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changes in education system
changes in education system
education change and reform
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Ideas swarm around us everyday. They run through our heads and at times they alter our thoughts, believes, and perception. The question is, what ideas, events, or words affect us so that we do the things we do and say the things we say. If we understand the causes and know the effects, we have yet to fully understand the “chain.” In essence, the real question is not “what” ideas, events, or words affected the person but rather “why” it affected them. To understand the why, we must first understand the initial cause and effect.
George Santayana’s philosophies found in his essays, “Intellectual Ambition” and “Intuitive Morality,” were enthused by the rise of education and change in literature during the time. The cause and effect can be as simple as the rise of education and such forth brought Santayana to write these essays; however, with the lack of detail, the lack of evidence, and no answer to why these things affected his writing, it is impossible to complete the chain of cause and effect. Basically, the causes, effects, details, and evidence must first be analyzed then organized in order to understand the question of why.
During the late 1880s and early 1890s, reforms in education allowed for a more open view of education and the world sparking creativity and independence in schools. (America Past and Present, paraphrase) The world, especially the United States, was beginning to understand that through creativity and education beyond the core subjects the spectrum of knowledge known would spread beyond regions imaginable. The curiosity spread through out the U.S and eventually influenced many great people, one being George Santayana. In his essay, “Intellectual Ambition,” Santayana signifies the strength of creativity and...
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...Works Cited
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Santayana, George. “Intuitive Morality.” The Oxford Book of Essays. Oxford University Press. ED. John Gross. 1991. 342-345
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Ritchie, D. and Broussar, A. (1997). American History: The Early Years to 1877. New York: Glencoe
The cities of late-nineteenth century America swelled in numbers with immigrants coming for labor, African Americans escaping the discrimination they faced before the Civil War, and farming families with labor being moved to companies instead of individual families. From different sources, like eastern Europe, to the same sources, like Ireland, China, and Mexico, immigrants poured into American cities in search for jobs, which were mainly concentrated in the cities, especially since most immigrants didn’t have substantial funds to move rural communities and the ethnic communities within cities created an environment of acceptance that may be unavailable in rural communities. Also looking for acceptance or at least an end to violence and oppression,
...." Encyclopedia of the United States in the Nineteenth Century. Farmington: Gale, 2000. Credo Reference. Web. 23 April 2014.
There are platitudes of issues and elements that pertain to the educational process as well as curriculum development that are addressed on a routine basis. As many researchers have discussed, and administrators and teachers alike have grown to understand, if this current educational model/system is to produce creative, productive, active, and technologically savvy students-citizens the worst actions are perhaps having no actions at all (Stansbury, 2013). In addition to the grandiose mistakes of becoming stagnant (progress), educators and administrators are faced with increasing demands at the highest levels; this of course is making reference to both federal and state legislation such as No Child Left Behind, perhaps the most groundbreaking legislation to date. These rigorous demands are curriculum based, creating definitive and innovative opportunities for educators, especially those in positions to promote and formulate new curriculum models as well as propose the implementation of a new curricula into the system, to better prepare students within their educational system/process exactly what the demands of a 21st century requires. These demands are in reference to an article written by Richard Long titled Career Success Demands Strong 21st Century Literacy Skills. Long states several skills that will be required if American students are to play catch –up with the rest of the world as well as perhaps attain their position at the top of the upper echelon of world educational rankings (Long, 2010).