Journal+2

__ Response to **Preparing for Today and Tomorrow** __ In his article, “Preparing for Today and Tomorrow”, Elliot Eisner focuses on the concept that a meaningful education today will intrinsically prepare students for tomorrow. Eisner outlines a series of aims, or targets that should be implemented in order to achieve a meaningful education for today. Eisner discusses the importance of //judgment//. Problem solving is a major component of judgment. Allowing students to grapple with different types of problems will facilitate the growth of strong, decision-making mind. Teaching students to consider the consequences of all important decisions will open the mind of the student and better prepare him/her to form a logical, level-headed resolution. //Critical thinking// is a major component of Eisner’s philosophy. A mind that has the ability to critically analyze an idea or concept will be better able to grow. Students need to have the ability to consider the multiple implications of any issue and apply their understanding of these implications to their life and beliefs. Eisner is deeply concerned with the idea of m//eaningful literacy//. It is vital for students to be socially and culturally literate. Schools must focus on all forms of literacy, not just the knowledge of words and numbers. Media literacy, in many ways, is just as important for the development of an educated ‘mind’ as numeracy. No person is an island. Students must be able to //collaborate// in order to reach their full potential. Too often, individual achievement overshadows group success. The collaboration of individuals results in a multi leveled and cooperative education. Ideas can be shared, opinions expressed and lives shared. Finally, Eisner discusses the concept of //service//. Students need to connect their individual lives with the communities in which they are agents. This will encourage a sense of belonging and citizenship. There are many factors that contribute to the ‘preparatory’ and ‘hoop jumping’ conception of education. I believe that bureaucracy is an important factor to this senseless form of education. Standardized tests dominate the school environment. Students must sit in a room and complete timed tests because it is purported to help them in the future. Students are unable to make this connection; instead they fear the consequences of a bad score. Administrators love standardized tests because they are an easy way to rate students and a convenient way to separate or categorize children. Often, scores are published in the local newspaper and overall scores affect funding. Students must jump through this standardized hoop for no meaningful reason. In my experience, teachers are prone to the preparatory model because it is easier than the alternatives. Knowledge is prescribed from above because teachers already know what students will need to know. Many teachers fear curricula that are not prescriptive but open to student based learning. Educators do not wish to lose control over the distribution of knowledge. This dedication to the empty vessel approach to education results in simple pontification and has no true educational meaning or purpose. Essentially, students are forced to jump through teacher-defined hoops. In my current teaching position as a Primary 1 teacher I am able to incorporate all of Eisner`s aims in my classroom. Collaboration is a particularly important aim for young students because they are still learning to socialize appropriately with others. In my class we have been working together to create an environment conducive to improving our literacy skills. This involves 30 minutes of uninterrupted, independent reading and writing each day in which students work together and avoid distracting others by sitting in one spot, being apart from friends and using quiet voices. The class has realized that even if one person chooses not to follow these guidelines, it interrupts the whole class and is inconsiderate. We are all working together to create an environment where everyone has an opportunity to learn. I am able to apply critical thinking processes in my classroom as well. Whenever a problem arises in our class (i.e. messy workstations, taking too long to get settled after breaks, etc) we meet as a class and students come up with possible resolutions. I encourage them to think of the implications of their suggestions and together we vote on a solution. After a week passes or trialing a solution, we meet again and discuss whether or not our attempt was successful. Sometimes we have to reevaluate and consider other options.