century to the establishment of free public schooling in cities and states in the 19th century. Advocates argued education should be available to all citizens to promote an informed populace and counter the domination of one class over another. However, debates continue over the democratic role and control of education.
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Running Head: GUIDED RESPONSE 1
GUIDED RESPONSE 73
Title of Paper
Student’s Name
Instructor’s Name
Course Title
Date
See the attached example. Please list five significant historical events/leaders from this era (Chapters Three and Four) and choose two to compare and contrast. Your Discussion Forum response will satisfy the following requirements:
a. Five events and the date each event occurred is listed.
b. Two events are chosen and a Venn Diagram is completed showing (at least three in each category) the similarities and differences of each chosen event.
c. Three of the following five questions have been answered.
· These events are still significant today because____.
· If I could change the outcome of one of my listed events I would change___ because____.
· If only one of these events/individuals could have taken place; I would chose ___ because____.
· If I could change the outcome of one of my chosen events I would choose___ because____.
· What would you say is the most important result of each of your chosen events?
Chaper 3
3.1 Education Under the Articles of Confederation and the Constitution
The first attempt at self-governance, the Articles of Confederation and Perpetual Union, were adopted by the Continental Congress and went into effect after their ratification in 1781. With the Articles of Confederation, Congress attempted to organize the 13 separate colonies under a national government that was given little authority and included no executive or judicial branches. It was also unable to tax, regulate commerce, or enforce civil law. This weak government could not bring 13 disparate governments into a unified whole, and popular unrest, particularly over issues of money and debt, erupted with increasing frequency.
Fearing that the confederation would collapse and that anarchy would prevail, delegates from each state (except Rhode Island, which declined to send any representatives) met in the summer of 1787 and drafted the Constitution. After its ratification in 1789, it launched the new republic.
Neither the Articles of Confederation nor the Constitution mention education. It is thus one of the powers reserved to the states by the 10th Amendment, which states: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." And, in fact, by 1800, 7 of the then 16 states had adopted constitutions that contained formal statements regarding their responsibility for education. Eventually, all the states adopted specific provisions for education. The language of these provisions range from a very general statement that the state provides a system of free public schools to very specific provisions specifying sch ...
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Running Head: GUIDED RESPONSE 1
GUIDED RESPONSE 73
Title of Paper
Student’s Name
Instructor’s Name
Course Title
Date
See the attached example. Please list five significant historical events/leaders from this era (Chapters Three and Four) and choose two to compare and contrast. Your Discussion Forum response will satisfy the following requirements:
a. Five events and the date each event occurred is listed.
b. Two events are chosen and a Venn Diagram is completed showing (at least three in each category) the similarities and differences of each chosen event.
c. Three of the following five questions have been answered.
· These events are still significant today because____.
· If I could change the outcome of one of my listed events I would change___ because____.
· If only one of these events/individuals could have taken place; I would chose ___ because____.
· If I could change the outcome of one of my chosen events I would choose___ because____.
· What would you say is the most important result of each of your chosen events?
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3.1 Education Under the Articles of Confederation and the Constitution
The first attempt at self-governance, the Articles of Confederation and Perpetual Union, were adopted by the Continental Congress and went into effect after their ratification in 1781. With the Articles of Confederation, Congress attempted to organize the 13 separate colonies under a national government that was given little authority and included no executive or judicial branches. It was also unable to tax, regulate commerce, or enforce civil law. This weak government could not bring 13 disparate governments into a unified whole, and popular unrest, particularly over issues of money and debt, erupted with increasing frequency.
Fearing that the confederation would collapse and that anarchy would prevail, delegates from each state (except Rhode Island, which declined to send any representatives) met in the summer of 1787 and drafted the Constitution. After its ratification in 1789, it launched the new republic.
Neither the Articles of Confederation nor the Constitution mention education. It is thus one of the powers reserved to the states by the 10th Amendment, which states: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." And, in fact, by 1800, 7 of the then 16 states had adopted constitutions that contained formal statements regarding their responsibility for education. Eventually, all the states adopted specific provisions for education. The language of these provisions range from a very general statement that the state provides a system of free public schools to very specific provisions specifying sch ...
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Defining CultureCulture as a Shared System of Meaning.docx
Defining Culture
Culture as a Shared System of Meaning
Culture: the knowledge that people in groups share and learn, which helps them to interpret and generate behavior
Components of Culture
Abstract body of knowledge expressed in various things throughout society
Beliefs, values, ideals, expectations, explanations
Ways of acting and interacting
People in groups (can not have a culture of one)
Culture as communication from individuals to the group
Cultures spawn subculture (subset of larger culture)
Subcultures have more of an impact on an individual’s lifestyle because they are more specialized
Have mostly to do with how you construct your reality, although you are still part of the national culture
What are some subcultures that you belong to?
Enculturation: the process of learning one’s own culture—also known as cultural learning.
Primary learning period is from birth to age seven
Continue learning throughout entire life
Dual-process of enculturation
Tacit: understood learning (observed/experienced learning)
Tacit learning is more valuable
Explicit: stated or written
Formal codes, laws, institutions
Sanctions: system of rewards and punishments
*Example of cultural learning: Southern California freeways. How does being able to survive on the freeways of Southern California require a combination of tacit and explicit cultural knowledge?
Cultural knowledge helps you interpret behavior and generate your own behavior
Allows individuals to act among others and be understood
Evolves and changes
Question to consider:
What are some examples of the way cultural knowledge has changed over time?
For example, look at the way we understand
gender in the contemporary moment—how has what it means to be a woman changed since even the beginning of the 20th century?
Set of ideas to defend/rationalize the distribution of power
Inequalities are arbitrary in that they are socially constructed/socially agreed upon
So what does this mean?
System of beliefs about the world that involves distortions of reality at the same time it provides justification for the status quo.
Ideology serves the interests of groups in the society who justify their position by distorting social definition of reality.
Social control? Gives “us” a definition of reality that is false, yet it simultaneously orders our comprehension of the surrounding world, it constructs our reality.
Ideology: system of justification (or to make right) of arbitrary inequalities
A social construction, or social construct, is an idea which may appear to be natural and obvious to those who accept it, but in reality is an invention or artifact of a particular culture or society.
Social constructs are in some sense human choices rather than laws resulting from divine will or nature.
Obvious social constructs include such things as games, language, money, governments, universities, corporations and other institutions.
Less obvious social constru.
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Defining CultureCulture as a Shared System of Meaning.docx
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Culture: the knowledge that people in groups share and learn, which helps them to interpret and generate behavior
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Beliefs, values, ideals, expectations, explanations
Ways of acting and interacting
People in groups (can not have a culture of one)
Culture as communication from individuals to the group
Cultures spawn subculture (subset of larger culture)
Subcultures have more of an impact on an individual’s lifestyle because they are more specialized
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What are some subcultures that you belong to?
Enculturation: the process of learning one’s own culture—also known as cultural learning.
Primary learning period is from birth to age seven
Continue learning throughout entire life
Dual-process of enculturation
Tacit: understood learning (observed/experienced learning)
Tacit learning is more valuable
Explicit: stated or written
Formal codes, laws, institutions
Sanctions: system of rewards and punishments
*Example of cultural learning: Southern California freeways. How does being able to survive on the freeways of Southern California require a combination of tacit and explicit cultural knowledge?
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Ideology serves the interests of groups in the society who justify their position by distorting social definition of reality.
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Ideology: system of justification (or to make right) of arbitrary inequalities
A social construction, or social construct, is an idea which may appear to be natural and obvious to those who accept it, but in reality is an invention or artifact of a particular culture or society.
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Schooling And Democracy
- 1. Schooling and Democracy Myths and Arguments (an introduction)
- 2. How do we talk about education as a right and as part of democracy? It wasn’t always so…