class=”nodetitle”>education
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History should not be taught as a series of isolated, decontextualised events. This is what Paulo Freire calls "banking", which allows the students only to memorise and sort information so that it can be reproduced upon demand (Freire 58). There is no emphasis placed on the ability to transfer knowledge from one application to another, which can help the student to "create new knowledge and arrive at further understandings" (40 Wiggins). In the context of U.S.History, transferability might mean the ability to relate past events to current politics or to American literature. education,defense,nation Subject Perdicate? Schools should provide an environment that allows students to fit into their immediate society and encourages their participation within it. The former requirement would require teachers to dedicate time to developing students' abilities to interact with one another: ideally, students should work together in manner that is both amiable and academically rewarding.
With careful preparation, this can be accomplished creatively in the classroom, by using structured collaborative projects, moderated debates, as well as discussion groups that encourage critical analysis of material. Outside of the classroom, extracurricular activities of student interest should allow further socialisation between students. Decisions made about what content is appropriate should be made with ideologies of the school community in mind. Decisions concerning social and moral education should be chosen by the school so that they represent its students as fairly as possible.
For instance, if the majority of the student base consists of Native Americans, teaching the history of indigenous Americas and influence of colonisation would be more suitable than teaching only about the story of the Europeans. Similarly, teaching only Intelligent Design to students in a mixed-religion community would not be appropriate. Such decisions over what to teach should be made based upon the preferences of both the community (students, homework help 4th graders parents) and the school's faculty and administration.
Subjects should be chosen to coincide with the ideology of the community, without limiting the applicability and relevance of subjects taught. The former category of content studied, classes that are less specialised, includes topics ubiquitous in our society. They should be taught with an emphasis on the aformentioned virtues of broad application and relevance to the students. Mathematics, especially pre-calculus levels that are used in everyday experiences (and are the fundaments upon which higher-level mathematics are based), is an essential subject of study.
English, with an emphasis on literacy and critical comprehension, similarly allows students to apply build understanding on their own. Science courses such as biology, chemistry, and physics, provide general information that students can use to study more complex topics about how the world works. Unfortunately, it would be impossible to structure a curriculum that is specialised to each student's personal ‘domain'. If a teacher attempted to create such a course, she would be quickly overwhelmed.
Instead of rigidly incorporating them, the class should feature discussions and assignments flexible enough to allow the integration of different domains of student interest. "Each child brings a particular set of skills and interests to bear on any given problem.