Nielsen 1 Josh Nielsen Carrie Sippy ENGL 1102 3-14-2013

Freire, Paulo. Chapter 2. Pedagogy Of The Oppressed. New York: Continuum Books, 1993. Print.

In this chapter of his book, Paulo Freire establishes the concept that he calls the Banking model of education. He defines this as a type of education where information is given or Deposited into the student without room for question or criticism. The success of any student is then measured by how much that student can regurgitate at any given point on a test. Freire goes on to define another, quite different, type of education. This one he calls the problem-posing style of education. This style is centered around education as teaching a consciousness of the world around us and learning to view consciousness as consciousness of consciousness. Freire's ultimate goal in pointing this is to show that the banking model of education has been employed by every oppressive regime. He claims that No oppressive order could permit the oppressed to begin to question: Why? Based on my study of history and my research into education so far I think that Freire's argument is quite valid. One point that I think is a little unclear is whether or not the banking model should be used under any circumstances or dropped altogether. From his book it seems that Freire would advocate the former. It should be said that there are certain subjects which require rote memorization. However I don't think Freire would be

Nielsen 2 opposed to having calculus students memorize the unit circle, or the formulas for calculating the area of three dimensional solids, so long as the students are also taught how these formulas work and when to apply them. In my project I am looking at how different types of education affect a person's readiness for college and life beyond. The ideas Freire presents in this chapter go right along with my topic. Consciousness of consciousness when you think about it is a big part of being prepared. I would like to determine what systems of education currently in place use something like Freire's problem-posing method. So this article will serve as a definition of what a problem-posing model looks like and some benefits that come with using it or something similar.

Bugliarello, George. A New Trivium and Quadrivium. Bulletin of Science, Technology & Society 23.2 (2003): 106-113. Web. 13 Mar. 2013.

In this article Bugliarello argues that a classical education as it was originally designed is no longer applicable in the modern world. He goes on to say that An education cannot be called truly humanistic if it fails to look at humans in the context of the evolutionary history of the biosoma and its projections into the future. In other words, if our modern education isn't taking into account the world that we live in and the technologies we posses than it is failing. While I would agree that this is true I would also say that the basic building blocks of education, or the trivium, are tools are still important. They should be learned, not because they are important in and of themselves, but rather because they allow us to learn more efficiently. Additionally, they allow for a greater use

Nielsen 3 of the information we already know. My views are somewhat contrary to those presented in this article. However I would like to use this article to bridge the gap between different styles of education. Parts of classical education, specifically the quadrivium (arithmetic, geometry, astronomy, and music) are a little outdated. These should be replaced with studies that reflect the changes in society and technology. Yet the foundation or trivium (grammar, logic, and rhetoric) should not necessarily be thrown out as well.

Howe, Daniel Walker. "Classical Education In America." Wilson Quarterly 35.2 (2011): MasterFILE Complete. Web. 24 Feb. 2013.

The article, Classical Education In America, makes a lot of good points about the purpose of classical education as well as a brief history of its success or lack thereof in recent U.S. history. One of Howe's first remarks is a lament over the number of schools that no longer required a study of the classics let alone offer such a study. Howe goes on to admit that studying the classics does not directly help in most vocations. He claims however that it has much more to do with building up the individual in a holistic sense. While learning classical greek would not, for instance, help me as a computer programmer, it would he argues, build a sense of self discipline and require me to build up my logic and thinking skills. This would, in turn, help me not only within my field of study but in pretty much anything I apply myself to. The goal of my project is to determine how much a study of the classics really helps. In this way I will be trying to determine how much I would agree with the point of view that this article provides. Though there may be benefits to a classical education it

Nielsen 4 may not be realistic for everyone. Perhaps there are people who would profit more from a vocational track. In addition this article could help me as I continue in my project to find ways of combining a classical style education and more practical or vocational education.

Robinson, Ken. Schools Kill Creativity. Monterrey , CA Feb. 2006. Keynote address.

Ken Robinson provides what I think is a very insightful point of view on the issue of education. Robinson makes the point that nobody really knows what will happen in the future but the purpose of education is to prepare the next generation for the unknown. Later in the presentation he quote's Picasso who said All children are born artists. The problem is to remain an artist as we grow up. Robinson makes the claim that our modern systems of education are discouraging art and creativity. Math and language are taught religiously and music, art, dance, and drama are barely touched upon. It is true that it is important to learn math, science, and other subjects that can provide a more stable career. Yet everyone in this world who has made a significant change, who has done something incredible, has done it because they were able to think outside the box. They were able to adapt and take all their knowledge and apply it to solve a problem. To do this takes creativity just as much as it does knowledge. Robinson talks a lot about education as a means of preparation which is a big part of my inquiry. This close parallel coupled with Robinson's rather unique view makes this a very useful source as I continue inquiring into this topic.

Armstrong, Scott J. "Natural Learning in Higher Education." Penn Libraries. 13 Apr. 2011. Web.

Nielsen 5 17 Mar. 2013.

Armstrong uses this article to present his argument against an education that is based on teacher-responsibility. He explains that this method takes responsibility off of the students making it difficult for them to invest or engage in their education. Armstrong then makes the claim that schools purposefully avoid teaching topics that will challenge the beliefs of their students. Furthermore they do not provide proper application of the information they do teach. He goes on to show this type of education, which has quickly become the norm, reduces interest, is based almost exclusively on extrinsic motivation, and creates a high resistance to learning. Overall this education is not preparing students for jobs and careers beyond college. I think Armstrong makes a very solid case. In addition he brings in the results of a number of studies to provide convincing evidence for the point he is trying to make. By providing so much help and direction and leaving so little room for self study modern schools are inhibiting students abilities to learn on their own and think critically. Help is good but the help needs to push the student to think harder and look from different points of view and not just give out answers. This article is talking a lot about responsibility, motivation, and expectations all of which go along with my inquiry. I would like to use this article to support the idea that students need to be pushed to take more responsibility by increasing expectations. Furthermore the students need to be the ones providing the motivation rather than the teachers. This article has provided some excellent information and will be very helpful as I continue inquiring into my topic.