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Challenging Pedagogy with Deconstruction, 2005.
This paper challenges the traditional language pedagogy with deconstruction.
1,800 words (approx. 7.2 pages), 6 sources, $ 71.95
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Abstract
In this article, the writer points out that traditional teaching of language has students vainly searching for the "point" of the story, the meaning, the theme, the plot. The writer maintains that such tactics are ultimately reductive and do not foster critical thinking among students. Further, the writer discusses that in order to challenge students to become more aware of the intricacies of language and become better readers and writers, educators must challenge them to approach language from a more deconstructive position.
From the Paper
"When confronted with possibility of incorporating deconstruction into pedagogical discussions, it is almost possible to hear a host of teachers everywhere shudder in a mix of disapproval and disgust. Traditional language pedagogy has not been especially forgiving of deconstructive methods, especially on levels other than the university. Nevertheless, it is at the earlier stage that deconstruction can be the most useful in language education. At its heart, deconstruction demonstrates the feeling of the inescapable and the suspicion of language."
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Critical Pedagogy, 2005.
A discussion regarding the critical pedagogy approach to teaching.
1,765 words (approx. 7.1 pages), 4 sources, MLA, $ 56.95
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Abstract
This paper discusses how critical pedagogy involves learning from the practices of the past, and improving upon them according to what proves to work best in the classroom. The paper reports how the transformational model of education, is a good example of critical pedagogy, as it involves changing classroom practices according to what is experimentally determined to work best. The paper further discusses how the model has become integrated not only in the teaching process, but in the way students and teachers experience life and learning outside of the classroom as well.
Outline:
Introduction
Service Learning Action Plan
Critical Pedagogy and State Standards
Rationale and Conclusion
From the Paper
"The transformational education model has at its basis transformation or change in both the academic, social and personal domains. This means that students are transformed in such a way that they meet the challenges of the world after high school with the necessary tools to do so successfully. The current California state standards for education are then also particularly focused upon the holistic rather than the purely academic aspect of education. The transformational model will then be particularly useful in implementing these standards.
Specifically, the content standards for grade ten in the subjects of World History, Culture and Geography in terms of the modern world include the study of major historical turning points.
History-Social Science Content Standards. The development of democratic ideas is studied, along with international relations. Students are made aware of the fact that democracy is often achieved at a high price and not practiced everywhere. These issues are then related to the students' own historical, geographic, political, economic, and cultural contexts. "
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Deconstruction of Business Ethics, 2006.
This paper discusses the deconstruction of business ethics to enhance morality and justice.
2,730 words (approx. 10.9 pages), 10 sources, MLA, $ 81.95
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Abstract
This paper explains that, because they are finding that it makes good business sense, corporations of today, regardless of size, have transcended their traditional functions from merely being an economic configuration to become both a political and social unit as well. The author points out that deconstruction theory is useful for raising issues of justice, responsibility and fair treatment in business and management because it (1) questions the boundaries that determine who is the proper subjects of justice or to whom justice is owed, (2) demands responsibility without limits, (3) requires addressing the "Other" in the language of that "Other" and (4) is opposed to all forms of totalitarianism. The paper applies the theories of deconstruction and reconstruction to a variety of sexual political issues, such as pregnant employees and childcare, as applied to a wide range of policies within the management of the organization and their relationship to government intervention.
Table of Contents
Introduction
Organization Theory
Deconstruction
Gendered Characterization
Reconstruction
Government Intervention
Conclusion
From the Paper
"This is where deconstruction comes in. The word "deconstruction" was first popularized by French philosopher Jacques Derrida. It denotes undoing something that has been constructed in perfect order but gradually loses its desirability because of time and circumstance. It is not the same as reconstruction, which means building an entirely new structure or fortifying the old. In the present-day point of view, deconstruction is the key by which to change the perceptions and attitudes of business management that often impinge on the interest and long-term welfare of individuals."
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"Pedagogy and Praxis", 2002.
Reviews Moacir Gadotti's "Pedagogy and Praxis" which promotes the restructuring of active learning.
1,150 words (approx. 4.6 pages), 3 sources, $ 44.95
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Abstract
This paper reviews and summarizes Moacir Gadotti's book "Pedagogy and Practice", which is itself based heavily on the theories of Paulo Freire, an education reformer most famous for his book "The Pedagogy of the Oppressed" and his theory of dialogue.
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?Pedagogy of the Oppressed?, 2002.
Discusses Paulo Freire's educational theory "Pedagogy of the Oppressed" in relation to American education.
3,668 words (approx. 14.7 pages), 5 sources, APA, $ 101.95
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Abstract
This paper is a discussion of one of the more radical and influential theories of education, Paulo Freire's "Pedagogy of the Oppressed" and its relationship and applicability to the proposed reauthorization of the Elementary and Secondary Education Act (ESEA), the guidelines used by public schools throughout America to determine the effectiveness and purposes of elementary and secondary school education. Freire, a Brazilian educator and theorist, was driven from his native Brazil by a military coup, an act that allowed him to bring his revolutionary approach to pedagogy directly to other educational systems. Although conceived as a response to adult illiteracy within oppressive Third World regimes, Freire's unique way of looking at education in general has strongly influenced educational philosophy in many other settings. This paper considers whether his radical approach, which argues that truly effective education can only be achieved as a participatory process, without which it perpetuates the destructive roles of oppressor and oppressed, can have any relevance within the traditional American academic process. Looking at ESEA guidelines from a Freirean perspective allows the educational scholar to reconsider the effectiveness of this traditional approach and contemplate the philosophical underpinnings that inform it.
From the Paper
"The act goes through each of the four themes, making detailed recommendations about how each can be achieved. It is singularly lacking, however, in two critical areas. First, it does not provide for a comprehensive plan for funding these recommendations, because it does not spell out the steps necessary to reach these ambitious goals. For example, one recommendation for raising classroom standards is to support educational options, such as establishing more magnet schools, but the act gives no indication of how much these measures might cost or how those costs might be met."
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Pedagogy and Andragony.
A comparative analysis of the definitions of pedagogy and androgyny.
771 words (approx. 3.1 pages), 1 source, MLA, $ 27.95
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Abstract
This paper examines how, in general, pedagogy and androgyny are both forms of learning and education and how, based on the origin of the two terms, they differ in the field of study that each covers. It looks at how, as defined and considered by some philosophers, pedagogy and androgyny differ in terms of the age of the learners and in terms of the methods of learning and teaching required.
From the Paper
"The definitions of pedagogy and andragogy, however, presented issues to other critics and philosophers. Among those who contradict Knowles?s concept of pedagogy and andragogy are Houle, London, and Elias (Holmes & Abington-Cooper). According to Houle (Holmes & Abington-Cooper), learning and education should be viewed as a single process in both children and adults. Others on the other hand suggest that pedagogy and andragogy are terms that have confused the process of learning, in which pedagogy should simply mean as a teacher-directed-learning while andragogy is a self-directed learning. Rachel (Holmes & Abington-Cooper) suggests that these simple definitions of pedagogy and andragogy can actually complement each other and must not be set exclusive to children?s learning or adult?s learning."
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The New Cycling Pedagogy, 2006.
Examines changes in the sport of cycling and coaching pedagogy.
1,350 words (approx. 5.4 pages), 4 sources, $ 53.95
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Abstract
The sport of cycling and coaching pedagogy is changing as newer technologies provide for the opportunity to train more effectively with less risk of physical damage. This paper outlines some of the more recent changes including the use of heart rate monitors, power ranges for training and performance based on heart rate zones, lactate thresholds and FaCT training.
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Pedagogy vs. Andragony, 2004.
An analysis of the differences between pedagogy and andragony in education.
822 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
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Abstract
This paper discusses how pedagogy and andragony are two theories/definitions that outline the tenets of child and adult learning. It looks at how they are based upon the belief that children and adults learn differently and how instructors should consider these differences in their teaching strategies. It discusses reasons why adults learn differently from children, and it also explores how assumptions about andragony can be the reason behind a student's participation in adult education.
From the Paper
"Andragogy is a term that Malcolm Knowles made popular. Chris Lee (1998) stated that ?Knowles discovered that ?andragogy? had been coined by a German teacher in 1833, was reintroduced by a German social scientist in the 1920?s, and then was more or less forgotten until 1957, when it was picked up by adult educators in Europe? (p. 35). Andragogy is the theory and practice of aiding adults in the learning process. This adult learning theory is self-directed by the student, and the teacher simply facilitates the learning process. There is a casual relationship between the student and instructor, and there is mutual consent regarding the specifics of learning activities and evaluations."
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"Pedagogy of the Oppressed", 2007.
An analysis of an incident that occurred to the writer as a student and a discussion of its relationship to Paul Freire's philosophy of education in "Pedagogy of the Oppressed".
1,298 words (approx. 5.2 pages), 1 source, MLA, $ 43.95
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Abstract
This paper discusses Paul Freire's "Pedagogy of the Oppressed". Specifically, it focuses on an incident from the writer's personal educational experience as a student and interprets the incident according to Freire's philosophy. The paper suggests that narrowly defined roles that the student and teacher must play to be successful, dehumanizes the process of education and often creates classrooms where original thought and argument are discouraged or ignored.
From the Paper
"Freire also notes that people suffer under this form of education. It was clear our teacher was suffering, because he did not seem to have any joy or interest in the information he was depositing, he was simply reciting it and expecting us to remember it. We suffered as well, because as students we found no joy or interest in the class or the information we were supposed to remember. I did not have a true appreciation of history until I reached college, and had more engaging professors who had a true interest in the subject and how they imparted knowledge to their students. This experience really helped make me aware of the difference between "good" and "bad" teachers. Those who engage in the banking form of education not only stifle and shortchange their students; they stifle and shortchange themselves. They become lifeless, mechanical teachers who take no enjoyment in their job and their knowledge, and so do not awaken and enjoyment in their students. This is a sad state of education, and unfortunately, it seems to still be very common throughout the American educational system. In order for it to change, our society and culture need to set different roles for students and teachers, to encourage more growth, fulfillment, and knowledge sharing in the educational environment."
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Neoclassicism and Deconstruction, 2001.
2,962 words (approx. 11.8 pages), 11 sources, $ 87.95
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Abstract
This paper compares two very different literary theories, neoclassicism and deconstruction and shows that their underlying worldviews are at odds with each other. The opening paragraph states that the writer will try to determine which theory is more useful in the study of literature. The two methods are then described in detail, with quotes from their main apologists, Alexander Pope (neoclassicism) and Jacques Derrida (deconstruction). Deconstruction, a theory that many find hard to understand, is particularly well summarized. After thoroughly presenting the basics of both theories, they are applied to two works of literature ? "Frankenstein", by Mary Shelley and "Psalm 19" in the Bible. The author concludes that while some aspects of deconstruction can be enlightening, the neoclassic theory is much better for analyzing literature.
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Pedagogy Matters - Stephanie Dalton, 2008.
An overview of Stephanie Dalton's standards for effective teaching.
964 words (approx. 3.9 pages), 2 sources, APA, $ 34.95
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Abstract
This paper discusses the book "In Pedagogy Matters: Standards for Effective Teaching Practice" by Stephanie Dalton in which she outlines five standards for pedagogy.
Outline:
The Impact of the ISSLC Standards
Componants of Pedagogy
Components of Pedagogy - Instruction, Motivation and Student Success
From the Paper
"Better learning is based on better teaching. Teachers have a huge impact on student achievement and as such are central to educational reform. Unfortunately this emphasis has not always been evident. (Dalton, 1998, p. 4) Dalton quotes Nel Noddings, "...reform continues to focus on what students need to learn but ignores teachers' struggle with how to help them learn it." (Dalton, 1998, p.4) (These were prophetic words almost half a decade before "No Child Left Behind!) Teachers need to know how to help students learn, as our old assumptions about how this occurs no longer work.
"Many minority and low-income groups have had few language, literacy, or cultural resources in their families or communities that prepared them for success in U.S. schools" (Dalton p. 4). If, she writes, we believe that "all" students can and should learn, then teachers need greater skill than we assumed they did in the past. (Dalton, 1998, p. 5) Teachers today can't simply lecture or pour knowledge into their students; they must be able to effectively introduce a content topic, encourage questions, involve students in content activities, and continually assess their progress. (Dalton 1998, p. 8)"
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The Pedagogy of Paolo Freire, 2007.
This paper applies Paolo Freire's pedagogy of the oppressed to the classroom situation.
1,415 words (approx. 5.7 pages), 6 sources, APA, $ 47.95
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Abstract
This paper explains that Paolo Freire states that, when the oppressed believe they cannot make changes to their situation, the oppressor has the upper hand; however, when the oppressed recognize their oppression, they can break out of their bonds. The author points out that teachers can play a major role in helping their students help each other break the barriers that exist to educational equity through dialogue; however, this only comes with the ending of oppression and the love among fellow men. The paper stresses that all education should be co-intentional, where both teachers and students engage as active subjects in the understanding and analysis of knowledge and thus also interact in the development of knowledge on a non-oppressive model.
From the Paper
"All one has to do is pick up a book by Jonathan Kozol, such as "Savage Inequalities" to see the differentiation that occurs between those who have and those who have not in the United States. According to Kozol, the U.S. suffers from a functional illiteracy rate of about 25 percent, color-based unemployment, the complete loss of a social service safety net, an assault on working conditions among those who actually do have jobs and representative government that only represent those with money."
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Technology and Pedagogy, 2006.
A discussion regarding how technology does not replace pedagogy, but rather enhances it.
1,513 words (approx. 6.1 pages), 7 sources, APA, $ 49.95
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Abstract
This paper takes a look at the impact that technology has had, and continues to have on education. According to the paper, while technological innovations can be a great aid to education and enhance the teaching process, technology in itself is not capable of replacing the teacher or the teaching process. The paper further discusses how the main reason for this is that technology cannot duplicate the human and interactive element that exists in the reciprocity between teacher and student.
From the Paper
"The importance of technology as an aid in education is evidenced by the number of influential organizations that have been established in order to facilitate and promote the use of technology in education. One of these is the ISTE or The International Society for Technology in Education. ISTE places emphasis on the establishment of a classroom environment and "...preparing the learning opportunities that facilitate students' use of technology to learn, communicate, and develop knowledge products..." (The North Carolina Technology Competencies for Educators: A Focus on Assessment...) The organization stresses the importance of preparing teachers to deal with technology and to enrich their teaching through the use of modern technologies.
The emphasis is on the way that technology can empower students and provide new learning opportunities, for example with regard to new strategies for problem solving. ISTE also focuses on curriculum development and new ideas of improving education. "
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Piano Pedagogy, 2001.
This paper examines teaching methods for the teaching of piano and their reflection on society.
2,695 words (approx. 10.8 pages), 11 sources, MLA, $ 80.95
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Abstract
This paper is an in-depth look at the history of piano pedagogy and how it has evolved throughout history. It gives many examples of different philosophies of piano pedagogy and uses many different composers styles. This paper examines many different cultures and how they each have much in common, but their own distinct styles.
From the Paper
"Piano pedagogy is the basis of any pianist's education and future. Throughout music history, the approach to attain a proper piano education has varied. Different schools of thought have influenced the ways pianists are trained in both technique and repertoire. The differences in piano pedagogy depend on both the pianist's and pedagogue's nationality and what type of literature is composed and heard during that time period."
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Mathematics Pedagogy, 2005.
This paper discusses of teaching mathematics.
3,825 words (approx. 15.3 pages), 13 sources, $ 151.95
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Abstract
This paper examines issues of mathematics pedagogy and the degree of the contextualization of the subject matter in teaching mathematics. The author points out that mathematics is often presented more as a more abstract examination of numbers and measurements that appear, when mathematics really is always relevant and should be seen in the context of the real world. The paper states that mathematics pedagogy needs to develop a way present mathematics within this real world context.
From the Paper
"The issue of relevance in education is often a question of the contextualization of subject matter, meaning that the subject relates to the lives of the students because it can be seen in the context of their lives, with issues understandable because they are applicable to the real world. Mathematics is often presented more as a pure Mathematics has the dual character of being both a language (a symbol system) and an underlying model of relationships among actions with objects. As such, it fits closely with the Vygotskian description of sign-sign relationships and de-contextualized knowledge. At the same time, its development in relation to human actions on objects gives it a prominent place in Piagetian analysis. Furthermore, mathematics teaching requires the recognition of mathematics as a sociocultural achievement worthy of reproduction in new generations."
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