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TESOL Weekly Reflection
I think that post-modern thought can be both good and bad (helpful and problematic) in terms of its impact on education today. For example, it can be helpful in the sense that it rejects or counters the modernist view (situated in the Enlightenment) that pure Reason can find an answer to all life's mysteries (Knight, 2008). Post-modernism points out that humans are often irrational in their thoughts and actions and that the subjective experience of the person is really all anyone knows. While I disagree with this point that subjectivity is all anyone knows, I view it is a helpful way to counter the emphasis on pure Reason. At the same time it can be harmful if it is allowed to displace objectivity and truth completely. The post-modern perspective suggests that there is no real truth or at least no real way to it. I think this is swinging too far in the opposite direction and that we must remember in education to keep hold of both the objective and the subjective perspectives, as both tell us who and what we are.
Perennialism is good because it allows students the ability to discover the great ideas of the...
Essentialism is good because it shows that students need systematic delivery of a basic core of understanding, but it can be problematic in the sense that this core can limit the potential/growth of the student if it is not satisfactorily designed. Progressivism is good because it focuses on the whole development of the young student; it can be problematic in the sense that it if it places too much emphasis on the young student's experimentation, the student can flounder without a proper guide when needed. Reconstructionism is good because it points out the need to build a better world, but it can be problematic in the sense that it might not have a solid sense of which direction to work towards or of how the good should be defined (Knight, 2008).
I believe we must redefine education to meet the needs of students today and in the near future simply because the world has changed so much and so rapidly and the end goal education has been muted. Today…
References
Haynes, C. (2009). Schools of Conscience. Educational Leadership, 66(8). Retrieved
from http://www.ascd.org/publications/educational-leadership/may09/vol66/num08/Schools-of-Conscience.aspx
Knight, G. (2008). Issues and alternatives in educational philosophy (4th
ed.). Berrien Springs, MI: Andrews University Press.
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