Books Of The Canon
It is my contention that students do not read enough. Greater emphasis needs to be placed on reading at all levels of education, especially at the secondary and college level. Many authors from the text, The Presence of Others, discuss the importance of what has been labeled the canon. In this essay I will discuss some of their thoughts and feelings regarding the subject, and will propose a variation of how to change the curriculum. In addition to that, I will examine how I feel the intellectual level of the United States' populace needs expanding.
Allan Bloom, Professor at the University of Chicago, claims in his book, The Student and the University, that what is lacking in education is that there is no vision of what an educated human being is. His solution centers around a college curriculum based on the Great Books. "In which a liberal education means reading certain generally recognized classic texts, . . . not forcing them into categories we make up, . . . but trying to read them as their authors wished them to be read."i He then goes on to state that he is aware of many of the objections to the Great Books cult. Some such stated arguments include, "If one only reads Great Books, one can never know what a great, as opposed to an ordinary, book is; and that there is no way of determining who is to decide what a Great Book or what the canon is."ii Although, he states that he agrees with these arguments, he concludes that the curriculum should be centered on the canon, in order to make the university a place of distinction.
A professor of Education at UCLA, Mike Rose, argues against a curriculum based on the canon due to exclusionary tendencies. He states that many of his students, and many of the people described in his book, Lives on the Boundary, would not find their lives represented in such books. He Continues to state that ". . . if we move beyond content to consider basic assumptions about teaching and learning, a further problem arises, one that involves the very nature of the canonical orientation itself. The canonical orientation Encourages a narrowing of focus from learning to that which must be learned."iii
If the sole agenda is that of a curriculum centered on the Great Books, Rose's point is well founded.
...ey obtain the same conclusion. Barber takes advantage of the “look what we have become” style to scare the reader into drawing conclusions in his favor. In contrast, Bloom points out a social convention, in this case the attending colleges, and pulls it apart one question at a time. However, Tannen uses something people assume is counterproductive and points from the history the benefit it brings. All three authors see something in the academic system that needs improving and in some cases they answer each other questions. Bloom suggests that college requires more time than is necessary to achieve the desired goal due to several factors. However, Tannen argues that debate in the classroom creates a fantastic environment for the student. Only time will tell how the education system will evolve and how the present will affect how education is viewed in the future.
If they are taught correctly, liberal arts classes have the potential to help “students cross social boundaries in their imaginations. Studying a common core of learning will help orient them to common tasks as citizens; it will challenge or bolster… their views and, in any case, help them understand why not everyone in the world (or in their classroom) agrees with them,” explains Gitlin in his article “The Liberal Arts in an Age of Info-Glut.” By exposing students to this in high school, they will be more prepared when this moment occurs in their careers. I, along with many students throughout the country, have been exposed to incorrectly-taught liberal arts classes. Students taking English, for instance, must read specific novels while assessing a theme that is already pointed out to them. Then, they must answer a question that has only two answers. This type of curriculum not only eliminates the development of opinions, but it keeps the students from being exposed to most of the author's beliefs and the author’s point of view, which is the main purpose of liberal arts classes. Without this exposure, students are left incapable of working with others and accepting their opinions in order to develop solutions to
The War of 1812, sometimes referred to as “The Second War of Independence,” was one of the bloodiest, yet most pointless wars in American history. After 32 months of Americans fighting for a change in the relationship between Britain and the U.S., the war ended with a treaty that left many of the original conflicts unresolved. Although the war had no obvious victor, it boosted American nationalism and patriotism, something much needed after only 39 years of independence. However, British interferences with American trade, and the cost of war materials had a negative impact on the United State's economy. America’s geographic location, in relation to Canada and New York, played a key role in defense against British attacks. Whoever gained control of the Niagara peninsula that connected these two territories would have an advantage over the other nation.
As I read this article by John Guillory, I thought he sounded like a pompous, condescending know it all, but when I read the article again it made me begin to think about reading skills. In elementary school, we read books about faraway lands of make b...
Throughout the article “The New Liberal Arts,” Ungar masks an unsound argument with emotion and perceived credibility. Ungar presents himself as a credible source due to his interaction and experience as a presidents at a liberal arts institution. Though he presents himself with knowledge, the arguments he draws attention to are poorly developed and lack any solid background information to why he is right over the opposing
Sanford J. Ungar, a journalist and president of Goucher College, is one of those faculty members actively trying to disprove the accusations against liberal arts colleges and educations. In his February 2010 article from the academic journal The Chronicle of Higher Education, Ungar gives readers many examples of common misunderstandings about liberal arts and then informs them why those examples are incorrect. Appropriately titled, Ungar’s “7 Major Misperceptions About the Liberal Arts” is an easy go to guide when a person wants to learn more about liberal arts. These readers, mainly students and parents looking towards a higher degree of education, can read Ungar’s essay and find new knowledge about the liberal arts discipline.
The War of 1812 has often been called America’s forgotten war. Wedged between the Revolutionary and Civil War, its causes, battles, and consequences are unknown to most Americans. The major causes of the War of 1812 were a series of economic revisions passed by the British and French against the United States as unintended consequences of the Napoleonic Wars and American unhappiness at the British practice of impressment, especially after the Chesapeake incident of 1807. In response to the 1806 British Orders in Council, which hurt American trade, the US (under Thomas Jefferson) first tried various retaliatory embargoes against the British. However these embargoes hurt the US far more than they did Britain, angering American citizens and helping the cause of War Hawks (people who favored going to war) in Congress like Henry Clay. In 1812, after defeating DeWitt Clinton in the presidential election, James Madison asked Congress to declare war against Britain which they did. There were numerous battles fought in Canada, and the Northern United States, as well as naval battles, but neither side could gain a definitive advantage. By mid 1814, the War of 1812 was becoming more costly and had lasted longer than either side had anticipated. Britain, which had other issues to deal with, chief among them the Napoleonic Wars, began to look for a way to get out of the war. In the Belgian city of Ghent American negotiators met with British diplomats. After considerable argument the treaty of Ghent was signed, officially ending the war.
Overall, we see the textbook companies being pulled in multiple directions fearing influence from powerful lobby groups to create bland textbooks, which have limited multiple viewpoints, and controversy. Loewen, talks about only the good traits of historical figures like Woodrow Wilson, instead of showing both sides. Tyack presents a similar viewpoint, that textbooks are all about American Acceptualism and that we as society did no wrong. Lastly, in the Lindaman piece, each nation does the same thing in order to show their nation is good light or limit the dirty laundry of their past.
Johnson, P. A. (2014). Down syndrome. In L. J. Fundukian (Ed.), The gale encyclopedia of medicine (4th ed.). Retrieved from Gale Science in Context database. (Accession No. DU2601000443)
Andrew Solomon has some valid arguments in his article, and he tries to persuade the readers through logos, pathos, and ethos. Solomon wants the readers to understand the importance of reading, and how its decline can be harmful to the nation. To reinforce his arguments, Solomon shares a variety of examples, for instance, he mentions that reading helps improve memory and concentration, and the decline of reading is causing mental “atrophy.” He also calls upon the readers to take some sort of action to raise reading rates and help the society. This can grant the readers a form of power and control over the crisis that will lead to an em...
In ancient civilization, a liberal arts education was considered essential for free people to take place in civic life; without them people would not be willing to disregard one's traditional values, and analyze a broad variety of arts, humanities, and sciences to create new opinions and ideas. In the 21st century many Americans are doubtful that liberal arts degrees are actually worth the cost of college. In his essay “The New Liberal Arts”, Sanford J. Ungar discusses seven “misconceptions” of liberal arts degrees in modern-day America.
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
“ I read and understood by myself all the books that I could find on the so-called liberal arts, for in those days I was a good-for-nothing and a slave to sordid ambitions. But what advantage did I gain from them? I read them with pleasure, but I did not kno...
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
In his book, Steppingstones to Curriculum, Van Brummelen discusses four popular perspectives on curriculum through curriculum orientations. “A curriculum orientation sets out basic worldview assumptions and how these suggest an overall vision for education, a view of knowledge and of the person, and how these affect classroom learning and teaching, and how we go about planning, and the general aims of curriculum” (pg.25). Curriculum orientations provide the teacher with a clear and distinct sense of direction for an educational program. A curriculum orientation is what a teacher teaches to. Each orientation has a different view on what’s important and gives the teacher clear focus. The four orientations are traditional, process/mastery, experimental, and Christian. When planning out curriculum, the traditionalist approach views curriculum as a conveyor of information and ideas. Their focus is on transmission. They focus on building basic skills and reasoning through gaining knowledge in key disciplines. Process/mastery supporters focus on the process. They view curriculum as a controlled and efficient process. Their knowledge and learning emphasis are on investigating, mastering, and applying data in small, defined, manageable steps. Experimentalist view curriculum as a quest for personal meaning. They focus on constructing knowledge. They’re all about learning through experience. They put emphasis on autonomous creation and negotiation of knowledge and meaning. Christians view curriculum as a reflection/ interpretation of God’s truth. They focus on responsibility. Their curriculum answers questions such as how do we foster students’ positive responses toward God, their fellow creatures, society, and themselves. They put emphasis on understanding and unfolding God’s revelation through experience, observation, conceptualization, and