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Ralph emerson education essay
On education ralph waldo emerson
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As Ralph Waldo Emerson once said, “We are students of words: we are shut up in schools, and colleges, and recitation -rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.” I know it is an understatement to say that all professors do this, but most do believe that every student has learned the subjects they are teaching, when in reality it is not like that. First, I believe that every student has a different way of learning and second, I believe that regardless of whether or not it has been taught before, it is one’s job to teach it because they are getting paid for it. Personal investment reflects the effective outcome that is provided by whoever it is that is teaching the students. In many nations it is a high priority to whether teachers are treated as professionals and that they have professional learning, as well. In Norway, children have equal rights when it comes to education regardless of their social status, gender, and special needs (Education in Norway 5). Knowing how the education in Norway developed is a great way to get a sense of how this phenomenon of personal investment relates to the benefits and disadvantages that society has had in this particular time.
During the mid 1700s, Norway had only a few people that were able to read and write, but most were illiterate. Because of the Church, Norway passed its Education Act in 1739, which helped stabilize ideas of a good education system. The Education Act of 1739 consisted of sixteen chapters, all which had their own sections that laid down the basis of what education should consist of. As Chapter 1, Section 1-1 implies that “education shall be based on fundamental values in Christian and humanist heri...
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Works Cited
“A Brief History of Education in Norway.” A Brief History of Education in Norway. N.p., n.d. Web. 10 Apr. 2014.
Jacoby, Cara. “Moral Values Education: Characterizing Japan and Norway’s Primary School Curriculum.” Oslo: Universitet I Oslo, 2006. Online Journal. 25 Apr. 2014.
Magne Aakre, Bjorn. “Philosophy of education in Norway.” 6 Oct. 2009. Online Journal. 21 Apr. 2014.
Nyborg, Per. “Higher Education in Norway- Fifty years of development.” Dec. 2007. Online Journal. 21 Apr. 2014.
“Quotes About Education System.” (44 Quotes). N.p., n.d. Web. 10 Apr. 2014.
Solhaug, Trond. Utdanning Til Demokratisk Medborgerskap. 2nd ed. Vol. 9. Oslo: Universitet I Oslo, 2003. 267-79. History Reference Online. Web. 21 Apr. 2014.
“The Norwegian Education Crisis: Unified vs Quality.” My Little Norway RSS. N.p., 25 Apr. 2012. Web. 21 Apr. 2014.
The United States education system would look quite different without the ideas brought to America by the German immigrants. Germany’s influence can be traced back to the beginning of our country. Their impact goes back to the first German settlement in 1608 at Jamestown, Pennsylvania. German immigrants to Colonial America brought with them their culture, traditions, and philosophy about education. Much of the formal education system currently in place in the United States has their roots in Germany. The German immigrants are responsible for the first kindergarten in America, introducing both physical and vocational education, and establishing a universal education for all students. They also had a strong impact on the beginning of universities in our country. The German people were deeply religious. These religious beliefs carried over into our new schools as our nation was formed. As far back as the 1700’s, the school was an avenue to establish superiority over other nationalities. This paper will investigate the influence that German immigrants have had on American education during the time when America was being colonized and onto later years . This paper will also examine how our modern education system has roots from the early German schools. It is my thesis that our modern education system has been strongly influenced by the German people that immigrated to America.
The second chapter, "Formative Years," is a delight for readers who, like me, enjoy hearing others' stories and how they got to be where they are today. This section gives an in-depth background on the context in which Horton and Freire grew up and the major influences on their lives. Some of the points highlighted in this chapter include Freire's concept of "reading words and reading the world" (p. 31), distinction between "having authority and being authoritarian" (p. 61), Horton's emphasis on the importance of learning from the people and from each other (p. 41), and their agreement that education is not neutral (p. 64). The stories provided by both authors to illustrate these points projects great examples for the reader, from which each reader can reflect back on our own history to identify how we came to hold the ideas we have today.
This assignment has discussed two examples of curricula and it has been concluded that the Finnish curriculum is more suited to preparing individuals to life in the modern society. It has been stated that Finnish schools are ‘the schools of civilisation in an information society’ (Sarajala, 2001b) and therefore, they arguably educate and prepare young adults more sufficiently than the schools of England, who simply provide basic foundations for future development after education.
However there are people who believe that the process of schooling is a way of drilling children to become obedient servants to the government. Gatto’s article highlights children are part of an economic scheme which the government has concealed about the “true” meaning of education. Trying to illustrate how schooling works Gatto presumed, “Our schools are…factories in which the raw products (children) are to be shaped and fashioned…And it is the business of the school to build its pupils according to the specifications laid down” (148). Gatto saw how the government is trying to standardize education by telling what teachers are supposed to teach each child in order to design the children to their specifications. Children are obligated to listen to every lecture and lesson, as the teacher’s job is to follow each standard the government provides. Anyon illustrated in his book how children in different social classes were taught by different techniques, due to the fact that some children were being trained to listen and others were drilled to create decisions. Documenting how the children were taught in the working class Anyon shows how children were being drilled to constantly listen to orders by stating, “The four fifth grade teachers observed in the working-class schools attempted to control classroom time and space by making decisions without consulting the children and without explaining the basis for their decisions” (169). Anyon recognized more than one fifth grade teacher taught their students in the way supervisors would treat blue-collared workers, by constantly telling them what to do. The children were told what to do and how to do it, but they were never asked if they knew other ways to do the same action, as if the child’s input didn’t matter. Anyon
(2012). Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context. Journal Of Moral Education, 41(2), 225-243. doi:10
“University Education in Finland.” Ministry of Education and Culture. Ministry of Education and Culture, n.d. Web. 2 Oct. 2013. .
Morris, Jerome., et al. Encyclopedia of Education. Ed. James W. Guthrie. 2nd Ed vol. 6. New York: Macmillan Reference USA, 2002. 1961-1971. Opposing viewpoints in context. Web 25 April.2014
Bartlett, S and Burton, B (2007) Introduction to education studies. 2nd ed. London: SAGE Publications Ltd.
In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to key issues such as relevant areas of concern. Thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its education, it is therefore significant in evaluating the backgrounds in both the Danish and English primary schools. This essay will emphasise how influential factors in education has developed in light of the twenty-first century, evaluating ideology which has directed both primary schools aims and outcomes that exemplifies the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding the socio-cultural context and how learning takes place to meet the requirements and reinforce analysis on educational modifications in comparing educational systems and their outcome and effectiveness, this essay endeavours to provide knowledge, in comparing both countries’ primary schooling.
Norway is one of the “three fingers” of Scandinavia, and is just larger than New Mexico. It covers 125,181 square miles. It is located in Northern Europe, bordering the North Sea and the North Atlantic Ocean. The coastline stretches 21,925 km. The population of Norway is 4.3 million and growing. The population is predominantly or Nordic (Scandinavian) decent. There is also a small minority (20,000) of native Sámis (Laplanders), who live mostly in the North. Many aspects of business and management in Norway are very similar to those of America including language and communication, power structures/politics, work ethics, food and eating habits, dress, and religious beliefs.
Early education followed by a liberal arts university education is the foundation for an educated person; it gives one a broad scope of knowledge and a well-developed core of functional skills. These ski...
...mmond, Linda). In America, students are evaluated based on assessments whereas Finland is not confined to any external standardized tests to rank students or schools. “Most teacher feedback to students is in narrative form, emphasizing descriptions of their learning progress and areas for growth.. The focus is on using information to drive learning and problem-solving, rather than punishment.” (Darling-Hammond, Linda). Finland has shown a promising gradation throughout recent decades; reasons for this may be its approach to tests as it focuses on establishing a productive learning state at a young age then advancing into administering actual tests at a later age. According to observations found by the researchers Välijärvi and his team, “ Finland has adopted alternative approaches in education policies to raise student achievement.” (Välijärvi, J. & Malin, A.).
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
Social institutions are an important element in the structure of human societies. They provide a structure for behavior in a particular part of social life. The five major social institutions in large societies are family, education, religion, politics, and economics. While each institution does deal with a different aspect of life, they are interrelated and intersect often in the course of daily life. For example, for schools to be able to exist they rely on funding from the government. This is an intersection between politics and education. Social institutions affect individual lives through other aspects of society such as culture, socialization, social stratification, and deviance. This paper will focus on the social institution of education, and how it affects individual lives through socialization, deviance, and social stratification.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.