There are famous saying in our society such as, “don’t judge the book by its cover” or “a picture is worth a thousand words”. These adages depict the essence that reveals, what you see in the physical aspect of things is not necessarily the full story. In the following reflection I will be commenting on how the formal curriculum differs from the hidden curriculum in the academic setting.
In every aspect of society there are fundamental structures (laws) which allow us to have a harmonious or consistent flow of communication, information, and even traffic. Without these structures (law, guidelines) the foundation in which these structures lay may be fragile. In the academic setting it isn’t any different; in order to establish a consistent flow of information and give our students the best educational programs certain “norms” must be erected. These “norms” are what are understood to be the formal curriculum found in the academic setting today. The formal curriculum courses consist of reading, writing, sciences, mathematics, and others. In this arena of courses students are trained and prepared to compete or exist in a competitive level in today’s society. Without these common skills students will be met with challenges in the work force and even in day to day operations. In the study of “cultural behavior and development” and “ancient apprenticeship” we see the importance of gaining a formal education which leads to some sort of respected vocation. This apprenticeship ultimately leads to a more productive, secure, and stable lifestyle in those who attain it.
In the midst of teaching the formal curriculum, “should know”, we experience and see something dynamic happening in the interaction of students, teachers, social environments, intercommunication, and even the intra communication. Students become more aware of others experiences and diversities. They also begin to relate to each other and themselves better, thus creating confidence and increased communication levels. All of this begins to unfold in almost a systematic and effortless way. This “teaching” within teaching is what is known as the “hidden curriculum”. Students who are studying drama, for example, become aware of what it feels like to be in front of people, nervousness, stage fright, memorization and etc. All of these are not intentionally programmed into the formal curriculum but become part of it.
These dynamic settings are sometimes the richest and most profound in leaving an impact on our students. Information transfer is not the only way that students learn, but it is in the daily participation of these formal curriculums which will also prepare these young adults in becoming successful partners of our society. Who can teach a youngster what it feels like to be rejected when students are preparing for a class presentation and that youngster was not chosen? Throughout the hallways of many academic settings I have come to realize that schools have become “mini communities” in itself. These “mini communities” is a place where students are contributing to the learning process and sharing a common goal to learn and succeed. It is an academy of diversities, dynamics and fun. With the proper attitudes and desire to succeed, students, teachers and even parents can take with them something positive and constructive.
Saturday, January 31, 2009
Extra Curriculum in the Educational Setting
Education is the tools and means by which knowledge is attained. As the world around us continues to develop so does the thirst for knowledge continues to mature. Looking back at the ancient civilizations such as Mesopotamia, Sumeria, and Egypt we could see the increase of knowledge being extended through regions and generations. In each developing society its citizens are faced with diverse circumstances which require a new understanding and/or maturity in its academic systems. In the following reflection I will be commenting on what I understand to be the extra curriculum in the educational setting, how does it strengthen education? And, how does it weaken education?
The extra curriculum in the educational setting is denoted by the academy’s ability to enhance and prepare a new genre of studies which will enhance not only the academic aspect of the student but the real live subjects which the student currently face and will need to master in order to be effective in his or her current society. Every day we are seeing a multiplication of knowledge being attained. Sometimes all this “head” knowledge doesn’t really prepare young adults for the real life circumstances which his or her society will face. In today’s academic setting we see schools developing programs such as sports, clubs, student government and others which try to help students extend their education beyond the core academic requirements. I believe that these extra curriculum programs do help students become “well rounded” individuals. Learning teamwork, leadership, rules and other aspects of character building from these EC activities is essential to the wholeness of one’s persona.
If schools are going to be the leading institution in which education is taught then it needs to take the lead in preparing, investigating and developing a program which models preparing the “whole person”. Some of the advantages found in extra curriculum that strengthen our educational programs are priceless, in the midst of a diverse generation we see in the arena of EC students learning how to interact, embrace and accept each other’s diversities. We also see “health” and sports playing a big role in the development of these young adults. By learning the essence of competition, governance and teamwork we see the confidence level of these students increase. Students leaving the academic setting with this type of esteem, achievement and learning will be vital for the obstacles facing these young adults in the real world.
The extra curriculum activity can also have some disadvantages which “weaken” the academic setting. With so much effort and money being spent on food and social events outside of the educational setting, students are wasting away their lives at an alarming rate. It is my contention that schools are playing a big role in the interception of these students but we all have a long way to go, including the parents. With sports being the “big” issue in student’s lives today, I believe all schools should set standards and programs that educate students on the importance of not falling into the pretext that sports and athletic teams is their solution. What good is having millions when you don’t know how to manage it, and if you do have a manager who is going to manage him or her?
The educational system is not thrilled on teaching much of time management and other vital topics which will lead to the success of these students. Keeping a balanced program in which academics are not lost in the midst of electives and sports arenas is going to be vital. I believe that one of the lessons in education should be in the inclination of attaining wisdom and applying it. Instead of students slamming into each other for a “goal”, why not train students how to attain a “goal” without slamming into each other.
The extra curriculum in the educational setting is denoted by the academy’s ability to enhance and prepare a new genre of studies which will enhance not only the academic aspect of the student but the real live subjects which the student currently face and will need to master in order to be effective in his or her current society. Every day we are seeing a multiplication of knowledge being attained. Sometimes all this “head” knowledge doesn’t really prepare young adults for the real life circumstances which his or her society will face. In today’s academic setting we see schools developing programs such as sports, clubs, student government and others which try to help students extend their education beyond the core academic requirements. I believe that these extra curriculum programs do help students become “well rounded” individuals. Learning teamwork, leadership, rules and other aspects of character building from these EC activities is essential to the wholeness of one’s persona.
If schools are going to be the leading institution in which education is taught then it needs to take the lead in preparing, investigating and developing a program which models preparing the “whole person”. Some of the advantages found in extra curriculum that strengthen our educational programs are priceless, in the midst of a diverse generation we see in the arena of EC students learning how to interact, embrace and accept each other’s diversities. We also see “health” and sports playing a big role in the development of these young adults. By learning the essence of competition, governance and teamwork we see the confidence level of these students increase. Students leaving the academic setting with this type of esteem, achievement and learning will be vital for the obstacles facing these young adults in the real world.
The extra curriculum activity can also have some disadvantages which “weaken” the academic setting. With so much effort and money being spent on food and social events outside of the educational setting, students are wasting away their lives at an alarming rate. It is my contention that schools are playing a big role in the interception of these students but we all have a long way to go, including the parents. With sports being the “big” issue in student’s lives today, I believe all schools should set standards and programs that educate students on the importance of not falling into the pretext that sports and athletic teams is their solution. What good is having millions when you don’t know how to manage it, and if you do have a manager who is going to manage him or her?
The educational system is not thrilled on teaching much of time management and other vital topics which will lead to the success of these students. Keeping a balanced program in which academics are not lost in the midst of electives and sports arenas is going to be vital. I believe that one of the lessons in education should be in the inclination of attaining wisdom and applying it. Instead of students slamming into each other for a “goal”, why not train students how to attain a “goal” without slamming into each other.
Saturday, January 24, 2009
Threefold Approach to Education
Education has been, and perhaps will always be the method by which societies divulge the history, skills and information necessary for each generation to survive. Even though the impartation of this information may be handled differently from generation to generation, the growth of knowledge and information is forever increasing. In the following reflection I will be commenting on the “threefold approach to education” in the ancient civilizations of Egypt and Mesopotamia.
As seen through the lens of time, Egypt and Mesopotamia is rich in its history, religion, architecture, and writings. In these great civilizations we find that each seeks to achieve the enlightenment and training of their successors in these areas. In the article, “Home schooling and apprenticeship in ancient civilization”, we learn that these civilizations created a system which allowed children to imitate and model adult behaviors and skills in their very own homes. Home was not only a place of rest, but a place of learning and instruction. Children observed their parents and imitated their actions, and dexterity. Other children were sponsored and adopted into the “homeschooling” process. This allowed their instructors or masters to impart to them “hands on” or “one on one” training in order to successfully prepare them for their lifelong profession or trade. These successors didn’t choose their careers, but would follow in the family history of trade.
With acculturation on the line, we find that it was in the best interest of both civilizations to develop and preserve the future of the empires indoctrinations. Apprenticeship, in the other hand, for both civilizations was vital. Having the ability to master a skill or ability revealed the success of its instructor, student and trade. Most of these trainees gain incredible wisdom and knowledge which allowed them to have an important status in their communities or kingdoms. Being an apprentice vouched similar experiences and training which you find in the “homeschooling” of these societies. If you were an apprentice you became part of an elite group of individuals which was highly regarded and approved by the authorities (kings). Some were fortunate to have parents already in the elite group, but still others were adopted or sponsored by nobles, elders or masters of the trade. Even though there was great benefit in being an apprentice, there were also challenges and disadvantages. This mastery of skills could take long periods of time which in some cases ranged from 7 to 15 years. Apprentices were also exposed to the mistreatment of their “masters”, even though they were highly regarded, contractors could operate as they see fit.
In the educational systems of these great civilizations, we also find the facilitation of temples as a form of academic institutions. The erection of these temples could certainly signify the importance and interest of religion or immensity, but for the most part they were also symbolic for the importance of teaching and instruction, “house of instruction”. You, as an observer or member of the community, knew that those who entered the gates of the temple were esteemed and honored apprentices or priests. Temples served as a place of great teaching and knowledge, with its great fortified walls you knew you were participating in something great. These edifices still stand today, reflecting the importance and pillar of learning and instruction. Education has been, and perhaps will always be the method by which societies divulge the history, skills and information necessary for each generation to survive. Even though the impartation of this information may be handled differently from generation to generation, the growth of knowledge and information is forever increasing. In the following essay I will be commenting on the “threefold approach to education” in the ancient civilizations of Egypt and Mesopotamia.
As seen through the lens of time, Egypt and Mesopotamia is rich in its history, religion, architecture, and writings. In these great civilizations we find that each seeks to achieve the enlightenment and training of their successors in these areas. In the article, “Home schooling and apprenticeship in ancient civilization”, we learn that these civilizations created a system which allowed children to imitate and model adult behaviors and skills in their very own homes. Home was not only a place of rest, but a place of learning and instruction. Children observed their parents and imitated their actions, and dexterity. Other children were sponsored and adopted into the “homeschooling” process. This allowed their instructors or masters to impart to them “hands on” or “one on one” training in order to successfully prepare them for their lifelong profession or trade. These successors didn’t choose their careers, but would follow in the family history of trade.
With acculturation on the line, we find that it was in the best interest of both civilizations to develop and preserve the future of the empires indoctrinations. Apprenticeship, in the other hand, for both civilizations was vital. Having the ability to master a skill or ability revealed the success of its instructor, student and trade. Most of these trainees gain incredible wisdom and knowledge which allowed them to have an important status in their communities or kingdoms. Being an apprentice vouched similar experiences and training which you find in the “homeschooling” of these societies. If you were an apprentice you became part of an elite group of individuals which was highly regarded and approved by the authorities (kings). Some were fortunate to have parents already in the elite group, but still others were adopted or sponsored by nobles, elders or masters of the trade. Even though there was great benefit in being an apprentice, there were also challenges and disadvantages. This mastery of skills could take long periods of time which in some cases ranged from 7 to 15 years. Apprentices were also exposed to the mistreatment of their “masters”, even though they were highly regarded, contractors could operate as they see fit.
In the educational systems of these great civilizations, we also find the facilitation of temples as a form of academic institutions. The erection of these temples could certainly signify the importance and interest of religion or immensity, but for the most part they were also symbolic for the importance of teaching and instruction, “house of instruction”. You, as an observer or member of the community, knew that those who entered the gates of the temple were esteemed and honored apprentices or priests. Temples served as a place of great teaching and knowledge, with its great fortified walls you knew you were participating in something great. These edifices still stand today, reflecting the importance and pillar of learning and instruction.
As seen through the lens of time, Egypt and Mesopotamia is rich in its history, religion, architecture, and writings. In these great civilizations we find that each seeks to achieve the enlightenment and training of their successors in these areas. In the article, “Home schooling and apprenticeship in ancient civilization”, we learn that these civilizations created a system which allowed children to imitate and model adult behaviors and skills in their very own homes. Home was not only a place of rest, but a place of learning and instruction. Children observed their parents and imitated their actions, and dexterity. Other children were sponsored and adopted into the “homeschooling” process. This allowed their instructors or masters to impart to them “hands on” or “one on one” training in order to successfully prepare them for their lifelong profession or trade. These successors didn’t choose their careers, but would follow in the family history of trade.
With acculturation on the line, we find that it was in the best interest of both civilizations to develop and preserve the future of the empires indoctrinations. Apprenticeship, in the other hand, for both civilizations was vital. Having the ability to master a skill or ability revealed the success of its instructor, student and trade. Most of these trainees gain incredible wisdom and knowledge which allowed them to have an important status in their communities or kingdoms. Being an apprentice vouched similar experiences and training which you find in the “homeschooling” of these societies. If you were an apprentice you became part of an elite group of individuals which was highly regarded and approved by the authorities (kings). Some were fortunate to have parents already in the elite group, but still others were adopted or sponsored by nobles, elders or masters of the trade. Even though there was great benefit in being an apprentice, there were also challenges and disadvantages. This mastery of skills could take long periods of time which in some cases ranged from 7 to 15 years. Apprentices were also exposed to the mistreatment of their “masters”, even though they were highly regarded, contractors could operate as they see fit.
In the educational systems of these great civilizations, we also find the facilitation of temples as a form of academic institutions. The erection of these temples could certainly signify the importance and interest of religion or immensity, but for the most part they were also symbolic for the importance of teaching and instruction, “house of instruction”. You, as an observer or member of the community, knew that those who entered the gates of the temple were esteemed and honored apprentices or priests. Temples served as a place of great teaching and knowledge, with its great fortified walls you knew you were participating in something great. These edifices still stand today, reflecting the importance and pillar of learning and instruction. Education has been, and perhaps will always be the method by which societies divulge the history, skills and information necessary for each generation to survive. Even though the impartation of this information may be handled differently from generation to generation, the growth of knowledge and information is forever increasing. In the following essay I will be commenting on the “threefold approach to education” in the ancient civilizations of Egypt and Mesopotamia.
As seen through the lens of time, Egypt and Mesopotamia is rich in its history, religion, architecture, and writings. In these great civilizations we find that each seeks to achieve the enlightenment and training of their successors in these areas. In the article, “Home schooling and apprenticeship in ancient civilization”, we learn that these civilizations created a system which allowed children to imitate and model adult behaviors and skills in their very own homes. Home was not only a place of rest, but a place of learning and instruction. Children observed their parents and imitated their actions, and dexterity. Other children were sponsored and adopted into the “homeschooling” process. This allowed their instructors or masters to impart to them “hands on” or “one on one” training in order to successfully prepare them for their lifelong profession or trade. These successors didn’t choose their careers, but would follow in the family history of trade.
With acculturation on the line, we find that it was in the best interest of both civilizations to develop and preserve the future of the empires indoctrinations. Apprenticeship, in the other hand, for both civilizations was vital. Having the ability to master a skill or ability revealed the success of its instructor, student and trade. Most of these trainees gain incredible wisdom and knowledge which allowed them to have an important status in their communities or kingdoms. Being an apprentice vouched similar experiences and training which you find in the “homeschooling” of these societies. If you were an apprentice you became part of an elite group of individuals which was highly regarded and approved by the authorities (kings). Some were fortunate to have parents already in the elite group, but still others were adopted or sponsored by nobles, elders or masters of the trade. Even though there was great benefit in being an apprentice, there were also challenges and disadvantages. This mastery of skills could take long periods of time which in some cases ranged from 7 to 15 years. Apprentices were also exposed to the mistreatment of their “masters”, even though they were highly regarded, contractors could operate as they see fit.
In the educational systems of these great civilizations, we also find the facilitation of temples as a form of academic institutions. The erection of these temples could certainly signify the importance and interest of religion or immensity, but for the most part they were also symbolic for the importance of teaching and instruction, “house of instruction”. You, as an observer or member of the community, knew that those who entered the gates of the temple were esteemed and honored apprentices or priests. Temples served as a place of great teaching and knowledge, with its great fortified walls you knew you were participating in something great. These edifices still stand today, reflecting the importance and pillar of learning and instruction.
Invention of Writing in Ancient World
History has much to say and deliberate about language, signs, sounds, symbols and communication. All of these important forms of expressions or translations shared a common denominator which path the way to different forms of writings. As we have learned in the article “The origins of teaching writing systems”, writing is “a form of human communication in which a set of visible marks are related, by convention, to some particular structural level of language.” There is much debate about which came first, language or writing, but we are certain that they are interconnected. In the following dissertation I will be commenting on, why was the invention of writing so crucial to the establishment of the world’s great ancient civilizations?
Writing, like all other elements and characteristics of culture, has undergone evolutionary changes and can be an important indicator about the history of the peoples, origins, literacy, and civilizations that make up the ancient and modern world. Even though there is much debate on who claims to be the owners of the most ancient forms of writing (Egyptian or Sumerian), we have one clear picture and that is that writing represented a form of communication in an advanced and developed society. When studying the origins of writing we learn that writing was a means of recording inventory, demonstrating worth, monetary exchange, recording history, and a clear picture of developed economy in each civilization. From the “cuneiforms” forms of writing to “glyphs” found in the Mayan communities we learned that writing had a common symbolic and syllabify expression.
Due to the importance of the articulation of sounds writing could have been a customary practice which unified or exemplified a common language. This is significant in history, because having a common language could have meant that there was an established form of literacy (education) in these societies. Even though writing evolved and each culture may have borrowed from each other’s writings, these new recorded markings could be evidence that these ancient civilizations once commenced or commerced with each other. We see this interrelation even in the study of the phylogeny of mankind.
From pictures, to symbols, and sounds we see a unique development of these civilizations. Writing also played a unique role in unlocking the way for the noble profession of being a “scribe”. With an established language and possibly developed forms of education the peoples of these societies were inspired to develop their literacy and become professionals or noblemen. This new opportunity advocated the justification of the elite (hierarchy) rule over the commoners. This could have given rise to new forms of government and class status. Like in all “developed” civilizations those individuals who could prove their ability to communicate and write had a chance of a prosperous and stable future.
Today we may take writing for granted, but writing has always been a symbol of our ability to communicate and develop. Like all “modern” civilizations and the development of technology, history has proven that there has always been a new skill or ability that catapulted us to a greater knowledge or bright future. We find that from the paintings on walls found thirty thousand (30,000) years ago to the “tokens” of Samaria dated 4100-3800 B.C., writing had become the new form of technology which welcomed the advancement of the ancient world.
Writing, like all other elements and characteristics of culture, has undergone evolutionary changes and can be an important indicator about the history of the peoples, origins, literacy, and civilizations that make up the ancient and modern world. Even though there is much debate on who claims to be the owners of the most ancient forms of writing (Egyptian or Sumerian), we have one clear picture and that is that writing represented a form of communication in an advanced and developed society. When studying the origins of writing we learn that writing was a means of recording inventory, demonstrating worth, monetary exchange, recording history, and a clear picture of developed economy in each civilization. From the “cuneiforms” forms of writing to “glyphs” found in the Mayan communities we learned that writing had a common symbolic and syllabify expression.
Due to the importance of the articulation of sounds writing could have been a customary practice which unified or exemplified a common language. This is significant in history, because having a common language could have meant that there was an established form of literacy (education) in these societies. Even though writing evolved and each culture may have borrowed from each other’s writings, these new recorded markings could be evidence that these ancient civilizations once commenced or commerced with each other. We see this interrelation even in the study of the phylogeny of mankind.
From pictures, to symbols, and sounds we see a unique development of these civilizations. Writing also played a unique role in unlocking the way for the noble profession of being a “scribe”. With an established language and possibly developed forms of education the peoples of these societies were inspired to develop their literacy and become professionals or noblemen. This new opportunity advocated the justification of the elite (hierarchy) rule over the commoners. This could have given rise to new forms of government and class status. Like in all “developed” civilizations those individuals who could prove their ability to communicate and write had a chance of a prosperous and stable future.
Today we may take writing for granted, but writing has always been a symbol of our ability to communicate and develop. Like all “modern” civilizations and the development of technology, history has proven that there has always been a new skill or ability that catapulted us to a greater knowledge or bright future. We find that from the paintings on walls found thirty thousand (30,000) years ago to the “tokens” of Samaria dated 4100-3800 B.C., writing had become the new form of technology which welcomed the advancement of the ancient world.
Friday, January 23, 2009
Fiscal and Monetary Comments
After sitting through hundreds of hours of television news and reading articles regarding our “faltering” economy, I continue to have strong views about opinions which oppose the standard economic business cycle and the methods by which we as Americans are looking to resolve the immediate issues facing our economy. As I have stated in the past, seasons are the natural forces of nature by which a system prunes and regenerates itself. We as Americans have grown too comfortable with our successes and have forgotten the natural processes which got us here in the first place. The decisions being made in Washington and in the offices of the Federal Reserve are decisions which will only have an immediate but not a long lasting effect. It is in some way a “band aid” being place over a massive wound.
Even though we have learned that fiscal and monetary policies are means by which government and the Federal Reserve exercise their economic strategies and control inflation and unemployment, we see that both practices have limitations. The Monetary policy exercised by the Federal Reserve puts more money in circulations through cuts in the cost of credit and/or interest. This type of policy takes time and eventually will not affect the economy immediately but long term. The Fiscal policy in the other hand, exercised by Congress and the President will circulate money only by means of tax cuts and or social funding. By providing stimulus packages (funding) doesn’t mean that citizens will spend their money rather than save it, and just merely providing social funding will not mean that organizations will disperse or even manage the money well due to lack of or immediate monetary needs.
I believe making quick decisions in a crucial time may mean complete disaster, in which we as a nation may not be able to recover from - let along our economy rebound. The realities of our economy are there, and I understand that waiting and not responding to the crisis may also have its devastating effects. But, I believe that the only way to recover from the overall economical and national crisis developed by the partisan agendas which have lead to the distrust of those in office is to regain the trust of the American people and let government work once again. Our economical crisis is just a mere image of a greater problem lingering and lurking around the door. It is an example of a broken, divided and self centered nation which needs healing and it begins with the American citizens working together with the American government. Breathing and inspiring to a new and patriotic generation!
If I had to choose the lesser of two evils, I would suggest that the latter fiscal policy (tax cuts and stimulus packages) may work better in regards to the given crisis. I believe it will speak out to Americans that the American government is interested in governing and still holds an interest in the American people and not only in the American dollar. Advocating for the fiscal policy and strong bi-partisan leadership will not only turn the economy around but the American spirit as well.
Even though we have learned that fiscal and monetary policies are means by which government and the Federal Reserve exercise their economic strategies and control inflation and unemployment, we see that both practices have limitations. The Monetary policy exercised by the Federal Reserve puts more money in circulations through cuts in the cost of credit and/or interest. This type of policy takes time and eventually will not affect the economy immediately but long term. The Fiscal policy in the other hand, exercised by Congress and the President will circulate money only by means of tax cuts and or social funding. By providing stimulus packages (funding) doesn’t mean that citizens will spend their money rather than save it, and just merely providing social funding will not mean that organizations will disperse or even manage the money well due to lack of or immediate monetary needs.
I believe making quick decisions in a crucial time may mean complete disaster, in which we as a nation may not be able to recover from - let along our economy rebound. The realities of our economy are there, and I understand that waiting and not responding to the crisis may also have its devastating effects. But, I believe that the only way to recover from the overall economical and national crisis developed by the partisan agendas which have lead to the distrust of those in office is to regain the trust of the American people and let government work once again. Our economical crisis is just a mere image of a greater problem lingering and lurking around the door. It is an example of a broken, divided and self centered nation which needs healing and it begins with the American citizens working together with the American government. Breathing and inspiring to a new and patriotic generation!
If I had to choose the lesser of two evils, I would suggest that the latter fiscal policy (tax cuts and stimulus packages) may work better in regards to the given crisis. I believe it will speak out to Americans that the American government is interested in governing and still holds an interest in the American people and not only in the American dollar. Advocating for the fiscal policy and strong bi-partisan leadership will not only turn the economy around but the American spirit as well.
Rembrandt Paradigms
Many individuals are being challenged by overwhelming circumstances. With a crashing market, a record high of foreclosures and bankruptcy in the rise, we are seeing families being challenged by the new standards of living.
In the wake of these changes there is a group of individuals who is allowing the waves of despair to mold them into passionate, wise and exciting pioneers. These individuals have learned how to turn their weaknesses into strengths.
Reinventing yourself can be very difficult. We have learned that paradigms are considered the strongest form of mental models and views that an individual can have. Breaking through a paradigm, similar to the artist “Rembrandt”, you can see a connection between his emotions, circumstances and decisions in his paintings. These changes lead to a new invention of artist expression which later became his ultimate strength. He was no longer an incredible artist, but a free artist. Free to express, free to feel and free to start in a new journey of possibilities in his art.
Sometimes the pressures of pain, hurt and change can be the necessary force that creates in you a jewel. We see that in the greatest of men and the greatest of women.
In the wake of these changes there is a group of individuals who is allowing the waves of despair to mold them into passionate, wise and exciting pioneers. These individuals have learned how to turn their weaknesses into strengths.
Reinventing yourself can be very difficult. We have learned that paradigms are considered the strongest form of mental models and views that an individual can have. Breaking through a paradigm, similar to the artist “Rembrandt”, you can see a connection between his emotions, circumstances and decisions in his paintings. These changes lead to a new invention of artist expression which later became his ultimate strength. He was no longer an incredible artist, but a free artist. Free to express, free to feel and free to start in a new journey of possibilities in his art.
Sometimes the pressures of pain, hurt and change can be the necessary force that creates in you a jewel. We see that in the greatest of men and the greatest of women.
Saturday, January 17, 2009
Rites of passage ceremonies and Teaching
In the following reflection I will be commenting on the “initiation rites and rites of passage ceremonies and how do they relate to teaching and learning”. As we have examined in studying the evolution of mankind, we as “homosapien sapiens” have been rapidly advancing in our cultural, educational and social development. From the early primates, we see the necessity to adapt and enculturate in order to survive. The transferring of this information and the performing of “rites of passages” is the instrument and/or institution by which we learn about our ancestors, heritage and culture. For some societies we have great edifices or classrooms which constitutes for schools, in other societies we have ceremonial initiations which constitutes for education.
In order for any society to be acculturated, enculturated, diffused or adapted, a system of teaching and learning must be put in place so that information is properly embraced. In the study of “initiation rites” we see young men and women preparing for an educational experience, that too many may seem inhuman. Eventually, these experiences will lead to their graduation and acceptance into their culture and societies. Without proper indoctrination and approval, many of these young men and women will not be accepted. Proving their competence in survival, pain, and perseverance was the “degree” achieved in order to graduate from childhood to adulthood. In some societies a four year (4) program was put in place where these potential candidates were excluded from their common surroundings. This exclusion was going to reflect whether these candidates were prepared to take the role of a leader or remain as a follower. Graduation ceremonies were also important in order to celebrate and reward those who were competent.
Today in “modern societies”, we find a tremendous similarity which connects and embraces the “rites of passage” which we find in other “primitive” societies. Regardless of intellect, class age, clan or band we all must go through a process in our academic careers which proves our competence of a particular subject or topic. For many students going through this process it can feel like an initiation, some will pass and others may not. The importance is that we follow the traditions set by our society and learning institutions in order to prove ourselves worthy. The terms described above, “initiation rites and rites of passage” is associated with the word “school” in the English language. Schools are described in the Wikipedia as “an institution designed to allow and encourage students to learn under the supervision of a teacher”. In many of the “initiation rites ceremonies” you always find elders, sponsor, tribal parents or teachers who are there to instruct, supervise and care for the students (initiates) who will be journeying through this educational experience (rite).
Teaching and learning is vital to the survival of any culture or society. Regardless of what we name our learning institutions or experiences it is part of our mental, social or academic development. In the case of different societies other then our own, we see similar emphasizes given to the learning and teaching experiences conducted. We must all prove ourselves competent and worthy of graduation, not doing so will mean the difference between academic acceptability or not. In today’s society this is vital to achieve “success”, attain a career or a job. In other societies it could mean the difference between “childhood” and “adulthood”.
I will like to conclude with this statement “you can’t ever be a teacher, if you were never a student.”
In order for any society to be acculturated, enculturated, diffused or adapted, a system of teaching and learning must be put in place so that information is properly embraced. In the study of “initiation rites” we see young men and women preparing for an educational experience, that too many may seem inhuman. Eventually, these experiences will lead to their graduation and acceptance into their culture and societies. Without proper indoctrination and approval, many of these young men and women will not be accepted. Proving their competence in survival, pain, and perseverance was the “degree” achieved in order to graduate from childhood to adulthood. In some societies a four year (4) program was put in place where these potential candidates were excluded from their common surroundings. This exclusion was going to reflect whether these candidates were prepared to take the role of a leader or remain as a follower. Graduation ceremonies were also important in order to celebrate and reward those who were competent.
Today in “modern societies”, we find a tremendous similarity which connects and embraces the “rites of passage” which we find in other “primitive” societies. Regardless of intellect, class age, clan or band we all must go through a process in our academic careers which proves our competence of a particular subject or topic. For many students going through this process it can feel like an initiation, some will pass and others may not. The importance is that we follow the traditions set by our society and learning institutions in order to prove ourselves worthy. The terms described above, “initiation rites and rites of passage” is associated with the word “school” in the English language. Schools are described in the Wikipedia as “an institution designed to allow and encourage students to learn under the supervision of a teacher”. In many of the “initiation rites ceremonies” you always find elders, sponsor, tribal parents or teachers who are there to instruct, supervise and care for the students (initiates) who will be journeying through this educational experience (rite).
Teaching and learning is vital to the survival of any culture or society. Regardless of what we name our learning institutions or experiences it is part of our mental, social or academic development. In the case of different societies other then our own, we see similar emphasizes given to the learning and teaching experiences conducted. We must all prove ourselves competent and worthy of graduation, not doing so will mean the difference between academic acceptability or not. In today’s society this is vital to achieve “success”, attain a career or a job. In other societies it could mean the difference between “childhood” and “adulthood”.
I will like to conclude with this statement “you can’t ever be a teacher, if you were never a student.”
The Evolution of Cultural Behavior
In the following dissertation I will be comparing the article, “The Evolution of Cultural Behavior” with “The Human Story”. I will also be sharing comments on my belief about the origins of human beings. In trying to comment on both articles I would like to invite you to consider the word evolution. Evolution as defined by, Merriam Webster Dictionary is the “process of continuous change from a lower, simpler, or worse to a higher, more complex, or better state of being”. In this definition I will like to give great emphasizes to the statement “process of continuous change”.
First, in the article “The evolution of Cultural Behavior” we see a list of important topics which range from social life, subsistence, language, art, religion, birth and even environmental adaptation. These topics as described by the writer are the basic components that make up the “Human cultural behavior”. In the evolution of these cultural behaviors we see an evolutionary process, and the social transfer of information passed down from one generation to the next. These “social transfers” is what makes up the unique cultures found throughout all the territories inhabited.
Beginning with the earliest hominids we find that cultural and social adaptation was crucial in the survival of the species. Learning how to hunt, eat, socialize and even work in groups due to changes in weather, predators or even geography could mean the difference between the extinction and survival of the species. We find that humans in the last thirty thousand years (30,000) have also been undergoing a rapid cultural evolution which is preeminent in its development of civilizations. From working in groups of ten to twenty, to developing urbanized cities that inhabit millions is remarkable. Just think, the early hominids used stone tools to hunt, fight and protect. Today, we have seen weapons of mass destruction. In the development of language and art we find early signs of man communicating through symbols and sounds, eventually speech and language would develop into the prominent form of communication whereby we share in the understanding of concept and expression.
Art, in the other hand, was traced back thousands of years ago in cave paintings; you can see through these findings that art became prevalent in identifying the lifestyle of the early man and his early ability to relate and socially transfer information about his experiences and surroundings. All of these social adaptations were symbolic to an evolving sophisticated species.
In the article, “The Human Story” writer Robert Gilman begins his outline of the human history by starting with the earliest known primate classified as human, the Homo habilis. In his story he begins by taking us back two million years ago through the evolution of the human anatomy to the development of speech, food, tools, fire, hunting, religion, parenting and civilizations. In his explanation of human evolution and social development it is difficult not to relate to the evidence found in the previous article. Evolution seems to follow a common sequence of events, development and advancement. From the forest of Africa to our development of locomotion we all share a common evolutionary process that binds us together as a cultured species. And, these cultures are what separate us from the rest of all animals.
In conclusion, I have learned throughout these last couple of weeks that we are part of a very sophisticated and long evolutionary process. From the moment of conception to the process of birth and maturity we continue to undergo continual mental advancements and physical developments. There is no doubt that we all share a common ancestry and regardless of belief, gender, culture or creed we are humans. A fearfully crafted species which share a common story. From Africa to the Americas we are part of one big family who will continue to evolve. As part of the modern hominids we as humans have a natural instinct to survive. Our ability to survive will be important in our next stage of evolution.
First, in the article “The evolution of Cultural Behavior” we see a list of important topics which range from social life, subsistence, language, art, religion, birth and even environmental adaptation. These topics as described by the writer are the basic components that make up the “Human cultural behavior”. In the evolution of these cultural behaviors we see an evolutionary process, and the social transfer of information passed down from one generation to the next. These “social transfers” is what makes up the unique cultures found throughout all the territories inhabited.
Beginning with the earliest hominids we find that cultural and social adaptation was crucial in the survival of the species. Learning how to hunt, eat, socialize and even work in groups due to changes in weather, predators or even geography could mean the difference between the extinction and survival of the species. We find that humans in the last thirty thousand years (30,000) have also been undergoing a rapid cultural evolution which is preeminent in its development of civilizations. From working in groups of ten to twenty, to developing urbanized cities that inhabit millions is remarkable. Just think, the early hominids used stone tools to hunt, fight and protect. Today, we have seen weapons of mass destruction. In the development of language and art we find early signs of man communicating through symbols and sounds, eventually speech and language would develop into the prominent form of communication whereby we share in the understanding of concept and expression.
Art, in the other hand, was traced back thousands of years ago in cave paintings; you can see through these findings that art became prevalent in identifying the lifestyle of the early man and his early ability to relate and socially transfer information about his experiences and surroundings. All of these social adaptations were symbolic to an evolving sophisticated species.
In the article, “The Human Story” writer Robert Gilman begins his outline of the human history by starting with the earliest known primate classified as human, the Homo habilis. In his story he begins by taking us back two million years ago through the evolution of the human anatomy to the development of speech, food, tools, fire, hunting, religion, parenting and civilizations. In his explanation of human evolution and social development it is difficult not to relate to the evidence found in the previous article. Evolution seems to follow a common sequence of events, development and advancement. From the forest of Africa to our development of locomotion we all share a common evolutionary process that binds us together as a cultured species. And, these cultures are what separate us from the rest of all animals.
In conclusion, I have learned throughout these last couple of weeks that we are part of a very sophisticated and long evolutionary process. From the moment of conception to the process of birth and maturity we continue to undergo continual mental advancements and physical developments. There is no doubt that we all share a common ancestry and regardless of belief, gender, culture or creed we are humans. A fearfully crafted species which share a common story. From Africa to the Americas we are part of one big family who will continue to evolve. As part of the modern hominids we as humans have a natural instinct to survive. Our ability to survive will be important in our next stage of evolution.
Saturday, January 10, 2009
Frames, Paradigms and Paradigm Shifts
As we have learned through the articles in “Frames, Paradigms and Paradigm Shifts”, paradigms can be considered the strongest form of mental models and views that are influenced by our surroundings, upbringing, teaching and experiences. Sometimes paradigms are so difficult to overcome or change that individuals can remain in a mediocre state because of their fear or rejection to embrace new truths, experiences, understanding and knowledge. In the following reflection I will be discussing how man’s various inventions has help change the way we think, learn and see the world.
Before cars, airplanes, boats, bicycles, laptops, cell phones and cameras we observed nature and lived harmoniously with our surroundings. We were taught and learned to survive with just the means that were naturally accessible. We ate, slept, talked and even enjoyed the opportunity to sit around and watch the birds gracefully fly and thought “what if we can fly?” The thought of just flying was an opportunity to dream, but the thought alone can change the world. Sometimes paradigms shifts are simple, just by allowing ourselves to consider new adventures or opportunities we can see ourselves sitting at home or in a classroom. Sometimes paradigms can be excruciatingly difficult and painful. When we as creative beings begin to extend our creative thinking and extend our hands of action we can go from carrying loads on our backs, to the back trunk of a car.
Today in the twenty first century (21st) we have privileges that many of our forefathers dreamed of having. Consider fifty years ago, children were playing in the street “hand ball”, marbles, and perhaps even checkers. There was no television, and just to send a message to relatives was on horseback. All of a sudden a square box with images was created because someone wanted the whole world to have access to his/her message and “vuala” you have television. Today, considering what would it be like not to have a television? could very well be a paradigm but we are not necessarily challenged by that. The person who created television has launched us out of playing with rocks and allowed us to play Nintendo.
Paradigms shifts and inventions go hand in hand. Whenever a new invention has been launched we no longer see ourselves limited because the invention itself has catapulted our limited understanding or truth to a new concept or idea. Perhaps attaining it and learning it can be challenging (paradigm) but once you become part of a society or culture that has embraced a new invention you cannot isolate yourself from the new reality that what you are seeing with your own eyes and what you are experiencing is triggering or even pulling you out of your mental seat.
Inventions are symbolic to paradigms shifts because, the inventor at one moment or another suffered from a paradigm which wrestled with him or her night and day. Eventually, the inventor got tired of being “sick and tired” and launched out risking everything to achieve the possibilities. Every time a new invention has been created and achieved, it challenges our old paradigms and creates new ones, they will drag us until we become part of the new reality.
Before cars, airplanes, boats, bicycles, laptops, cell phones and cameras we observed nature and lived harmoniously with our surroundings. We were taught and learned to survive with just the means that were naturally accessible. We ate, slept, talked and even enjoyed the opportunity to sit around and watch the birds gracefully fly and thought “what if we can fly?” The thought of just flying was an opportunity to dream, but the thought alone can change the world. Sometimes paradigms shifts are simple, just by allowing ourselves to consider new adventures or opportunities we can see ourselves sitting at home or in a classroom. Sometimes paradigms can be excruciatingly difficult and painful. When we as creative beings begin to extend our creative thinking and extend our hands of action we can go from carrying loads on our backs, to the back trunk of a car.
Today in the twenty first century (21st) we have privileges that many of our forefathers dreamed of having. Consider fifty years ago, children were playing in the street “hand ball”, marbles, and perhaps even checkers. There was no television, and just to send a message to relatives was on horseback. All of a sudden a square box with images was created because someone wanted the whole world to have access to his/her message and “vuala” you have television. Today, considering what would it be like not to have a television? could very well be a paradigm but we are not necessarily challenged by that. The person who created television has launched us out of playing with rocks and allowed us to play Nintendo.
Paradigms shifts and inventions go hand in hand. Whenever a new invention has been launched we no longer see ourselves limited because the invention itself has catapulted our limited understanding or truth to a new concept or idea. Perhaps attaining it and learning it can be challenging (paradigm) but once you become part of a society or culture that has embraced a new invention you cannot isolate yourself from the new reality that what you are seeing with your own eyes and what you are experiencing is triggering or even pulling you out of your mental seat.
Inventions are symbolic to paradigms shifts because, the inventor at one moment or another suffered from a paradigm which wrestled with him or her night and day. Eventually, the inventor got tired of being “sick and tired” and launched out risking everything to achieve the possibilities. Every time a new invention has been created and achieved, it challenges our old paradigms and creates new ones, they will drag us until we become part of the new reality.
Human Pylogeny Reflection
For many years I have been focusing my studies and the evolution of my paradigms around the notions of faith and God. Sitting here today I began to allow myself to carefully embrace information that scientifically supports or disproves the foundations of my belief systems.
As I journeyed through the pages of “Early Human Phylogeny” much of the information was fascinating. The types of species (20 hominids), the scientific information and evidences found throughout Africa, Europe and Asia have been incredible. Scientifically, I find that this information helps support the evolution of Mankind as introduced by Darwin and it gives great emphasizes of its origins (Africa).
Beginning with the “Sahelanthropus Tchadensis” the oldest known hominid, to the “Homosapien Sapien” I see valuable information that can help in the understanding and teaching of Phylogeny. First, there is a strong connection between Phylogeny and Paleo-anthropology which is the study of ancient life forms and humans. In order to successfully create a phylogenetic tree we must know and understand the connection.
Evidence has proven that humans evolved from ape like species called hominids. These hominids all had common characteristics such as skulls, jaws, teeth, skeletal composition, height, mobility and even speech. Studying, reconstructing and comparing these bone fragments and origins allow us to see through the lens of time and understand man’s evolution. From the ability to climb trees, standing upright and bipedal locomotion we can see that an enormous transformation has taken place in our development. Who would ever think that we could come from the forest of Chad Central Africa and millions of years later be sitting in a high-tech labratory writing about our origins? Now that is fascinating!
Other valuable information which excited me was the principle or practice of “Bilateral Symmetry”. I have always been fascinated to see how scientist put together a hypothesis, a theory or a law assembling small fragments of fossils which are millions of years old. In this principle scientist have the ability to recreate missing parts of the autonomy by creating a mirror image of the evidence found. As noticed we are fearfully created in an almost perfectly symmetrical body. This gives scientist the ability to copy and paste the same way computers do today.
Finally, in respect to the findings and evidence provided to use through this study we learn that science is the effort, study, understanding and knowledge of how the physical world works. There is no doubt that Africa is the mother of all ancestry (history of mankind). I believe that the articles provided have been supportive of all of Darwin’s “history of evolution” and the adaptation and selection of the fittest. For many years I always found it amusing to hear teachers and science textbooks teach on this topic, but today I have seen a connection which has satisfied or answered some of my speculations. There is nothing wrong with embracing the study of “the evolution of man” as long as we know who created man.
As I journeyed through the pages of “Early Human Phylogeny” much of the information was fascinating. The types of species (20 hominids), the scientific information and evidences found throughout Africa, Europe and Asia have been incredible. Scientifically, I find that this information helps support the evolution of Mankind as introduced by Darwin and it gives great emphasizes of its origins (Africa).
Beginning with the “Sahelanthropus Tchadensis” the oldest known hominid, to the “Homosapien Sapien” I see valuable information that can help in the understanding and teaching of Phylogeny. First, there is a strong connection between Phylogeny and Paleo-anthropology which is the study of ancient life forms and humans. In order to successfully create a phylogenetic tree we must know and understand the connection.
Evidence has proven that humans evolved from ape like species called hominids. These hominids all had common characteristics such as skulls, jaws, teeth, skeletal composition, height, mobility and even speech. Studying, reconstructing and comparing these bone fragments and origins allow us to see through the lens of time and understand man’s evolution. From the ability to climb trees, standing upright and bipedal locomotion we can see that an enormous transformation has taken place in our development. Who would ever think that we could come from the forest of Chad Central Africa and millions of years later be sitting in a high-tech labratory writing about our origins? Now that is fascinating!
Other valuable information which excited me was the principle or practice of “Bilateral Symmetry”. I have always been fascinated to see how scientist put together a hypothesis, a theory or a law assembling small fragments of fossils which are millions of years old. In this principle scientist have the ability to recreate missing parts of the autonomy by creating a mirror image of the evidence found. As noticed we are fearfully created in an almost perfectly symmetrical body. This gives scientist the ability to copy and paste the same way computers do today.
Finally, in respect to the findings and evidence provided to use through this study we learn that science is the effort, study, understanding and knowledge of how the physical world works. There is no doubt that Africa is the mother of all ancestry (history of mankind). I believe that the articles provided have been supportive of all of Darwin’s “history of evolution” and the adaptation and selection of the fittest. For many years I always found it amusing to hear teachers and science textbooks teach on this topic, but today I have seen a connection which has satisfied or answered some of my speculations. There is nothing wrong with embracing the study of “the evolution of man” as long as we know who created man.
Friday, January 9, 2009
Education and Prejudice
The topic of “prejudice” is a subject that most schools generally stay away from. It is a topic that sometimes rattles our conscience, and brings out the truths about our viewpoints and the condition of our sociological status. In the following essay I will be commenting on what are some ways that teachers could continue to educate themselves about new methods related to prejudice reduction while simultaneously keeping up with student needs and school requirements, especially when time is such a problem?
“Whenever there is a will, there is a way”. This statement is true in any endeavor we undertake either individually or corporately. One way teachers can continue to educate themselves and be pioneers in the reduction of prejudice in the classroom, and in society is to make it part of the core curriculum of each educational institution. In today’s society this topic is of high importance, and it should also be highly regarded in the educational settings. Requesting teachers to continue to educate themselves while simultaneously keeping up with students and school requirements is a great challenge. But not engaging on the topic of prejudice in the classrooms can be devastating. Prejudice is a truth that needs to be addressed, and exposed in our schools. As we have learned, these negative traits and values are birthed from the “fear of the unknown”, and a lack of knowledge. As an educational institution we are the pioneers of technology, information, techniques, and even the process of attaining and imparting knowledge. Schools should be held responsible for what is taught and modeled in our classrooms. Requiring future teachers and leaders to address such sensitive topics can be the force that changes our sociological paradigms, and give birth to a new face in our classrooms, our nation, and globally.
Not embracing, discussing, or engaging in the subject of prejudice, is like attaining a college degree in mathematics but not taking algebra. By educating on the rudiments and philosophical framework of prejudice, we are not asking teachers to find personal time in extending their educational degrees. It is a means or solution in giving teachers the opportunity to collate this subject matter into their program while unseeingly attaining their extended knowledge through the preparation process (hidden curriculum). Learning more about the dynamics of prejudice can empower, motivate, and even be an advocate for change in our schools. The problem we face is not time, the problem is that we have not considered prejudice to be a topic of high concern which requires our time. This coalition of implementing, educating ourselves, and making it part of our program can make it worth time investing. I could see it now, the core curriculums of an institution could sound like this; science, mathematics, english, reading, social studies, humanities, history, and prejudice. What do you think?
In order to embrace diversity, it is my contention that we must expose the truths of prejudice. Learning about each other’s differences and similarities will be important in the progress and enculturation of the next generation of citizens. Implementing a “prejudice” course in the core curriculum of our future teachers, and allowing existing teachers to extend their knowledge through the preparation process should be in the minds of those decision makers who influence the core curriculum agendas. Now is the time for change, let’s start it in the classrooms.
“Whenever there is a will, there is a way”. This statement is true in any endeavor we undertake either individually or corporately. One way teachers can continue to educate themselves and be pioneers in the reduction of prejudice in the classroom, and in society is to make it part of the core curriculum of each educational institution. In today’s society this topic is of high importance, and it should also be highly regarded in the educational settings. Requesting teachers to continue to educate themselves while simultaneously keeping up with students and school requirements is a great challenge. But not engaging on the topic of prejudice in the classrooms can be devastating. Prejudice is a truth that needs to be addressed, and exposed in our schools. As we have learned, these negative traits and values are birthed from the “fear of the unknown”, and a lack of knowledge. As an educational institution we are the pioneers of technology, information, techniques, and even the process of attaining and imparting knowledge. Schools should be held responsible for what is taught and modeled in our classrooms. Requiring future teachers and leaders to address such sensitive topics can be the force that changes our sociological paradigms, and give birth to a new face in our classrooms, our nation, and globally.
Not embracing, discussing, or engaging in the subject of prejudice, is like attaining a college degree in mathematics but not taking algebra. By educating on the rudiments and philosophical framework of prejudice, we are not asking teachers to find personal time in extending their educational degrees. It is a means or solution in giving teachers the opportunity to collate this subject matter into their program while unseeingly attaining their extended knowledge through the preparation process (hidden curriculum). Learning more about the dynamics of prejudice can empower, motivate, and even be an advocate for change in our schools. The problem we face is not time, the problem is that we have not considered prejudice to be a topic of high concern which requires our time. This coalition of implementing, educating ourselves, and making it part of our program can make it worth time investing. I could see it now, the core curriculums of an institution could sound like this; science, mathematics, english, reading, social studies, humanities, history, and prejudice. What do you think?
In order to embrace diversity, it is my contention that we must expose the truths of prejudice. Learning about each other’s differences and similarities will be important in the progress and enculturation of the next generation of citizens. Implementing a “prejudice” course in the core curriculum of our future teachers, and allowing existing teachers to extend their knowledge through the preparation process should be in the minds of those decision makers who influence the core curriculum agendas. Now is the time for change, let’s start it in the classrooms.
Thursday, January 8, 2009
Teachers and Schools
As I sit on the edge of my chair reflecting and contemplating about many experiences which have molded my attitudes, philosophies and paradigms there is a deeper realization that each person has an incredible story to tell. In the following dissertation I will be sharing with you my professional objectives and plans, and the accounts which have helped me form them.
For many years as a practicing business owner, a father, a minister and husband there has been a set of experiences which have imparted certain truths into my life. These experiences have helped me realize that life is a universal classroom and that it is full of wonderful lessons and sometimes difficult ones. Learning and attaining certain abilities and disciplines has been the “cornerstone” of my educational career. Currently, I am an undergraduate student attending Miami Dade College and majoring in Education. I decided to pursue this profession because I am passionate about the roles that schools play in the formation of young adults and their fields of interest. I regard education as being one of the most important solutions to helping individuals become knowledgeable, effective and vibrant citizens.
In the search of my vocation I have learned that there is nothing like the scenery of a school. Getting up in the early hours of the day, and preparing the materials for class in my leather carrier is motivating. With signs of hope, the classrooms become the fertile environment where my goals are achieved and dreams are fulfilled. As a student, waking up with a new optimism in the air is aspiring, and the thirst for knowledge is stimulating. I have become part of a community of individuals who is seeking to achieve excellence in order to make a difference in our society. These components are some of the factors that have molded my dream of becoming a teacher.
With certain communities suffering from academic achievement, and classrooms filled with teachers who have been burdened by their financial purses. I also continue to see a depreciation and lack of enthusiasm in behalf of the educational system and government, to regard this vocation as a fundamental means of developing our society. It has become my personal mission to help support and assist, in making sure that the next generation of young adults do not surrender and throw away their dreams. The gratification of having helped someone plan and achieve their objectives is priceless. It is my hope that my zeal can become contagious and that I could have, in some way, helped change or shape those in my circle of influence.
My many years of experience in the work force, in schools and subsequently at home has nurtured in me a person who is seeking to help teach and guide students who are looking at the future with enthusiasm, and also for those who are not. Unfortunately, many scientists, doctors, musicians, teachers, and others are being left to drown in the sea of despair because of lack of instruction and concern. In the next twelve months it is my intention to complete my education in Miami Dade College with a bachelor’s in General Education, focusing my efforts in the grades of kinder garden to twelve grades. Completing my masters in communication is also in my agenda, it is my desire that I can attend Florida International University and become part of their list of prestigious alumni. I have every intention of embracing my future students, and imparting in them a spirit of hope, inspiration and achievement which will hurl them to reach for things greater and hire then them.
For many years as a practicing business owner, a father, a minister and husband there has been a set of experiences which have imparted certain truths into my life. These experiences have helped me realize that life is a universal classroom and that it is full of wonderful lessons and sometimes difficult ones. Learning and attaining certain abilities and disciplines has been the “cornerstone” of my educational career. Currently, I am an undergraduate student attending Miami Dade College and majoring in Education. I decided to pursue this profession because I am passionate about the roles that schools play in the formation of young adults and their fields of interest. I regard education as being one of the most important solutions to helping individuals become knowledgeable, effective and vibrant citizens.
In the search of my vocation I have learned that there is nothing like the scenery of a school. Getting up in the early hours of the day, and preparing the materials for class in my leather carrier is motivating. With signs of hope, the classrooms become the fertile environment where my goals are achieved and dreams are fulfilled. As a student, waking up with a new optimism in the air is aspiring, and the thirst for knowledge is stimulating. I have become part of a community of individuals who is seeking to achieve excellence in order to make a difference in our society. These components are some of the factors that have molded my dream of becoming a teacher.
With certain communities suffering from academic achievement, and classrooms filled with teachers who have been burdened by their financial purses. I also continue to see a depreciation and lack of enthusiasm in behalf of the educational system and government, to regard this vocation as a fundamental means of developing our society. It has become my personal mission to help support and assist, in making sure that the next generation of young adults do not surrender and throw away their dreams. The gratification of having helped someone plan and achieve their objectives is priceless. It is my hope that my zeal can become contagious and that I could have, in some way, helped change or shape those in my circle of influence.
My many years of experience in the work force, in schools and subsequently at home has nurtured in me a person who is seeking to help teach and guide students who are looking at the future with enthusiasm, and also for those who are not. Unfortunately, many scientists, doctors, musicians, teachers, and others are being left to drown in the sea of despair because of lack of instruction and concern. In the next twelve months it is my intention to complete my education in Miami Dade College with a bachelor’s in General Education, focusing my efforts in the grades of kinder garden to twelve grades. Completing my masters in communication is also in my agenda, it is my desire that I can attend Florida International University and become part of their list of prestigious alumni. I have every intention of embracing my future students, and imparting in them a spirit of hope, inspiration and achievement which will hurl them to reach for things greater and hire then them.
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