Education

Josh Franco

Education

Professor Mueller

English 103

3 March 2004

Education

Education empowers. Without education, there would be no world, because education allows the planet to be discovered over and over again. The process of learning can seem repetitive, but the prime concept is that learning never ceases.

A human is not born knowing-all, therefore someone must live and experience the world and all her offerings. Education is a life-long process and we, as humans, must strive to understand all the world brings forth.

Due to the fact that education is a dominate issue throughout the world, multiple perspectives are bound to come forward. Several questions come to mind when looking at the educational system in the United States, the most important being the issue of success. How is the ability to succeed helped or hindered?

In “The Harvard Guide to Happiness” (513) Kate Zernicke shines light on the college experience. Zernicke claims that the school attended is not the most important factor, rather the experience of being at school. The author supports her claim by utilizing Richard J. Light’s, a professor of education at Harvard University, ten years of research and seven specific issues on “Making the Most of College.” The first is to meet members of the faculty and develop relationships with them in order for the student to have them write letters of recommendation and feel more connected with the school. Zernicke supports her sub-claim with evidence that out of forty students struggling in the classroom, the twenty that requested help showed an increase in academic performance, while the others “spiraled downward – isolated, failing and unhappy.” Next is taking a “mix of courses” and allowing the student to pursue their interests and discover their strengths. The third suggestion is to “study in groups” because it allows for a greater understanding of the material. Forth is to “write, write, write” and select courses with many short term papers instead of a huge final in order to avoid potential disaster because an entire grade is not dependent on a single paper. “Speak another language,” because sixty-percent of students reported that foreign language courses are “hard work but pure pleasure.” The sixth suggestion is to “consider time” because sporadic studying is less efficient. The final idea is to “hold the drum” and offer anecdotal evidence to support the idea that being involved in extracurriculars activities leads to higher grades and contentment.

Zernicke’s article is extensive with a great deal of useful information for students to “make the most of college.” Each of the seven sub-claims included statistical information and or a well informed reason from research Richard Light. I like how Zernicke uses the research of Light, however her personal opinion is not as strong as I expected. Cross-referencing the date of publication reveals the notion that the article is more of a regurgitation of what the book states, a cloaked advertisement. Meeting and faculty and holding the drum are the two most important concepts. I believe having a positive bond with an instructor is beneficial because a student gains additional insight on the topic and a reduction in hesitation to ask for assistance. I believe the article is a claim of policy since it offers a problem-solution type of construction.

In “Getting in Students’ Way” (516) Richard J. Light uncovers the impacts of a multicultural environment on a student. Light claims that a dean’s suggestion of admitting a “talented group of students” and getting “out of their way” is wrong. He believes it’s important to make a “purposeful effort to get in each student’s way” because “college is a complex system, with interrelated parts.” Light employs the use of his “favorite” anecdote to support his claim that interaction is central. The anecdote is the response of a graduating Harvard University senior to the question regarding the “complexity of modern campus life.” The response states that diversity has “been the single biggest factor” and continues to offer a personal narrative on his life in Cabot House. Noting a group of seven people from various backgrounds and their take on the issue of affirmative action. Within the narrative, anecdotal evidence is used to further propel the students claim that without a diverse, close-knit group to interact with, his view on the issue of affirmative action wouldn’t have changed.

Light’s excerpt is great because of how the message is delivery. It’s awesome that a majority of the article is from the mind of a student because it creates a closer connection to the text. Being able to relate to a student who is across the nation at a prestigious institution is helpful. I learned that issues are apparent in places where I wouldn’t expect them to be. Affirmative action was the topic and allowed for the seven students to learn and grow from each other. Yes, the issue is a sensitive subject and the composition of the group could have led to explosive outcome, but the student paints a picture of overall understanding. Interaction between people of different sex, gender, ethnicity and socioeconomic backgrounds is a resource not to be squandered. Looking at the excerpt, I think it’s a claim of cause, because it describes the effect of a multicultural environment on a student.

In “The Banking Concept of Education” (519) Paulo Freire pulls up the banking concept of education. Freire claims that education has become the “act of depositing” and the current education system is “misguided” and “oppressive.” True knowledge, the author contends, is earned through “invention and re-invention.” Throughout the excerpt, Freire believes that teachers assume “absolute ignorance” of their students and do so to justify their own existence. In order to exhibit that the banking of education is oppressive, Freire offers ten reasons. Banking permits oppressors to maintain the status quo because it “annuls the students’ creative power.” Later in the excerpt, the author notes that some “bank-clerk” teachers don’t realize their serving to further “dehumanize” students. In order for liberation, the banking concept of education must be eliminated and embrace the concept of “problem-posing.” Problem-posing is the “posing of the problems of human beings in their relations with the world. With this new practice in place, the teacher-of-the-students transforms to the teacher-student and vice versa because a dialog now exists. Dialog allows the mind to think of the world around it, and describe and ask questions about it.

Freire’s excerpt is by far the most profound and complex writings I have read to date. No joke. Before I read the piece I thought it would be about how “banking” or investing in education is beneficial to a human. But when the author started talking about oppression I began to believe this man was insane. I went over the reading and certain paragraphs a few times and I am still in a state of “shock and awe.” The perspective Freire presents is amazing. I always had questions about the process of education but Freire brought something totally new to the table. He travels the philosophical and abstract road meaning instead of using factual evidence or statistics, he intertwines oppression and liberation to explain the faults of education and develops a claim of value concluding with a solution. I would love a class discussion on this writer.

Education is discussed with great detail and from the article I can see how the success of a student can be helped and hindered. Zernicke’s and Light’s pieces show how a student can succeed in college, while Freire’s examination of education as a whole can lead to some counter arguments to how a student is prevented from reaching their full potential. Looking at education throughout the United States is a struggle, and so for the next assignment I am going to focus on California.

California is the largest state economy in the United States, however it’s education system ranks among the lowest. I will examine California using multiple perspectives to answer the following question: Is the California Government a promoter or inhibitor of education?

Humans as students are in total control of their educational experience. Each student in the United States attending a higher educational institution have the unique ability to demand the best. If the best is not demanded from the institution and the student him or her self, then the best education will not be attained.
Josh Franco

Annotated Bibliography

Burdman, Pamela. “Taking an ALTERNATE Route.” Black Issues in Higher Education 28 August 2003: 32.

The article describes the reasoning behind a student’s decision to attend a community college first. The author focuses on the transfer process and uses anecdotal evidence to describe the good and bads of the situation. I plan on using the article to have a heightened sense of awareness regarding the transfer process and the ins and outs of it.

Carlton, Jim and Rundle, Rhonda L. “California Crises Take a Heavy Toll On State Colleges.” Wall Street Journal 28 August 2003: A1.

The authors focus on the impacts of budget cuts on California colleges. Since budget cuts are directly related to the operations of the state, it will answer the thesis I have head on. The article focuses on community college fees and how low-income and immigrant are affected.

Fellow, Tony. “California held back without investment in education resources” Pasadena Star-News 25 February 2004. < http://www.pasadenastarnews.com/Stories/0,1413,206~11851~1979020,00.html>

The article looks to Proposition 55 on the March 2nd ballot and impact it will have on all levels of education, ranging from Kindergarten all the way to the four year universities. Additionally, the article describes the importance of education in California and why education is needed for the future development of the state and nation. I hope the article will garner insight into the education system from a teacher’s perspective.

Grover, Ronald, Kerwin, Katie & Palmeri, Christopher. “CHOOSE YOUR WEAPON, ARNOLD.” Business Week 27 October 2003: 46.

The authors are focused on the policies of the Schwarzenegger administration and how the current economic situation may lead to a reversal of campaign promises. The tuition hikes proposes in the governor’s budget is discussed, but the article focuses on the overall economic situation. I am looking to this article to offer a perspective on the governor and how his decisions can impact the educational realm.

Jones, Renee Beasley. “Universities Bracing for Deeper Cuts.” San Diego Business Journal 12 January 2004: 1.

Focusing on the problem of financial aid and how the governor’s budget could adversely affect enrollment at the California colleges, the authors report looks to address the “fear that deeper financial cuts.” The source of the article is one of interest because San Diego is near the border and the report could offer insight to the impact of immigrants on the education.

Light, Richard J. Making the Most of College: Students Speak Their Minds. Cambridge: Harvard University Press, 2001.

The book begs to answer the question “Why do some students make the most of college, while others struggle and look back on years of missed deadlines and missed opportunities?” Light utilizes ten years of research to answer the question and offers statistical, anecdotal and sensible reasons to develop practical answers to contribute to the conclusion of the question. Even though most of the data and student interviews are with those at Harvard, I hope to cross apply the same question and analysis to California.

Maclay, Kathleen. “PACE explores accountability policy impacts on educators.” UC Berkeley News 26 February 2004. < http://www.berkeley.edu/news/media/releases/2004/02/26_pace.shtml>

The press release notes the lack of support and teaching resources for gaps in academic performance. A PACE study describing the near for school accountability reform and the state’s testing requirements. This is a prime example of how the government plays a vital role in education and what it must do in order to bring the change educators wish to attain.

Sack, Joetta L. “Deep K-12 Cuts Averted; Higher Ed. Not So Lucky.” Education Week 24 September 2003: 26.

Describing the shortfalls of the government to pass a sound budget on time is the main crux of the article. The article highlights key numbers such as and how intense political pressure can bring about much needed change. Since the article was written pre-Recall, it focuses on Gary Davis and the legislation’s actions.

Sandham, Jessica L. “Calif. Education Initiatives Criticized as Lacking Cohesion.” Education Week 7 June 2000: 19.

The article looks to Gary Davis’ educational policies and offers criticism. The article notes a PACE report that teachers and schools should be given more power to make necessary changes rather than have the state government impose it’s will. I look forward to the article highlighting a key concern of direct government pressure on the education system.

Schevitz, Tanya. “School officials savor bond’s victory.” San Francisco Chronicle.                     < http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2004/03/04/BAGL65DRDQ1.DTL>

Post March 2nd and the educational system scored a major victory. The author describes the relief of educational institutions across the state caused by the passage of Proposition 55, the Education Bond that needed a simple majority to pass. This article is a supplement to the one by Tony Fellow and is the gateway to how the political structure of the government allows for education interests to place a measure on the ballot for direct election, thereby avoiding the bureaucracy.