Do you always feel like you have to answer to someone above you? Do you ever wonder why you feel like you are not in control of your own life? Perhaps this feeling comes because, just like medieval times, life runs within a feudal system, especially in schools. High schools mirror feudal society in their hierarchy and layout, while their values are vastly different. High schools mirror feudal society in their hierarchy. In the feudal system, God, the pope, kings, lords, knights, and serfs all hold more power than the group after them. Within a high school, the school board, superintendent, principal, counselors, teachers, and students all stand within a hierarchy. Just as the pope was a representative of God, the superintendent also represents the school board, passing on rules and relaying requests back to the school board. If the high school campus is a kingdom, then the principal is the king, giving responsibilities to the counselors and answering only to the …show more content…
Within a kingdom, there is the village church, blacksmith shop, battlegrounds, palisade, bailey, keep, etc. While places within high schools may be structured differently, they ultimately play the same role as places inside a kingdom. The village church, for example, serves the same purpose as the counselors’ offices because students go there when they are having a problem or need something fixed, just as serfs would go to the village church. Also, the battlegrounds reflect the track and football field, where battles are fought and territories are marked. In addition, high schools have protection from fences, security guards, and main offices that take precautions when allowing anyone into the schools. Kingdoms have a palisade, night guards, and a drawbridge, serving the same purpose in different ways. Those are just a few examples of how high schools and kingdoms correlate within their
A cruel cycle in which the rich people maintain control and the poor people are trapped with no way to rescue themselves, feudalism is a hierarchical market system. The people with money in Men With Guns are the landlords, the owners of the plantations. These people obviously control the land that they own as well as the profit from the output their land produces, but they also control the government, the army, and consequently, the common people. This near omnipotent control forces the common people into a feudal relationship.
Juveniles are being taught that in order to have a nice car, branded cloths and the house of their dreams, by getting into an expensive mortgage, they have to be an employee of a huge corporation. In addition, they have to undergo to a prestigious school, study hard, have excellent grades in order to become popular and respectable in the world. However, many people would not become those super leaders, but these majority of people have a great role in the capitalism society of the US. As Gatto says, “We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We buy $150 sneakers whether we need them or not, and when they fall apart too soon we buy another pair” (38). Such results are in part of a wrong education that teenagers have received trough many decades. In addition, Gatto highlights that modern educational system has been working in a six basic functions methods that makes the system strong and unbreakable: The adjustable function, indulge students to respect authorities. The integrating function, which builds the personality of the students as similar to each other as possible. The diagnostic and directive function, which allows a school to set permanent scholar grades in order to determinate his or her future role in society. The differentiating function, which gives to the student a good education and after his or her role is diagnosed, they prevent any educational progress. The selective function, function that the system has used to prevent academic growth for the non-selected students. The propaedeutic function, which works in the selection of specific groups of intellectual adults to keep perpetuating the system all over again making it a continuous sequence. (Gatto 34). Gatto’s facts revealed the survival of the educational system for decades,
A key part in the history of America’s schools involves clashes over culture and religion, as well as racial and ethnic conflicts. The struggle for power between different aspects in our educational history has shaped the way we learn today.
Feudal Japan and Feudal Europe had similarities and differences. Both Feudal Japan and Feudal Europe had professional warriors, for Japan it was the samurai, and for Europe the knights. They both had religious beliefs such as Buddhism and Christianity. Japan was an island and was isolated, whereas Europe wasn’t isolated nor an island. Feudal Japan lasted from 1185-1603, while Feudal Europe lasted from the 9th to the 15th centuries.
The emergence of capitalism in Western Europe was considered as a majority change in human history. As prior to the emergence of capitalism conditions are mainly agriculture and there was no sustained monotonic income per capita. Also prior to the emergence of capitalism there was a feudal system of organising the economy emerged in the 15th century of medieval Europe.
The feudal system was a political, military, and economic system based on the holding of land. The system was developed since the whole entire basis of rule from all the civilizations before the Middle Ages was lost. Early Europe was in desperate need of such a system since they were constantly being raided by the Vikings and other outsiders.
Bloch, Marc. Feudal Society Volume 1 – The Growth of Ties and Dependence. Translated by L.A. Manyon. Chicago: University of Chicago Press, 1961.
..., and religious societies. One of the primary purposes of schools is to prepare students for the working world, and it makes no sense to prepare them with a faulty model. If the world at large is desegregated, the schools should not be segregated, either” (Watson 4).
European feudalism was based on contract and Japanese feudalism was based on personal relationship with the lord and vassal. This helps prove that the differences between European and Japanese feudalism made limited government more likely to develop in the West because a contract limits what the lords and vassals could do. William, the king of English, said, “I command you [the vassal] to summon all those who are under your charge......and bring ready with you those five knights that you owe me[.]”1 This helps prove that European feudalism was based on contract because when you owe someone something, it implies an agreement. The key terms are I command you and owe. The vassal has to send troops because he has to. He is under the rule of his lord. The lord tells his vassal that “[H]e will perform everything [that] was in [their] agreement [because] [he] submitted himself to him and chose his will.”2 This helps prove that European feudalism was based on a contract because a contract implies an agreement. The vassal chose the lord himself, so therefore, the vassal is under the lord's rule and needs to follow the agreement. On Japan's view of feudalism, their feudalism wasn't based on contract. On page 122 and 124 of The Tale of Heike, it implies personal relationships with the lord and vassal. “Despite his predicament, [the lord] still thought of [his vassal].”3 When the lord dies, the vassal kills himself saying, “For whom do I have to fight now?”4 This helps prove that Japanese feudalism was based on a personal relationship with lord and vassal because the lord and vassal actually cared for each other. Even through major problems, the lord and vassal's actions showed how close their relationship was with each other. Also on page 5...
The social structure of the Middle Ages was based on the practice of feudalism. Feudalism meant that the country was not governed directly by the king, but by individual lords that paid homage to him. These lords: administered their own estates, dispensed their own justice, minted their own currency, levied taxes and tolls, and demanded military service from their vassals. Technically the king was the chief feudal lord, however the individual lords reigned supreme in their territory, doing little more than paying the king’s taxes. The idea of feudalism was built upon a mutual service between vassals and lords. As a vassal one was required to attend at the lord’s court, help administer justice, contribute money, and answer a summons to battle, as well as house and feed the lord when he traveled across his land. The lord was obliged to, protect the vassal, give military aid, and guard his children; this meant that if a daughter were to inherit the fief, the lord would arrange her marriage.
Based on information in the attached article, Principal Earnie Graham uses a purely traditional managerial approach in running Brittan Elementary School in Sutter, California. He clearly defines his authority when he says that it is within his power to set rules that promote a positive school environment. In his opinion, identification badges will improve things in school, therefore the students will wear badges. This is an example of hierarchy.
Warring European states adopted feudalism in order to introduce structure and efficiency into the lives of the people during the Middle Ages. It featured serfs, who were managed by the knights, who answered to the lords that were appointed by the kings. While the serfs worked for the knights, and the knights provided protection
This week’s written assignment is to compare and contrast monarchy, aristocracy, tyranny, oligarchy, and democracy as forms of government in Ancient Greek city-states. I will address each form of government, providing examples of each and will include applicable comparisons and/or contrasts.
This book, Dare The School Build a New Social Order by George Counts, is an examination of teachers, the Progressive Education Movement, democracy and his idea on how to reform the American economy. The book is divided into 5 different sections. The first section is all about the Progressive Education Movement. Through this, George Counts points out many downsides and weaknesses of this ideal. He also talks about how he wants teachers to lead society instead of following it. In the second section, he examines 10 widespread fallacies. These fallacies were that man is born free, that children are born free, they live in a separate world of their own, education remains unchanged, education should have no bias, the object of education is to produce professors, school is an all-powerful educational agency, ignorance rather than knowledge is the way of wisdom, and education is made to prepare an individual for social change.
Parents and students seldom dispute the disciplinary actions of school authorities up until the late 1960s. Schools are a place considered to provide instruction, instill good value, and inspire the morals of our nation (Arum 60). The courts decided that it was important to give teachers and school administrators’ authority over student behavior. The authority initiated from the English common law concept of in loco parentis which means in place of the parent. This law allowed parents to give school personnel a given amount of control over their children when they place their children in school (Yell 8). This gave administrators and teachers the ability to guide, correct, and discipline in an orderly and effective learning environment while maintaining practical control of students as they do their job teaching. Loco parentis implies that teachers and administrators have a responsibility to see that school order is maintained by requiring students to obey reasonable rules and commands, ensure others rights are respected, and conduct themselves in a safe and orderly manner while at school (Yell 8). Students are supposed to know what behaviors are acceptable or forbidden. They need to be accountable if they refuse to comply with reasonable school rules by behaving in prohibited ways. Holding the students accountable, means the violators will be subject to disciplinary measures or consequences.