...(EAP). In particular, it examines Critical Pedagogy, Pragmatic Pedagogy and Critical-Pragmatic Pedagogy in the context of teaching academic writing to university students. This is an important issue as there is widespread debate as to what constitutes effective EAP instruction within the academic sphere. The conflicting perspectives are that a critical approach to pedagogy, with its challenge of current ‘implicit and explicit standards’ (Cherryholmes: 1988) is most effective. Other academics argue the case of a vulgar pragmatic approach that relies on structure and ‘the notions of theory and practice’ (Williams: 1983). There is also support for a hybrid approach to EAP learning, known as critical pragmatism. This method encourages the characteristic critical pedagogical challenge of the status quo, while still requiring ideas to be translated and conveyed by means of structured ‘discourse practices’ (Cherryholmes: 1988). Finally, upon examining the aforementioned approaches to EAP by review of scholarly literature, I intend to argue affirmatively that vulgar-pragmatic based pedagogy is the best and most effective method of teaching EAP to university students. The concept of critical pedagogical learning relies on the principle that ‘the classroom needs to be continually interrogated for the ideologies it fosters and reproduces’ (McLaren: 2011). This means that ‘criticalists’ (those who support a critical approach) prefer a system of education that challenges students to think...
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...In the ocean exists an ancient god Cthulhu, sleeping in his stone house in R’yleh under the sea. He sleeps and telepathically invades our dreams, turning them into nightmares. There is a cult that follows the ancient god, and they relate the details of this ancient being and his intentions: The HP Lovecraft Wiki 2014 [“Cthulhu,” at http://lovecraft.wikia.com/wiki/Cthulhu] The most detailed descriptions of Cthulhu in "The Tale of Cthulhu" are based on statues of the creature. One, constructed by an artist after a series of baleful dreams, is said to have "yielded simultaneous pictures of an octopus, a dragon, and a human caricature [...] A pulpy, tentacled head surmounted a grotesque and scaly body with rudimentary wings."[6] Another, recovered by police from a raid on a murderous cult, "represented a monster of vaguely anthropoid outline, but with an octopus-like head whose face was a mass of feelers, a scaly, rubbery-looking body, prodigious claws on hind and fore feet, and long, narrow wings behind."[7] When the creature finally appears, the story says that the "thing cannot be described," but it is called "the green, sticky spawn of the stars", with "flabby claws" and an "awful squid-head with writhing feelers." Johansen's phrase "a mountain walked or stumbled" gives a sense of the creature's scale[8] (this is corroborated by Wilcox's dreams, which "touched wildly on a gigantic thing 'miles high' which walked or lumbered about"). Cthulhu is depicted as having a worldwide...
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...Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document Student’s Name Institution Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document In Catholic schools, religious education is the first area of learning. Religious education enables children and the youth to justify, explain and understand Christian message and teachings as they are taught by the Catholic Church (Carswell, 2001). Religious education is taught to all those who follow and believe in Christ in the world. Through learning, students are taught research, guided on how to study and overall learn how Christians should live (Ryan, 2003). These students also get to know the distinctive vision of the Catholic Church. The Catholic curriculum systematically directs students and enhances them to reflect critically on the meaning of being a Catholic (Carswell, 2001). In Australia, Religious Education Curriculum is imperative, and a must learn program for all years of schooling. This Program, which is denoted as K-12 contains what is to be covered in the Religious curriculum (Ryan, 2003). Time allocations are prescribed to this curriculum about the age of the learners. This program is part of the learning experience and is mandated by Australian Bishops. Its primary objective is to raising religious knowledge and awareness. In Australia, Religious Education is an extremely acclaimed feature of the Australian Catholic schools through...
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...Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document Student’s Name Institution Exploring the Broken Bay Catholic Diocesan Religious Education Curriculum Document In Catholic schools, religious education is the first area of learning. Religious education enables children and the youth to justify, explain and understand Christian message and teachings as they are taught by the Catholic Church (Carswell, 2001). Religious education is taught to all those who follow and believe in Christ in the world. Through learning, students are taught research, guided on how to study and overall learn how Christians should live (Ryan, 2003). These students also get to know the distinctive vision of the Catholic Church. The Catholic curriculum systematically directs students and enhances them to reflect critically on the meaning of being a Catholic (Carswell, 2001). In Australia, Religious Education Curriculum is imperative, and a must learn program for all years of schooling. This Program, which is denoted as K-12 contains what is to be covered in the Religious curriculum (Ryan, 2003). Time allocations are prescribed to this curriculum about the age of the learners. This program is part of the learning experience and is mandated by Australian Bishops. Its primary objective is to raising religious knowledge and awareness. In Australia, Religious Education is an extremely acclaimed feature of the Australian Catholic schools through...
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...readings and discussions, I have learned a great amount about Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy, Critical Media Literacy and Critical Reflection. Each of these topics have differences but they all affect one big idea. That idea is teaching. Culturally Relevant Pedagogy is when teaching is connected through a student’s own diverse, ethnic and racial identities. This idea allows teachers and students to build “bridges” and “cross cultural borders,” as described in our previous power point presentation. Another factor of CRP is that is “argues that race, ethnicity and culture are inherent features of humanity” and these factors therefore affect both teaching and learning. This describes teaching as giving...
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...Student: awesome guy Teacher: another awesome guy EN 106/First Year Writing seminar II: Academic Research and Writing An Obstacle in Education as a Practice of Freedom An education that is free of any oppressive qualities, is an education that will foster personal inquiry, group argumentation, and ultimately, social revolution. This would be the ideal model of education for all educational institutions; however, there is a threat looming within our classrooms and it is affecting the way students and teachers approach educational enlightenment. Paulo Freire’s “Pedagogy of the Oppressed” argues about how our current educational system is denying teachers and students the opportunity to develop a dialogue, thus allowing their critical ability to develop. He dubbed this concept “The Banking Concept of Education”: Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat. This is the "banking" concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits (para. 5). The banking concept of education is affecting current educational systems by guiding both educational patrons and their students in a direction of oppression and conformity. This is being done by taking away any potential interactions between...
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...of America - New York State Communicative Competence and Second language Teaching: Lessons Learned from the Bangalore Project A review of N.S. Prabhu (1987) Second Language Pedagogy by N.S. Prabhu. 1987. New York, Toronto: Oxford University Press N. S Prabhu's objectives in Second Language Pedagogy are twofold: to present the “communicative comptence” theory of second language acquisition, and to describe the Bangalore Project which consisted of a small number of elementary and secondary English classes in India. This five-year project, which illustrates the importance of grounding practice in theory, is relevant for adult ESL programs like Literacy Volunteers of America (LVA) because of its transition from direct instruction to communicative competence through “meaning making” in real contexts. Prabhu’s book is full with provocative insight about second language acquisition (SLA) that practitioners and theorists would do well to explore whether or not they agree with all of Prabhu’s assumptions. One purpose of the Bangalore Project was to develop a methodology in a “sustained teaching” environment consistent with theory in part as a way of refining the theory, but also to shape practice according to a specific theoretical framework. This kind of interaction between theory and practice is a special concern among teacher researchers in the United States (Cochran- Smith and Lytle, 1993). If the theory comes out of a struggle to make sense of perplexing realities...
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...Introduction PBL (Problem-based learning) is a student-centered education based on real-world application. It was pioneered by Howard Barrows, an American professor of neurology, in the medical school program at McMaster University in Canada in 1969. It emphasized on setting studies into complex and significant problem scenarios through the cooperation of students to solve real problems. PBL aims to discover the hidden scientific facts behind the issues and to improve the problem-solving skills and independent learning abilities. The fundamental aspects contained in the implementation of PBL process include assembling a team, getting a new problem, follow-up activities, activity reporting, and reflection after the whole process is done (Delisle, 1997). After the emergence of the PBL pedagogy, it was propagated and improved in more than 60 medical schools, from the original field of medical education to other areas of education, from training graduate students to the area of primary school, secondary and university education (Delisle, 1997). Currently, a survey indicated that there are 130 medical schools in North America that had introduced or prepared to launch the PBL pedagogy, which accounts for 86.2% of the institutions surveyed (Barell, 2006). It is clear that the PBL pedagogy has been accepted in North America. The basic elements of the PBL are as follows: 1. Initially, a ‘problem’ is used as a starting-point for learning. Then, the whole learning content is based on...
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...Reading reflection: Week 10 Seeking a Pedagogy of Difference: What Aboriginal Students and their Parents in North Queensland Say About Teaching and their Learning, written by Brian Ellis Lewthwaite, Barry Osborne, Natalie Lloyd, Helen Boon, Linda Llewellyn, Tammi Webber, Gail La n, Megan Harrison, Cathy Day, Codie Kemp, and Jennifer Wills, is a study that presents the outcomes of the first phase of a three phase research initiative where Aboriginal students and community members expressed their views of the characteristics of effective teachers and effective teaching. Considering that the national education discourse in Australia is monopolised by discussion on teaching and teacher quality, they problematize this discourse based upon what members of the local Aboriginal community assert as characteristics of effective teachers and their practice. The overall aim of this research was determined by the Diocese of Townsville Catholic Education’s aspiration to better inform their educators in seeing the realisation of Aboriginal and Torres Strait objectives for education in the practice of teachers within the district. The initial intent of this North Queensland Catholic Education initiative is to respond to the critical awareness of the possible injustice such as education, that historically and disputably, currently, marginalises Aboriginal and Torres Straight Islander students through the classroom pedagogies influencing their learning (Dunn, 2001). The first project of importance...
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...recognition of humanity should be the central focus of human existence. • Within a historical context both humanization and dehumanization are possible realities. • The very attempt to deny our humanity, through the process of dehumanization, reaffirms our humanity. • Humanization is characterized in terms of: o Yearning for freedom and justice o Struggle to recover humanity o Emancipation of labor o Overcoming of alienation o Affirmation of the individual • Dehumanization is characterized in terms of: o Injustice o Exploitation o Oppression o Violence o Those robbed of their humanity o Those who have robbed others of their humanity • Struggle: is defined in terms of one’s attempt to overcome one’s oppression. o Limitation of Struggle: 1 Cannot seek to oppress the oppressor as a consequence of one’s attempt at liberation. 1 • Task of the Oppressed: o Liberate themselves o Liberate the oppressor • Liberation: o Both the oppressed and the oppressor require liberation 1 The assumption that only the oppressed require liberation is incorrect. 2 o Only arises from the those oppressed 3 o Cannot be attained by chance or circumstance 4 o Can only be attained through a fight for liberation. 5 The fight is actually an act of love. 6 • False Generosity: only meaningful insofar as injustice is still perpetrated. AKA “lovelessness”. 7 o False Charity: seek...
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...Editorial Essay The Importance of Philosophy for Education in a Democratic Society Dale T. Snauwaert The University of Toledo Dale.snauwaert@utoledo.edu This essay explores the importance of philosophy for the study and practice of education in a democratic society. It will be argued that at its core education is a normative enterprise, in that it is driven by fundamental social values as well as the imperatives of social justice. These values and imperatives powerfully shape every dimension of educational theory, policy, and practice. From this perspective, education requires a normative frame of reference. Democracy, understood as not only a political system but more fundamentally as a way of life grounded in specific values and principles, provides a powerful point of reference. At the heart of democracy is the value of liberty, understood as self-determination. Self-determination requires that there should be careful reflection upon and rational deliberation concerning social values and, in turn, the imperatives of justice that inform the purposes and practices of education. It will be argued that philosophy constitutes a mode of inquiry and a discipline that enriches the capacity for reflection and rational deliberation, and hence it is essential for both democracy and the study and practice of education in a democratic society. Education as a Normative Enterprise There are a number of ways in which education is normative. While what follows is not an exhaustive...
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...the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are implications for practice. Knowles (1984) suggests that adult educators • Set a cooperative climate for learning in the classroom; • Assess the learner’s specific needs and interests; • Develop learning objectives based on the learner’s needs, interests, and skill levels; • Design...
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...engages with a wide variety of problems and approaches to “education as the practice of freedom.” Her essays exposed the degree to which our traditional system of education reproduces and sustains structural inequalities. Equally important, these essays offered new ways of thinking about pedagogy, and new strategies for creating a liberatory classroom. The only major downfall I saw in this volume is that the essays often repeated themselves. hooks acknowledges as much in her introduction, saying that since she wrote each essay separately, a certain degree of overlap exists in the collection. I would perhaps recommend that readers space out the essays rather than attempting to digest them all at once; this will allow readers to digest her thoughts before moving on, and will help them avoid becoming frustrated by these overlaps. hooks states that she intends these essays to be “celebratory” (10), and indeed I found that the experience of reading them was often a joyful one. The degree to which she loves teaching and connects with her students is incredibly inspiring. Teaching to Transgress has earned a permanent place on my bookshelf; I anticipate that I will turn to it often as I begin to teach students and create my own pedagogical style. Intro: Teaching to Transgress bell hooks ushers the reader into her collection of essays with a description of the various pedagogies that informed her own education. First, she presents us with the exciting, enlivened learning...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...July 2006 Mona Lisa Smile: Decoding the Pedagogies of 1953 at Wellesley College for Women During the time period in which this film takes place, it was a progressive concept to have women in the university, let alone having an entire university dedicated specifically for women. The main character Katherine Watson (played by Julia Roberts), however, did not see education as a privilege or a ‘finishing’ prize for women. During her first year as an art teacher at Wellesley, she tries to debunk the notion of female inferiority and subordination. She does this not only for the sake of her students, but for the sake of her work, her teaching, her art. Watson experiences the successes and failures of a variety of teaching methods to educate and counsel students in their lives and their intellectual development. These pedagogies include current-traditional, process, and feminist pedagogies. In addition to reviewing the pedagogy tactics, identifying how they function in the film, and determining the pedagogical accomplishments, a hypothetical syllabus will further explain the tactics, strengths or weaknesses, and the characteristics of the pedagogies. Judge 2 Current-Traditional Pedagogy Current-traditional pedagogy developed in the late nineteenth and twentieth centuries and is based loosely on paragraph theory, where there is a rhetorical structure with set conventions that must be met. This pedagogy may be defined in regards to instructing composition...
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