Eclecticism: The Melting Pot of Education Essay -- Eclectic Teaching

Eclecticism: The Melting Pot of Education "Plasticene and self-expression will not solve the problems of education. Nor will technology and vocational guidance; nor the classics and the Hundred Best Books" (Aldous Huxley, English novelist, essayist, critic). If this is true, what will solve the problems of education? Hundreds have tried to answer that question and yet have said the same things over and over. A pure philosophy has never solved the problem of what to do about the education of the masses or the education of the individuahls, and because of that fact, I have not chosen any specific philosophy. I can only be described as eclectic, for I have taken different pieces from each of the five major philosophies and blended them into a personalized viewpoint. By drawing from the views of the great minds from the past, I have pieced together a way to describe what was already there: my point of view. Although I am eclectic, I have very strong opinions about what should be taught, and that is where I gather from the Essentialists. One of the basic beliefs of the Essentialists is that every child should, upon graduation, possess a basic body of knowledge. Included in this body of knowledge are such things as writing, reading, measurement, and computing. I agree that the child should have a basic body of knowledge, but I do not concur that it should be merely enormous rather than practical. In addition, I agree with the Essentialist beliefs that the program should be academically rigorous; that the teacher should model the correct behavior and instill such things as respect for authority, perseverance, dependability, dutifulness, consideration for others, and practicality. Traditional values and morals should be upheld ... ...hese various viewpoints has not influenced me to join a particular one, on the contrary they have strengthened my belief that no one person is right and only in a vast collection of cooperating educators and thinkers will the best environment for learning be achieved. Works Cited Donald Simanek's Pages, http://www.lhup.edu/-dsimanek/eduquote.htm Bagley, William C., Education and Emergent Man, Thomas Nelson and Sons, New York, 1934. pp 188-189. Adler, Mortimer J., et al., The RevoJution in Education, The University of Chicago Press, Chicago and London, 1963. pp. 96. Dewey, John, Dewey on Education: Appraisals, Random House, New York, 1966. pp. 132-133. Kneller, George. F., Existentialism and Education, John Wiley & Sons, Inc., New York, 1967. pp. 97. Skinner, B. F., The Technology of Teaching, Meredith Corporation, New York, 1968. pp. 148.

Mouse Excercise Essay

Brief: The proposed meeting envisages negotiation between multi parties for setting up an entertainment complex by world’s largest entertainment conglomerate, Mouse Company in Marne-la-Vallee near Paris, France. The National Government recognizes the importance of the project for foreign investment in France and the potential impact on the local economy and wants to move forward with the project. However the local municipalities are worried about the environmental impact the project will have on their local area and the resources need to cope up with expansion of economy. The major issues to be discussed at the proposed meeting include levy of a payroll-based tax, sharing of the tax revenue between four municipalities, levy of annual resource fees on the Mouse Company. Parties: The main parties to the negotiation are Mouse Company and four mayors and SAN has assumed the role of as common representative of all four municipalities. The exercise is expected to develop into two parallel negotiations which may end up to be consolidated at the end of the exercise. Goals: a. The Mouse Company’s goal would be to move forward with the project with minimum business tax and voluntary annual payments. b. The Mayors of Cheesy and Coupvray ‘s goal is to maximize the payroll tax revenue and seek voluntary payments. Instead of sharing their revenue with other municipalities, they would be pushing for voluntary payment by Mouse Company to other municipalities. The Mayors of Bailey and Magny ‘s goal is to seek reasonable share from the revenue earned by Cheesy and Coupvray and also seek voluntary payments from Mouse Company. d. As President of SAN our goal would be find a middle ground to achieve a reasonable resolution between four municipalities and then maximize the payment / tax from Mouse Company Press Release: The proposed project would stimulate the local and national economy of France resulting in millions of people visiting from neighboring states and countries. The press release should clearly reassure the Mouse Company and other international investors that the project would not be adversely impacted by due to internal issues between local municipalities. As president of SAN, we will be working hard to find common ground among four municipalities and work out a deal with the Mouse Company. Business tax: The goal would be to reach an agreement with the Mouse Company to impose a business tax of at least 1% or so in consultation with local communities. Division of Tax Revenue: The goal would be to reach an agreement between four municipalities to share the business tax revenue. As the mayors of Bailly and Magny understands that municipalities of Cheesy and Coupvray would be most impacted, they might be willing to share lower percentage of 10% to 15% each with balance 70% to 80% shared between municipalities of Cheesy and Coupvray. Alternatively, the National Government can impose of a surcharge/tax of 1% to be shared between all four municipalities. Voluntary payment by the Mouse Company to the towns: The Mouse Company should be asked to pay a annual payment of Euro 5 to 7. 5 million to compensate for the impact on environment and resources instead of higher business tax of 1. 5%. The municipalities of Bailey and Magny should get larger share in the voluntary payments.

The Greensboro Sit-In of 1960

The Greensboro sit-in was a February 1, 1960, protest by four black college students at the lunch counter of a North Carolina Woolworths store. Joseph McNeil, Franklin McCain, Ezell Blair Jr., and David Richmond, who attended the North Carolina Agricultural and Technical State University, intentionally sat at a whites-only lunch counter and requested to be served to challenge racially segregated dining. Such sit-ins had taken place as early as the 1940s, but the Greensboro sit-in received a wave of national attention that sparked a large scale movement against Jim Crow’s presence in private businesses. During this period of US history, it was commonplace for black and white Americans to have separate dining accommodations. Four years before the Greensboro sit-in, African Americans in Montgomery, Alabama, had successfully challenged racial segregation on city buses. And in 1954, the U.S. Supreme Court had ruled that â€Å"separate but equal† schools for blacks and whites violated the constitutional rights of African American students. As a result of these historic civil rights victories, many black people were hopeful that they could knock down barriers to equality in other sectors as well.   Fast Facts: The Greensboro Sit-In of 1960 Four North Carolina students—Joseph McNeil, Franklin McCain, Ezell Blair Jr., and David Richmond—organized the Greensboro Sit-In in February 1960 to protest racial segregation at lunch counters.The actions of the Greensboro Four quickly inspired other students to act. Young people in other North Carolina cities, and eventually in other states, protested racial segregation at lunch counters as a result.In April 1960, the Student Nonviolent Coordinating Committee (SNCC) formed in Raleigh, North Carolina, to allow students to easily mobilize around other issues. SNCC played key roles in the Freedom Rides, the March on Washington, and other civil rights efforts.  The Smithsonian has part of the original lunch counter from the Greensboro Woolworth’s on display. The Impetus for the Greensboro Sit-In Just as Rosa Parks prepared for the moment that she could challenge racial segregation on a Montgomery bus, the Greensboro Four planned for the opportunity to challenge Jim Crow at a lunch counter. One of the four students, Joseph McNeil, felt personally moved to take a stand against whites-only policies at diners. In December 1959, he’d returned to Greensboro from a trip to New York and was angered when turned away from the Greensboro Trailways Bus Terminal Cafe. In New York, he had not faced the overt racism he’d encountered in North Carolina, and he wasn’t eager to accept such treatment once more. McNeil was also motivated to act because he’d befriended an activist named Eula Hudgens, who’d participated in the 1947 Journey of Reconciliation to protest racial segregation on interstate buses, a precursor to the 1961 Freedom Rides. He’d spoken with Hudgens about her experiences taking part in civil disobedience.   McNeil and the other members of the Greensboro Four had also read about social justice issues, taking in books by freedom fighters, scholars, and poets such as Frederick Douglass, Touissant L’Ouverture, Gandhi, W.E.B. DuBois, and Langston Hughes. The foursome also discussed taking nonviolent forms of political action with one another. They befriended a white entrepreneur and activist named Ralph Johns, who’d contributed to their university and to civil rights group the NAACP, as well. Their knowledge of civil disobedience and friendships with activists led the students to take action themselves. They began to plan a nonviolent protest of their own. The First Sit-In at Woolworths The Greensboro Four carefully organized their sit-in at Woolworths, a department store with a lunch counter. Before heading to the store, they had Ralph Johns contact the press to make sure their protest received media attention. After arriving at Woolworths, they bought various items and held on to their receipts, so there would be no doubt they were store patrons. When they finished shopping, they sat down at the lunch counter and asked to be served. Predictably, the students were denied service and ordered to leave. Afterward, they told other students about the incident, inspiring their peers to get involved.   February, 1960. African Americans stage sit down at Woolworth Stores lunch counter, in which service was refused to them. Donald Uhrbrock  / Getty Images The following morning, 29 North Carolina Agricultural and Technical students went to Woolworth’s lunch counter and asked to be waited on. The day after that, students from another college took part, and before long, young people began holding sit-ins at lunch counters elsewhere. Throngs of activists were heading to lunch counters and demanding service. This prompted groups of white men to show up at the lunch counters and assault, insult, or otherwise disturb the protesters. Sometimes, the men threw eggs at the youth, and one student’s coat was even set alight while demonstrating at a lunch counter. For six days, the lunch counter protests went on, and by Saturday (the Greensboro Four began their demonstration on a Monday), an estimated 1,400 students showed up to the Greensboro Woolworths to demonstrate inside and outside the store. The sit-ins spread to other North Carolina cities, including Charlotte, Winston-Salem, and Durham. At a Raleigh Woolworths, 41 students were arrested for trespassing, but most students who took part in the lunch counter sit-ins were not arrested for protesting racial segregation. The movement eventually spread to cities in 13 states where youth challenged segregation at hotels, libraries, and beaches in addition to lunch counters. Demonstrators holding signs protest in front of an F.W. Woolworth store in Harlem to oppose lunch counter discrimination practiced in Woolworth stores in Greensboro, Charlotte, and Durham, North Carolina. Bettmann  /  Getty Images Impact and Legacy of the Lunch Counter Sit-Ins The sit-ins quickly led to integrated dining accommodations. Over the next few months, blacks and whites were sharing lunch counters in Greensboro and other cities in the South and North alike. It took longer for other lunch counters to integrate, with some stores closing them down to avoid doing so. Still, the mass student action put the national spotlight on segregated dining facilities. The sit-ins also stand out because they were a grassroots movement organized by a group of students unaffiliated with any particular civil rights organization.   Some of the young people who took part in the lunch-counter movement formed the Student Nonviolent Coordinating Committee (SNCC ) in Raleigh, North Carolina, in April 1960. SNCC would go on to play roles in the 1961 Freedom Rides, the 1963 March on Washington, and the 1964 Civil Rights Act. The Greensboro Woolworths now serves as the International Civil Rights Center and Museum and the Smithsonian National Museum of American History in Washington, D.C. has part of Woolworth’s lunch counter on display. Sources Murray, Jonathan. â€Å"Greensboro Sit-In.† North Carolina History Project.  Rosenberg, Gerald N. â€Å"The Hollow Hope: Can Courts Bring About Social Change?† University of Chicago Press, 1991.