A public defense of "The Divination of Truth: From the Quest for Certainty To A Search for a Method." A dissertation submitted to the Graduate Faculty in Sociology in partial fulfillment of the requirement for the degree of Doctor of Philosopy, The City Unversity of New York, 1997.
Rather than building on the intrinsic curiosity of children, their wonder and their excitement about understanding their world, increasingly our school system shifts their attention to external motivations. Students are taught that what counts are test results, teacher approval, and grades. Eventually, children learn about the necessity for doing well in school to facilitate making money - the ultimate external motivation.
In this interactive and action-oriented session we will discuss the current state of our educational system, and how shifting the primary goal of K-12 education to the creation of students that are self-motivated to learn will not only raise students' scholastic achievements, it will also bring with it many other benefits for students, teachers, parents and society. We will explore the many ways this can be accomplished without any extra cost to each school's local community. And we will plan Action Steps so our groups can work together going forward to meet the challenges and opportunities involved in making such a shift in our educational system.
We invite you to add your voice and join the movement to transform education - for our children and the world!
This panel will explore issues related to the pursuit of enacting radical democratic forms in one suburban high school. While the topic is specific to one location, the discussion has implications for all schools. The panel discussion will be interactive; i.e., will engage the audience as active constructors and contributors to developing a framework for pursuing and advancing radical democratic forms of governance and education within an increasingly authoritarian neo-liberal socio-economic structure.
The panel consists of a current suburban high school principal, a community activist and a current college professor with experience as a district office staff person. These individuals will discuss and explore the challenges of enacting radical democratic forms in a suburban high school in an era of increasingly authoritarian governance.
What type of school prepares youth to make social change? How does a true community school look? What should we really teach our children if we want our communities and society to change? This workshop will encourage participants to identify the key elements that current education reform addresses and the key elements necessary in schools that arm young people with the tools needed to make significant systemic change. Participants will work collaboratively to explore alternative and new pedagogies. Participants will discuss the Freebrook Model, for which has social change is the mission.
Maram Mabrouck, Harrison Rubenfeld and Laura Bauer are history teachers in New York metropolitan area & doctoral students iat Hofstra University. Alan Singer is a Professor of Education at Hofstra and a Huffington Post blogger. History education in the schools is clearly the victim of Common Core and efforts by states to secure Race to the Top dollars. The new Common Core curriculum for Global History in New York State forces school districts to cram information into ninth grade to allow more time for test preparation in tenth. Changes sacrifice student understanding of history and the impact of slavery, colonialism, imperialism, and globalization on the world we live in today. The Global History exam, now optional, will be modified to only include events after 1750, eliminating the early development of civilizations, ancient empires, the rise of universal religions, the Columbian Exchange, and trans-Atlantic Slave Trade. The Common Core focus on decontextualized reading skills undermines in-depth historical research projects. Reading becomes a mechanical activity that ignores student interest and content. Common Core breaks reading down into a plethora of component skill parts. Lost, if not missing, in the barrage of standards are qualities like imagination, sharing, creating, thinking, or enjoying. Asking questions and having conversations are activities, but are not emphasized as the core of understanding. Commentators Felicia Hirata, Rob Schimenz, and Pablo Muriel.