EDU 6555 Final Reflection

Brett Santo

Dr. David McGough

EDU 6555 - Critical & Cultural Perspectives in Education

May 9, 2015

Course Reflection

I have had the privilege of being in the Critical and Cultural Perspectives class during this spring semester of 2015, and as a result, have been enlightened with a breadth of new information regarding educational institutions and paradigms. One of the most enthralling concepts introduced in this class was that of a critique. Being an inquisitive person, I find it necessary to perpetually question everything, so as to ascertain the closest thing to truth that one can attain in this ambiguous and protean world. The idea of a critique, (a process in which a person questions something, becomes illuminated with new insights, and then subsequently applies their new perspectives to the aforementioned concept), is directly applicable to many areas of life. I found that taking this perspective and applying it to various areas of study proved to be instrumental in broadening my understanding of many concepts. I have come to question the norms and status quo of society and societal-constructed beliefs, and I find this to be enlightening. Learning how to critique, and ultimately expanding on the importance of questioning everything has made me a even more of a perpetual learner, and I will continue to critique the world around me so as to gain a bit more understanding of this complex endeavor that we call life.

The critique that we most focused on in this class was the role of Democracy in education. Specifically, we aspired to understand the aims of democracy and their place in educational institutions. Upon completion of this course and its various assignments, I have gained a deeper understanding of this topic. Furthermore, I have reaffirmed some of my previous beliefs, and have been illuminated by new insightful information as well. Before taking this class, I had the inclination that education was about getting people to think critically and to provide them with the knowledge that will prove useful in future endeavors. One assignment that supported my contention was the book assignment - (I was directed to read Education and Democracy in the 21st Century by Nel Noddings). This book provided me with several important insights, including the idea of pedagogical neutrality, lateral thinking, teachable moments, and the importance of being a teacher that allows students to discover what they are passionate about. In her book, Noddings describes pedagogical neutrality as “a willingness to consider all reasonable points of view without endorsing one as the absolute truth” (Noddings, 2013, p. 63). I find this directly aligns with my idea of questioning everything. Rather than simply accepting the subjectively defined truths of the world, it is important to consider all points of view when directed with a problem. Another passage from the book that resonated with me was the following:

Teachers — real teachers — offer much wonderful material that will be received differentially, used eagerly by some students and largely ignored by others. Offering such material is basic to teaching because, with Dewey, we believe that the function of education is to help students find out what they are ‘fitted to do’. It is not to force exactly the same curriculum on all students with the promise that, if they obey and learn, they will have a successful future doing something or other (Noddings, 2013, p. 125)

I found this passage to be inspiring, as I feel that standardization of curriculum and attention to data-driven results is truly hindering our educational institutions, and is one of the many things that needs to be changed. Furthermore, by allowing a student to find something that they are passionate about, they will in turn become inherently motivated to pursue that goal. Having delved into many realms of psychological study, I can honestly say that when a person has a personal drive and connection to something, they will be more likely to follow through with it, as well as be successful. This should certainly be the aim of our educational institutions, and I upon reaffirming my belief, I will always be evaluating to see that any institution that I become involved with will uphold these ideals.

In terms of new ideas that came to fruition upon completion of the class and its assignments, some included the ideals of colleagueship and advocacy. As I mentioned previously, I had simply believed education to be a venue for creative thinking and personal growth. This was affirmed, however, there is much more to the picture as well. My inquiry project provided me with several concepts that I have come to accept as some of the aims of democracy - these are colleagueship and advocacy. Before engaging in this assignment, I was unsure of what some of the aims of democracy could be. However, after carefully analyzing and critiquing the roles of colleagueship and advocacy in my educational institution, I have come to understand that establishing relationships and advocating for those around you are crucial in a democratic society. Furthermore, I have learned that offering opportunities for everyone to become their own advocate may prove conducive for the institution in many ways. Firstly, to discover that advocacy and colleagueship are very closely related was a true revelation. Before this assignment, I naively believed them to be separate entities - and I never considered them in terms of a democracy - however through my analysis, I came to realize that one of the best types of relationships is one in which both parties are advocating for each other. Secondly, I have learned that an equitable environment will flourish when working in an institution that values advocacy and colleagueship. 

In addition to critiquing the aims of democracy, this class has provided me with information about this country as a whole. Specifically, there have been many articles that have stressed the abhorrent truth that the American Dream doesn't exist, and that we are no longer a land of opportunity, but rather a land of class battles, power struggles, and inequitable opportunities put in place to assure the capitalistic endeavors of the country succeed in some way. 

As a result of learning all of this information, I can truly say that I cannot wait to be influential enough to potentially change policies and practices for the better. After all, as you would say Dr. Mcgough - Habermas believed that our speech acts are our only way to turn our knowledge into change.

References

Noddings, N. (2013). Education and democracy in the 21st century. New York, New York: Teachers College Press.