All those thoughts I, Aiden, didn’t say in class about teaching ideals, but instead kept inside like dark, chocolatey secrets.
I am Aiden and Aiden has fun thoughts about learning.
To start with: I am required to talk about my aspirations and unanswered questions. What I ‘aspire to,’ more or less, is that I’d like to express my thoughts through speech in a manner which cannot be termed ‘aidenspeak’ as some teacher have, and be easily understood without additional explanation. I’d like my essay writing skills to improve. I’m not really sure what we’re going to do in philosphy, beyond the subjects of discussion. Other than that, I have no unaswered questions.
The main thoughts I’ve been having on what we discussed in class are that:
The discussion between educators on the most efficient ideal of teaching is a battle which has raged for centuries, generally quietly through sternly written papers. With the many papers of ascending stern-ness, the argument has varying points.
as Denise Caruso said in her 2007 article, “Knowledge Is Power Only if You Know How to Use It”
- “Know-how is more than knowledge. It puts knowledge to work in the real world. It is how scientific discoveries become routine medical treatments, and how inventions — like the Internet — become the products and services that change how we work and play.”
I, Aiden, has applied this to the in class discussion. The quote isn’t an exact fit, but will suffice. The ideals of education we discussed in class were focused around the far left of perennialism and the medium right of progressivism. What I, Aiden, apply is that while perennialism is no doubt more effective at imparting information to students, the most useful method for academic courses, what Denise Caruso is saying is that just learning is not as important as learning and applying the information. When teaching, in a classroom which just informs and tests the information retention, memorization is fairly certain, but in classrooms where the subject can be applied and practiced, or demonstrations made, the understanding, not just memorization, of the subject is more likely to be attained. In an English class with vocabulary quizzes every week, the students will know how to spell and use the words in sentences, and may know their meaning, but in an English class with regular class discussion between the students of varying capabilities and the teacher, all involved are likely to hear new view points and understand, for instance, the subtle differences between synonyms.
What I, Aiden, and essentially trying to say is that both ideals have value in certain situations. With some alternation as the teacher sees fit, perennialism is more useful in academic courses where memorization is key to a future of study, whereas progressivism is a better choice for commonly applied skills, or those who don’t have an academic future in mind.