MC Education and Teaching Comments Based on Readings Discussion

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Kvnbonborvqravh

Humanities

Manchester College

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Post two comments about any of the ideas or resources described in the section that you find interesting (at least one paragraph each).each one 150 words

  • Remember to engage with the content—avoid just repeating what was said. Try to expand upon it, bring in your own personal experiences, suggest ideas based on it, or present an argument with the author or idea.
  • finish comments according to my readings .

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Enterprise of Education Read this from SFU’s Strategic VisionLinks to an external site.. Because the enterprise of education is key to human development, because there is so much depending on its outcomes, every learning institution, large and small, must be able to justify itself to a wide range of people. In addition, all places of learning, from preschools to universities, want to emphasize in their “mission statements,” such as in SFU’s Strategic Vision, the values that they feel are the most important. Prospective students and other interested parties may have more specific concerns, especially in elementary and secondary education. • Students want to know what benefits there will be for their developing selves, their effort, time and sometimes money. • Parents want to know what kind of a school it is, who the teachers are, how students will be treated and what will be learned. • Communities ask what kinds of values are being passed along, how they will contribute to the students’ identities and sense of belonging, and how the social atmosphere of the school will prepare students to enter the larger world. • Future employers demand well trained workers who can collaborate and improvise, and in many cases, draw on critical and creative abilities as well. • The media and politicians want answers to perceived problems or shortcomings. Lastly but not exclusively, nations must assure their future citizens can keep pace with other countries’ development and innovations, guaranteeing advancement in quality of life for all. As a result, long before any teaching begins, learning institutions must clarify: • their purposes, • their content, and • how they will evaluate themselves. This is often depicted in a cyclical pattern. In determining purposes, educators may draw on historical models, delving into philosophical ideas and adapting them to present values. Content must be deemed age appropriate, worth knowing and teachable. There must be ways of assessing teacher effectiveness, student learning, the social health of the school, leadership and other concerns. When the teaching begins, educators must ask, who are the students, what are their particular needs, and what do they bring to the classroom? Purposes and content are adapted, and the steps of evaluation begin again. Educational Strategy Thus far, you have been a student interested in education, going about your business of taking courses, acquiring knowledge, observing classrooms, perhaps following your program in PDP and hoping to prepare for a job in the field someday. What you may be beginning to realize is that in actuality you are an “education warrior,” just awakening to the fact that you have wandered out upon a battlefield where a dire contest has been taking place, literally, for thousands of years. These ideological battles have at times been unforgiving; after all, there is much at stake. The curriculum taught in education is no less than the plan behind shaping the hearts and minds of future generations. You must ask yourself: • What values do we want our citizens to cherish and uphold? • What knowledge is most important to pass on? • How do we want people to think and feel about other human beings? • How can we prepare them for a rapidly changing world? • How can we help them find their gifts and reach their potentials? • What do we want them to do with their knowledge? Depending on whom you ask, you will receive different responses. Consider for a moment the convergence of these interests: a student with a particular passion; parents who think their own education was the best; teachers who may teach a prescribed knowledge set; principals who oversee unique socio-economic dynamics in their catchment areas; schools and school districts that are ranked according to standardized testing; communities with their special demographics and interests; the conservative provincial Ministry of Education; politicians who must respond to the public and media; future employers who want competent workers; a struggling economy; a country that wants internationally competitive and actively participating citizens; and, lastly but not conclusively, a world desperate for moral leadership and sophisticated role models who have a keen sense of social justice. If you are thinking, “How can I possibly grasp enough of this complex situation to be able to make any worthwhile decisions in one semester?” you may be right. But it is possible to find a worthwhile starting point and make significant progress in your understanding.
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Comments Based on Readings

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Comment 1
The author provides tremendous insights into the enterprise of education. I found it most
interesting that every institution's obligation to justify its operations to a wide range of people.
To prove this, the author cites SFU's strategic vision to highlight how institutions emphasize
their missions. Indeed, the contemporary world has exhibited massive and numerous continuous
advancements requiring additional knowledge and skills, especially in the employment sector.
Students will thus...


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