Friday, April 29, 2011

Q&A #11 Radical Perspectives on Educational Reform

Read: 1. http://gseis.ucla.edu/faculty/kellner/essays/marxianperspectivesoneducation.pdf

2. http://faculty.ed.uiuc.edu/burbules/papers/critical.html  (this is a great essay!)

3. Q: Is "critical" pedagogy, in contrast to critical thinking, a misguided form of educational indoctrination?

Thursday, April 14, 2011

Q&A #10

Read: Pennock, "Should Creationism be Taught in the Public Schools?"

https://www.msu.edu/~pennock5/research/papers/Pennock_Teach%20Creationism.pdf

1. Q: What is your answer to the title of the paper?

2. Note: PTL will not meet this week (4/18 or 4/20).

Thursday, April 7, 2011

Q&A #9

Read: SEP, "Philosophy for Children"

http://plato.stanford.edu/entries/children/

1. Q: Could PFC help to undermine Bowles' and Gintis' "correspondence principle"?

2. Write 2 questions of your own.

Wednesday, March 30, 2011

Q&A #8

Note: This is now the correct link!

1. Read: Excerpt from Bowles and Gintis, Schooling in Capitalist America: http://www.webster.edu/~corbetre/philosophy/education/bg/bg-ch-5.html

2. Q: Is education for autonomous critical thinking rendered inconsequential by the "long shadow of work"?

3. Write 2 questions of your own.

Thursday, March 24, 2011

Q&A #7 Internal/External Motivators for Learning

1. Reading: Drafts of chapters I and II, Bridges to Autonomy:

Chapter I:

https://docs.google.com/document/d/1QBbBLarjyYyMyhboHUinOEa3Wr06rOWpNVE9ZFm5taI/edit?hl=en&authkey=CMG86McB#

Chapter II:

https://docs.google.com/document/d/1jrqi6E4nRDF97yJh6Cyn8XI1inl8rsKf8vhW50nYeg4/edit?hl=en&authkey=CNuJjuQC#

2. Question:  Consider Jules' provisional characterization of all learning as "things we can do, the acquisition of which involves some degree of volition" (chapter II).  What kind of teaching best promotes learning?

3. Write 2 questions of your own.

Tuesday, March 15, 2011

Q&A #6

1. Read: Garlikov on the use of tests in teaching (follow and read all links included in essay):

http://www.garlikov.com/philosophy/testmora.htm

2. Q: Is grading students on the basis of test results immoral?

3. Write 2 Qs of your own.

Update:

Read Alfie Kohn's critical piece on grading in general (just posted to my blog).

Monday, February 28, 2011

Q&A #5

1. Here's a brief defense of one art form -- music -- as essential to the liberal arts:
http://www.aft.org/newspubs/periodicals/ae/fall2006/kalkavage.cfm

2. Here's a more substantive treatment of complexity, creativity, improvisation, education, and the arts:
http://api.ning.com/files/u6VkeVE11hlISIeGH3tv5XD2Ci41HMRMLatYabSyT7cQSSzfJyiPq4aQ*JK-gx2gnIIguKRV2znsqWDUakhBd25rDk58rh7h/MontuoriHumanRelations.pdf

3. Question: what are the potential benefits/challenges of an improvisational approach to learning and teaching (any topic, not simply music)?

4. Write 2 questions of your own.