Whenever people use this phrase, it is usually to say that they have a right to have their opinion considered as truth, even if their argument is logically demonstrated to have serious holes in it. You see the problem here???
Now I understand the assertion I have made here may irk most people because most tend to get very defensive when it comes to arguing for the sanctity of their opinions. Nonetheless the forthcoming explanation of my answer to this question is not meant to satisfy raw emotions. It is an appeal to logic…nothing more, nothing less. Continue reading →
This is the first in a series of blog posts in which I will tell you about my experience taking an educational assessment techniques course completely dictated and dominated by a Pearson textbook curriculum. Throughout the course, I engaged in a series of email correspondences with my professor, in a passionately desperate (or desperately passionate…whichever way you prefer to see it) attempt to escape the confines of classroom discussion Continue reading →
Etymology refers to the origin of culturally validated knowledge. Where does it come from? How is it formed? How does it come to be commonly accepted as truth? In the beginning of the movie, Eva has a tense exchange with Hilary Swank in which she reveals her deep hatred for white people. Continue reading →
This blog post is a continuation of my last post entitled “Sick and Tired of Your College Professor Lecturing At You Everyday? Postformal Psychology May Just Be The Answer To Your Woes.”
We begin with the psychological theory that, if implemented, promises to take all levels of our educational system far beyond their current boundaries. Postformal educational psychology begins with the fundamental premise that the definition of intelligence needs to be democratized. What does this mean? It means that we have to stop thinking of intelligence as something that is fixed and innate, immovable and inborn-in other words one size fits all and if you don’t fit than too bad for you. We have to remove ourselves from this fatalistic mode of thinking which dictates that some kids just can’t learn and are doomed to fail in school no matter what. As prospective teachers, we have to avoid saying “I did all I can, and now I just can’t do anymore.” We must not only willing be but able to critically interrogate our own teaching practice, to constantly be rethinking and altering our own pedagogies with respect to the needs of our students, and resist falling into the trap of labeling some of our students as less than intelligent. To say that intelligence needs to be democratized is to say that no one is less than intelligent and that intelligence is indeed learnable. Continue reading →
Today I gave a presentation on postformal psychology and critical thinking for my educational psychology course. It was a long presentation, nearly 30 minutes, but even though the recommended time was 10-15 min, I didn’t make it so long for the grade. As you can expect , most of the people in the class are prospective teachers and I felt that it was critically important to get the message of postformal psychology out there to get us teacher ed. students to really think about how our own educational experiences will influence our future practice. Postformal psychology is obviously much more extensive that what I present here, and I encourage all to go out and do further research on this amazing and awe-inspiring topic. Continue reading →
Two weeks ago my genetics class received the results of our second test. The class average was a 48, and to my amazement, our professor, whom I will refer to as Dr. James decided to curve the test by 29 points, consequently raising the class average to a low C. In response to what I consider to be “the easy way out” and a great dereliction of duty by a professional educator, I sent him the following e-mail, Continue reading →