Reading: Anne Lamott, shitty first drafts

This assignment is to reflect on your personal attitudes about writing, especially writing first drafts. You can use what we began during in-class writing as part of the basis of this, but you don’t have to.

The prompt: Think about what kinds of writing you enjoy doing and what you don’t enjoy; think about what kinds come easily to you and what kinds are difficult. Think about what you consider good writing vs. bad writing in general (not just your own).

In addition, try to remember ways in which you started to form these attitudes. Were there authors that you enjoyed reading that inspired you or bored you? Teachers that were encouraging or strict? Writing situations that were stressful or relaxing? How did these factors create, reinforce, or alter your attitudes about writing? And how, if at all, did your attitudes change after reading “Shitty First Drafts”?

This should be between two to four paragraphs.

Details:

The problems assigned here are intended to give you contextual experience with the types of statistics you will encounter as you conduct your dissertation research. Completing the assigned problems will increase your comfort level with these tools.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• This assignment is self-scored.
• Refer to “Module 6 Problem Set.”
• Solutions are available.

Directions:

1. Complete the problems in “Module 6 Problem Set.”
2. Check your solutions by comparing your answers to the “Module 6 Problem Set Solutions” document.
3. Submit to the instructor a statement indicating that you have completed this assignment.

Please complete the assignment as required and please use the appropriate references , if applicable, and cite in APA 6th edition format. Please see the attached problem set and solutions for completion of assignment.

Questions:

1. In what ways is the Zara model counterintuitive? In what ways has Zara’s model made the firm a better performer than Gap and other competitors?

2. What do you believe are the most significant long-term threats to Netflix? How is Netflix trying to address these threats? What obstacles does the firm face in dealing with these threats?

3. Spend some time online researching services such as Netflix, BlockBuster, Hulu, and other streaming movie sites. How do these services compare? What are the advantages and disadvantages of each of these different services?

4. Describe some of the features (i.e., functions, menu options) of the information system that you chose in week one (make sure you have an approved information system before you complete this assignment). When describing a feature, walk the user through that feature, describing the interactions the user has with the system. What data or information does the user enter into that feature? What does the information system do with that data? Does it transform it in some way? How is that data later retrieved or displayed (output)? What is that data used for?

Please No Plagiarism. Use APA style and intext citation..

350 words minimal

Discussion: Ravitch v. Smarik

Use the Ravtich and Smarik articles to respond to the following discussion prompt in 4 paragraphs or more.

• Should the American education system be reformed as it presently exist, or completely start fresh?
• Use three claims from either Ravitch or Smarik to support your position.

Discuss with your coursemates why the American education system should either reform as it is, or start over fresh.

Here are notes from this weeks discussion if needed. If you need any other textbook information I can send you copies of it.

Philosophy of Education and Schooling in America

Schooling in America

“There is no teaching, but only recollection.”
(Socrates, the Meno)

Human beings are meaning makers and this module assumes we are born with a natural desire to explain and understand the world and our place in it. The social practice of education grows out of the explanatory constructs we hold about several philosophical themes. Particular philosophical themes from which we form our educational beliefs and ground our practice include:
Our conceptions of human nature;
The relationship of the individual to the group and citizen to the state;
The nature of what it means to live a full life;
The nature of knowledge and the process of knowing.

These themes represent philosophical areas of inquiry that inform our educational practice, either explicitly or implicitly. This module will critically examine the link between philosophical ideas and inquiry in education focusing on the analysis and comparison of the philosophical basis of educational ideas and of the educational implications of philosophical thought. The goal is to broaden and deepen understandings of the nature of education. Thus we will examine the distinctive characteristics of what it means to be “educated” as well as the elements of educational philosophies that encourage the development of such individuals. As a part of developing an understanding of the educational enterprise, we will engage with a variety of ideas and theories that comprise the rich tradition of educational philosophy as well as engage in the practice of critical thinking.

Module Learning Objectives

Together we will consider specific educational problems as they are studied philosophically and explore educational issues that fall under the general title of epistemology, ethics, philosophy of science, aesthetics, and the philosophy of mind. As a result of this inquiry we will:

1. understand the philosophic foundations of education;
2. analyze the political, social, and economic purposes of schooling;
3. discuss and reflect deeply on the implications of your understandings and analysis of the purposes of schooling.

Readings

• Spring. J. American Education: Chapter 2: The Social Goals of Schooling and Chapter 3: Education and the Equality of Opportunity.
• Ravitvh, D. In Need of a Renaissance: Real Reform Will Renew, Not Abandon, Our Neighborhood Schools, in Jana Noel Classic Editions, p. 91.
• Smarick, A. The Turnaround Fallacy, in Jana Noel Classic Editions p.84.

As you continue through this module and your education, keep in mind these philosophies as they relate to you and your students. Let them help shape your learning as you continue to develop your own personal educational philosophy.

NYS Teaching Standards	InTasc Standards	CAEP Standards
I. 1.5	1.h, 1.i	1.2

Learning Guide: Philosophy of Education

The following excerpt is taken from, David T. Hansen (Ed). (2007). Ethical Visions of Education: Philosophies in Practice. NY: Teachers College Press.

Dewey’s Philosophy of Education

At the core of Dewey’s thoughts on education is his belief that life constitutes a generative gift. In his view, education should assist people in learning how to realize and extend this gift. Dewey envisions humanity’s promise as limitless. He perceives no fixed boundary to human creativity and imagination, and no limit to how deeply and literally “meaning full” human life can become.

For Dewey, the quality of life mirrors its aesthetic depth, understood as the extent to which it embodies grace, artfulness and appreciation, whether in maintaining a home, a classroom, a business, or a government. The quality of life reflects its emotional maturity and attentiveness, which Dewey contrast with sentimentality or superficiality. Moreover, the quality of life displays its moral depth, which encompasses consideration of freedom, justice, compassion, humility, and personal as well as social responsibility. Finally, the quality of life mirrors its intellectual scope and discipline, the extent to which intelligence rather that caprice, routine, or blind habit guides its trajectory. For Dewey, a fulfilled life features a deepening of quality, however subtle, through each experience. Education constitutes the pathway of such a life (p.22).

The following excerpt is taken from, David T. Hansen (Ed). (2007). Ethical Visions of Education: Philosophies in Practice. NY: Teachers College Press.

Sadker, M.P., & Sadker, D. M. (2005). Teachers, schools, and society, (7^th ed.). New York: McGraw-Hill.

Philosophy of Education- Chapter 12 Outline

What is a philosophy of education, and why should it be important to you? Behind every school and every teacher is a set of related beliefs–a philosophy of education–that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role, and what should be taught and by what methods. How do teacher-centered philosophies of education differ from student-centered philosophies of education? Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. The major teacher-centered philosophies of education are essentialism and perennialism. Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality. Progressivism, social reconstructionism, and existentialism place the learner at the center of the educational process: Students and teachers work together on determining what should be learned and how best to learn it. What are some major philosophies of education in the United States today? Essentialism focuses on teaching the essential elements of academic and moral knowledge. Essentialists urge that schools get back to the basics; they believe in a strong core curriculum and high academic standards. Perennialism focuses on the universal truths that have withstood the test of time. Perennialists urge that students read the Great Books and develop their understanding of the philosophical concepts that underlie human knowledge. Progressivism is based largely on the belief that lessons must be relevant to the students in order for them to learn. The curriculum of a progressivist school is built around the personal experiences, interests, and needs of the students. Social reconstructionists separated from progressivism because they desired more direct and immediate attention to societal ills. They are interested in combining study and social action, and believe that education can and should go hand in hand with ameliorating social problems. Existentialism is derived from a powerful belief in human free will, and the need for individuals to shape their own futures. Students in existentialist classrooms control their own education. Students are encouraged to understand and appreciate their uniqueness and to assume responsibility for their actions. How are these philosophies reflected in school practices? Essentialism and perennialism give teachers the power to choose the curriculum, organize the school day, and construct classroom activities. The curriculum reinforces a predominantly Western heritage while viewing the students as vessels to be filled and disciplined in the proven strategies of the past. Essentialists focus on cultural literacy, while perennialists work from the Great Books. Progressivism, social reconstructionism, and existentialism view the learner as the central focus of classroom activities. Working with student interests and needs, teachers serve as guides and facilitators in assisting students to reach their goals. The emphasis is on the future, and on preparing students to be independent-thinking adults. Progressivists strive for relevant, hands-on learning. Social reconstructionists want students to actively work to improve society. Existentialists give students complete freedom, and complete responsibility, with regard to their education. What are some of the psychological and cultural factors influencing education? Constructivism has its roots in cognitive psychology, and is based on the idea that people construct their understanding of the world. Constructivist teachers gauge a student’s prior knowledge, then carefully orchestrate cues, classroom activities, and penetrating questions to push students to higher levels of understanding. B. F. Skinner advocated behaviorism as an effective teaching strategy. According to Skinner, rewards motivate students to learn material even if they do not fully understand why it will have value in their futures. Behavior modification is a system of gradually lessening extrinsic rewards. The practices and beliefs of peoples in other parts of the world, such as informal and oral education, offer useful insights for enhancing our own educational practices, but they are insights too rarely considered, much less implemented. What were the contributions of Socrates, Plato, and Aristotle to Western philosophy, and how are their legacies reflected in education today? Socrates, Plato, and Aristotle are the three most legendary ancient Greek philosophers. Socrates is hailed today as the personification of wisdom and the philosophical life. He gave rise to what is now called the Socratic method, in which the teacher repeatedly questions students to help them clarify their own deepest thoughts. Plato, Socrates’s pupil, crafted eloquent dialogues that present different philosophical positions on a number of profound questions. Plato believed that a realm of externally existing “ideas,” or” forms,” underlies the physical world. Aristotle, Plato’s pupil, was remarkable for the breadth as well as the depth of his knowledge. He provided a synthesis of Plato’s belief in the universal, spiritual forms and a scientist’s belief in the physical world we observe through our senses. He taught that the virtuous life consists of controlling desires by reason and by choosing the moderate path between extremes. How do metaphysics, epistemology, ethics, political philosophy, aesthetics, and logic factor into a philosophy of education? Metaphysics deals with the nature of reality, its origin, and its structure. Metaphysical beliefs are reflected in curricular choices: Should we study the natural world, or focus on spiritual or ideal forms? Epistemology examines the nature and origin of human knowledge. Epistemological beliefs influence teaching methods. “How we know” is closely related to how we learn and therefore, how we should teach. Ethics is the study of what is “good” or “bad” in human behavior, thoughts, and feelings. What should we teach about “good” and” bad,” and should we teach that directly, or by modeling? Political philosophy analyzes how past and present societies are arranged and governed and proposes ways to create better societies in the future. How will a classroom be organized, and what will that say about who wields power? How will social institutions and national governments be analyzed? Aesthetics is concerned with the nature of beauty. What is of worth? What works are deemed of value to be studied or emulated?