Progressive Education

America is becoming a country full of dreams. With elementary, secondary, and college education now accessible to all citizens of the United States, the only thing limiting America was America herself. In the following dissertation I will be commenting on the main tenets which sparked the “Progressive Education Movement.”

It is impossible to comment on any element of the educational reform system without mentioning John Dewey. John Dewey has been known to many as the father of the “Progressive Education Movement”, his brilliance sparked a new wave of philosophical solutions which tackled the foundations of our educational systems. His beliefs were that “democracy” should be practiced both in the political and educational levels. By allowing students to take a significant role in developing, exploring, testing and shaping new ideas and values, education was contributing to the students’ development of self discipline and a structured life. It was just as important to institute a school curriculum where the needs and interests of the students were met. By becoming aware of the contemporary needs of students, the educational system could function as a working environment for students to experience and develop solutions to present day problems.

From an institutional perspective growth and experimentation were also vital, and “learning by doing” was critical in using the knowledge inertly embodied in the memory of potential pioneers. Schools were challenged to implement new factors which took education on a Progressive journey. There were also other factors in forming the Progressive educational faction. First, health, family and community life issues were important to address in order to tackle the contemporary problems facing students and their communities. Secondly, the study and application to psychology and the social sciences were also vital in equipping students for dealing with social environmental problems. And finally, learning about democracy and applying democracy to the currently diverse population of students inundating the school system would solve the diversity crisis facing our educational system in America. This model of education was nurtured assuming that students learned best when their learning followed their interests.

Teachers were challenged to indentify student needs and interests and assist in providing an educational environment that will benefit their educational and vocational progress. Not providing for these needs was an act of divergence, and limited the possibilities hoarded in their colleagues and students. Refocusing on the issues facing students, and assisting in tackling the solutions that affect the social stratum was vital in the framework which accompanied the progressive movement. It is with no further ado that the Progressive Movement continues to influence and direct most of our nation’s school curriculums and John Dewey personified that progress.

Secondary Education

Education in United States has undergone various evolutionary changes. With Horace Mann leading the “Common School Movement” and millions flocking to public schools to attain basic education, America now faced new challenges in preparing individuals to succeed in higher education. In the following dissertation I will be commenting on the evolution of Secondary Education (high school).

In 1880, millions of Americans were inundating the public schools. Horace Mann had succeeded in breaking down the barriers that limited many residents from attaining basic knowledge, and the social scene was beginning to change. With immigrants, former slaves, and women now filling the seats of public classrooms, America was challenged in developing a higher education program and preparing pupils to meet the economic demand. The state of Massachusetts has always taken the lead in advancing the academic genus by establishing the first tax supported elementary school, and the first college in the United States. This time they were focused on introducing the first Secondary Schools (English Classical School) which linked elementary school graduates to higher education (college).

Knowledge had become pivotal, and with thousands of elementary graduates rushing to continue their education, the academic system was met with new challenges. They noticed that public schools only offered students the basic education needed to be competent citizens. This “basic education” did not prepare students for the advance curriculum awaiting them at higher levels of education (college), nor did it help them become marketplace pioneers. Therefore, a solution was submitted to introduce the first secondary school (high schools) which prepared students for achieving higher educational degrees, and possibly helping America become once again a vibrant economy.

Since this concept was premature to those influencing the academic arena, and many were afraid of an inevitable failure, secondary schools were not publicized and became tuition based institutions. It was not until 1874 (Kalamazoo, Michigan Case), did secondary schools become publicized due to legislation passing a bill that supported tax funding for secondary education. With social, ethnic, and religious attributes varying in each classroom, and high schools flooding the academic arena, a new era of education was birthed and democracy once again shined.

Stimulating Child Development

The development of our children’s character and intellectual competence is two of the most important challenges facing our educational system today. With technology and diversity inundating our schools environment, it is only fit that new ways of stimulating the knowledge content of our children be explored. In the following dissertation I will be sharing concepts which can be implemented within the framework of a course curriculum that can help stimulate the knowledge content of our children.

First, we must come to the realization that a child’s intellect does not replace the constituent of a child’s character. In order to implement an effective curriculum which focuses on the comprehensive development of a child, we must take into consideration the academic framework, and character context of his or her development. It is my contention that if we stimulate a child’s desire to stretch beyond the boundaries which plaque the classroom setting, we will be nurturing a vibrant spirit which is inspired to explore, discover, and pioneer the next wave of generational advances.

Children by nature are ripe to embrace, impetrate, formulate, and exercise information which expands their general intellectual genres. By taking children on field trips such as museums, colleges, libraries, fire stations, police stations, zoos, aquariums, hiking trips, operas, and even movie theaters they become exposed to new facts and possibilities which otherwise would not have been possible. An oratory teaching program cannot replace the cosset of an Opera experience. Generally, there is a place for oratory presentations which are necessary in the teaching process, but allowing children to partake of a tangible experience is priceless. These occurrences will embed themselves into a child’s memory and trigger them to stretch beyond their limited perspectives.

Secondly, removing the stigma and veil of religion, diversity, ethnocentrism, and other types of exclusive subjects will open the window to a universal concept of integration and participation. Much of a child’s paradigms are universally instilled or influenced by his or her environment or society. Teaching children from an early age the universal stratum of which we are all part of (humanity); will help relinquish the concepts of inferiority, seclusion, separation, and isolation. By provoking a sense of self worth and helping children explore the psychological, environmental, generational, and ethnic principle which molds his or her paradigms is vital in developing a child’s confidence, esteem, and identity. For it has been said, “people perish, due to lack of knowledge”. By understanding who you are? Where you are? And where you are going? It is imperative in building a purpose driven life.

Thirdly, assessing a child’s strength and weakness renders us a macro picture of what teachers and parents should be focusing on. We all know that a well balanced diet is vital for healthy living, so it is with education. We as an educational institution should require parents to become active participants of their children’s academia. By creating a mentoring program such as “parent student involvement”, we can break through the walls of parental independence and nurture a comprehensive approach in parent and student rearing. This will help build the confidence of children, and give parents valuable insight on their children’s future vocational or apprentices training. Amongst other things, parents and children should also participate in extra-curriculum activities within an academic setting which helps build and challenge competitive communities. These activities are rendered in order to create parental involvement, student parent bonding, and competitive attributes which can be beneficial in preparing a child for a competitive workforce community.

In conclusion, the evolution of our children is vital for the advancement of this world’s global academic, economic, political, and social environment. Developing a comprehensive program where field trips, parents, and diverse curriculum are taught can help put child development back on the right track. For there is nothing more important than focusing our efforts on our future pioneers, and the hope of tomorrow!

Jesus Christ

Choosing from an array of individuals who have played a significant role, and who are worthy of obtaining the title “The person I Most Admire” has been challenging. Reflecting on the many faces that have enriched society with impactful messages, triumphal challenges, and inspiring semblance has triggered the face of one person, “Jesus Christ”. For many he is a fictional character with frivolous meaning, but to others he is “Lord” and “King”. In the following dissertation you will encounter information that enfolds this commendable character.

For thousands of years Jesus Christ has been a controversial character who has crowded the tabloids, and has occupied the pages of world history. His immense impact and sacrifice to humanity has made scholars question his birth, and societies reconsider whether he was an imaginary figure. Born in 6BC, in the town of Bethlehem Jerusalem, he was invoked with wisdom and dressed with humility. His passion, love, dedication, obedience, mastery, and charitable acts personified perfection and echoed his message. With authority bestowed upon him either through divine ordinance or attained residency he performed wonders that challenged his own humanity.

Jesus was wonderfully adorned with a bodily frame of five feet seven inches and was tested, tempted, denied and betrayed by the society he loved. Even though these ingredients helped form his revolutionary message, he had an incredible ability to reserve his feelings, keep his focus, and overcome incredible odds which gave him virtues that many wish to attain. Historical books have portrayed him as a political religious figure while others reverence him for his heroic acts of sacrifice. Much of Jesus’ life was dispensed on the unaccepted indigents of society and the spiritually broken. With confidence surrounding his aura, he sympathetically healed the sick and operated acts of kindness abroad which influenced many to believe that he was not only a spiritual giant but a physical one as well.

Jesus’ feats were so humanitarian that scholars, even today, have focused their argument on his last name (Jesus Christ). For we know that biblical evidence records him as the “Christ” which means the “anointed one”, but little is said about his last name which is not inscribed on biblical pages (this may not have been a custom). As a master teacher he comforted his students with confidence, and empowered them with the ability to communicate clearly his unselfish message. With a minimum of five thousand followers in his first year of ministry, and millions influenced by his speech and ideologies, he became a figure to be reckoned with. Public speaking was no challenge for a man with so much passion. In fact, many communication specialists still read and practice the elements of presentation which he exercised (parables). With a natural gift to draw people’s attention he persuaded, provoked and encouraged many to search and speak the truth. Through this element of candidacy he was able to touch the hearts of all generations that succeeded him.

There continues to be three fundamental elements which personified Jesus’ character, and that won him the title “the most admired”, which were faith, hope, and love. These three constituents mirrored the wisdom, life and death of such a remarkable individual and deity. For it has been said of his death, “for what love is this, that a man shall give his life for another”. This message has been echoed for more than two thousand years and continues to stab at the core of human morality. Jesus’ life challenged and even changed governments, nations, peoples, paradigms, religions, and the world. His legacy and status entitles him to wear the name “Son of God”, and he continues to be the core and founder of the Christian faith.

Many of his writings, messages, miracles, history, and stories have been recorded and preserved in the sixty six books contained in the “Holy Bible” or Testaments. His influence has been so remarkable that for thousands of years his story has been told in the living rooms of many homes, in churches across the world, and can be found in most night tables in hotels. Even though his life has been tainted by gruesome images, false accusations, and skeptical ideologies his message lives on in the hearts of those who know him and believe in him, he continues to be an inspiration and an example for all humanity. Jesus’ is the person that “I most admire”.

The Common School Movement

It is impossible to comment on the development of the “common school movement” without speaking about several topics which dominated and influenced the educational genre. With an increase of immigrants populating North American soil, a need to educate the populace to maintain social and economical vibrancy, and the legal elements that helped nurture the educational disciplines of the time, each had a significant role to play in the evolutionary cycle of the common school movement. In the following dissertation I will be commenting on how the “common school movement” influenced the idea of universal education?

Focusing our lenses on the issue of immigration, we have learned that millions of foreigners throughout history set out to seek religious freedom and attain economical stability in this wonderful country once called “beautiful”. With the rise of new settlers knocking at the footsteps of many ports, the concept of educating and preparing these new residents was the greatest challenge facing the educational system and society. With indifferences in language, customs, culture, religion, behavior, and education assimilation became the sole focus of preparing a nation with a common goal and customary principle. For it was clear that the social and religious conflicts which inundated early settlement painted the panorama for the birth of the “Common School Movement”. This common school movement had to tackle and address the issues of poverty, economic vitality, social harmony, political stability, and religious indifferences that spread throughout the Euro-American culture. Schools became the primary solution in response to the issues of diversity in early American history.

With individuals such as Horace Mann, Booker T. Washington, Mary Lyon, and D.E.W Dubois leading the way to diverse cultural acceptance and educational prominence, it was clear that America was now taking a turn in history. For the European principles which governed early colonial education was now being threatened by the ascension of minority figures taking on the role of leadership in the American academic arena. No longer was the assimilation process going to govern the enculturation process, but a new system of integration was pathing the way for the early Common School Movement and Universal Educational Concept. For education was now at the forefront of social and economical development and it invited women, blacks, Latinos, and other minorities’ classes to have an opportunity at developing their skills and abilities to become competitive citizens of this country. Ethnocentricity was no longer going to dominant the educational arena.

With legal issues facing the educational system due to the acculturation of these new settlers, and academic pioneers it was important to erect new rules and regulations in order to stabilize the possible growing conflicts which inundated the academic scene. Attendance, religion, moral behavior, academic requirements, curriculum structure, and teacher competence now played an important role in maintaining academic vitality and assuring for equal rights, and benefits to all students of all classes. Education and the “Common School Movement” took precedence in all areas of social and economic progress and it was no longer going to be shadowed by the religious agendas which plaque early academic development. For education was here to stay.

It is safe to say that evolution has taken its course once again in the modern development of paradigms shifts in the universal genre of the academic setting. With a growing number of immigrants migrating to this country it seems that history will once again be made, and what was once a minority group can very well become the majority. It will be interesting to see the new topics, and disciplinary attributes which will model the schools of the twenty second century. For who knows, history can repeat itself if we do not learn how to adopt, adapt, and acculturate each other’s differences. For it has been said “one should not despise humble beginnings”, for the Common School Movement was the catalyst for what is known today as the Universal Model of Education.

Colonial Education

Throughout the early pages of North American History there have been three common denominators which constitute for the philosophical agendas found in our initial colonial school system. It is vital to understand the religious nature of the colonization process, the philosophical and historical concepts of colonization, as well as the assimilation concept practiced in exploiting the cultural differences found in the early schools. These three elements will assist you in seizing the nature and purpose of early colonial education in the United States.

First, in studying American history we can observe that “religion” dominated the social and academic scene early in the emancipation and development of this country’s history. For it was for this reason that America’s forefathers were inspired to organize and establish a “God we Trust” mentality in our social, economic, political, and academic arenas. Even though religion played an important role in the birth of this country, it took many years for it to reach the academic setting. Research has found that colonial schools were not at the center of this country’s agenda, but rather later became a social solution to imparting, instilling, educating, and framing the new social, political, and religious orders which dominated the cultural scene. Teachers mastered the art of Christian recitals, math, reading, and writing, and of course Greek and Latin literature, for these were the fundamental focuses of the early colonial curriculum. Framing the blueprint of early American settlement, and building the pillars which would institutionalize American principles was not easy, but became vital in the development of our religious and educational identity.

Secondly, “colonization” can be defined as one nation or territory taking control of another nation or territory by use of force or acquisition. In the case of the “New World”, we have learned that this immense embodiment of land was inundated with thousands of Europeans who left their homeland in order to seek out their religious freedoms, and embed a new wave of cultural traits which was absent in the social and cultural stratum. During this time, war became inevitable and millions died at the hands of this vast migration. It was evident that the Europeans had one goal in mind and that was to subdue, conquer, and settle. Inspired by the new opportunities of enculturating the natives, these early settlers began to practice Ethnocentrism. This new concept of enculturation (Anglo Protestant) was prominently practiced in the Western World, but forced its way onto the New World scene early in the development of colonial schools and the education of the populace. By negating the natural born settlers of their rights, and controlling the cultural scene of immigration the Europeans were promised a secure place in American history.

Thirdly, “assimilation” now ruled the educational panorama and path the way for all cultural paradigms and stereotypes which are evident in today’s society. Native and future settlers were forced to undergo a denaturalization process which questioned their own identity, abilities, and confidence. This imparting of Western traits and customs purposely formed the Anglo Protestant concepts which governed much of the social and educational arenas. Learning how to isolate the natives and rap them of their belief systems promised the Europeans dominance. By controlling what was read and taught in the colonial schools, these early settlers learned that there was a more “cost effective” method of subduing the early natives and immigrants. Mental control became the dominant force which shadowed the physical dominance of war in the educational system, as well as the battle field. By implementing a central database for information the early settlers knew that their power was inevitable, and that colonial schools were the answer to that power.

In conclusion, it is evident that our nation and school systems have undergone tremendous evolutionary and cultural changes. In exploring and exposing the cultural philosophical undertones which path the way to the Euro-American mentality found in the early school setting is vital in understanding history, and not a story. One cannot subtract the evidence of Ethnocentrism which flourished in the early conception of this country and later found its way into American classrooms. Colonial education eventually improved, but it was evident that its sole purpose was to educate, to assimilate, conquer, and subdue the natives and future settlers who would someday become the greatest pioneers in cultural development and educational vibrancy.

Child Development

Child development is crucial in the progress of education, and human behavior. After reading through the article “High School Child Development Courses Provide a Valuable Apprenticeship” written by Sally M. McCombie on January 1, 2009, I came to the realization of the enormous effects socialization can have on teachers, parents, students and children.

In this article, it was clear from the beginning that the primary element in preparing for an effective child development program was to get the parents involved. The State of Pennsylvania came to the conclusion that parents should take a more initial role in the educational curricula. By involving the parents, it was their intention that teachers would have strong partners which extended beyond the classroom in the child development process. This ideology proved valuable because parents became more knowledgeable on the topics of intervention, and the importance of rearing their child.

After further analyzes, I was also amazed at Pennsylvania’s interest in instituting classes for high school students in the area of Child Development. Whether intentional or not, being aware that the majority of high school students are sexually active, which constitutes for more than fifty percent of babies being born out of wedlock, gave the state of Pennsylvania an advantage. These bold actions lead to the development of what is called the “learning labs”. With well prepared teachers in the area of childhood care and development, high schools students were now trained in the area of observation, interaction, guiding, planning, preparing, and evaluating classroom activities. Exposing them to these daily activities, methods and processes was significant in their future success as teachers and parents.

In contrast, teachers were not only parental partners but intellectual mentors who guided the parents and students through a learning process which should be envied. Teachers worked with students individually or in small groups in order to plan, schedule and practice nutritional presentations. After completing their tasks, both student and teacher would reflect on methods practiced in order to make changes to their next session. This “hands on training” proved effective because it gave students insight as to how to manage their own classroom, for those interested in becoming future teachers.

Finally, from a “Vygotskian” perspective, this form of socialization is vital when developing cognition. He states “the potential for cognitive development depends upon the zone of proximal development”. By having the student, teacher, and child interact and socialize, exposed the student to information, knowledge, and skills necessary to succeed in the field of child development which cannot be attained otherwise or alone. It is clear that even in the process of child development socialization, enculturation, interaction, and inclusion is vital for an effective program.

Culture vs. Student Development

In today’s society there is one topic which is challenging all aspects of the economic, academic, social and religious arenas, and that is “diversity”. Diversity has found its way into the center of human development, behavior, paradigms and it’s a topic that we need to address, analyze, and tackle in order to advance into the next stage of global progress. In the following dissertation I will be commenting on how can culture and schooling effect students’ development?

Culture has been an issue of debate since the birth of this country. From the early migration of Europeans to the enormous exploits of African slaves, we as North Americans have been forced to face the challenges of cultural indifferences throughout society. These indifferences have also plaque our classrooms, and student responsiveness in developing an effective multicultural community within our schools. A difference in behavior, religion, attitudes, traditions, and language has challenged students to separate, segregate, and even marginalize themselves in order to adjust to this endemic process. The fear of losing one’s ethnic identity has been at the core of multicultural development and the greatest challenge facing most academic institutions today.

Teaching students the concept that they do not need to “assimilate” in order to “integrate” is vital in the process of creating a paradigm shift. For over two hundred years our school systems practiced an enculturation process which negated immigrants from keeping their ethnic identity, and acculturating an Anglo-American perspective. With the majority of European instructors populating our North American schools we need to invite and welcome minority leaders and teachers to take a role in the academic development of our children. Not until the venues of color and cultural partisans have been removed from our paradigms, social structure, and classrooms will our students ever have a chance of overcoming the affects of cultural indifferences.

Everything begins in the classroom, whether at home or in a prestigious academic setting, it is our duty as a nation to path a new way for our future generations to adhere to. Each institution has the responsibility to notice and adjust to change. Not learning from history can clog our progressive arteries and stimulate a cultural “heart attack”. By implementing a rich mandatory curriculum full of diversity, socialization, integration, and inclusion we as an academic institution can help turn the classroom into an attractive “melting pot” of multicultural flavor. It is my contention that we must reevaluate our focuses on whether we are spending too much time on issues that differentiate us, rather than on issues that brings us together (similarities). From the formal curriculum to the informal curriculum I have noticed that there is one common denominator and that is time. Let us do our part in planning, instituting, and allowing for the seasons of cultural evolution to take its course.

Education Hall of Fame

There are many that can be credited for impacting and changing the academic arena and social structure of our society. These men and women have reached the “Hall of Fame” of educators who transformed, revolutionized and left a legacy in the academic world. In the following reflection I will be commenting on who was Horace Mann, Mary Lyon, and Booker T. Washington and their impacts on American Education.

Horace Mann was most notably remembered for establishing free public schooling and expanding the opportunities of poor and wealthy Americans in order to centralize the role of education. His desire was to embark in a social and legal journey for establishing schools as the source for improving, and preparing students to meet the social needs of society. He confronted issues like corporal punishment, religious instruction in public schooling, teachers’ salaries, and the need to organize libraries in order to give full access to knowledge and information. He focused much of his efforts in organizing and establishing the first Board of Education, and became the first secretary of the board. With no bias to race, gender or ability, he viewed ignorance as a form of slavery and education as a form of liberty. Giving the indigents of society an equal opportunity to learn, he thought, will increase the social structure of society and give freedoms previously withheld from blacks, minorities, and those disable.

Mary Lyon was an incredible ambassador for establishing a higher education for women; with humble beginnings she revolutionized the academic stage by founding the “Mount Holyoke Seminary” for women. Her dream and desire to see women intellectually capable, and as astute as their counterparts drove her to walk endless distances to raise funds, promote her vision, develop curriculums, choose locations, supervise the design and construction of the school, hire teachers and enroll students . Her perseverance was ridiculed because educating women was not an option nor popular during this time. She was an incredible pioneer who had no religious or political agendas, but had the interests of offering women and the less fortunate the opportunity to attain a higher education equal to those in men colleges. With no serious financial backing she erected the first all woman seminary while constructing her own legacy.

One cannot despise humble beginnings, for most notably, Booker T. Washington was the product of the dreams and successes upheld by the previous two pioneers. Being an African American in the 1800’s forced him to question his own concerns, identity and dreams. For being a “black man” in those days was still considered belittling by sociological standards. Booker T. Washington was the right person, at the right place, at the right time, his character and desire to educate himself and no longer submit to the sociological limitations which encompassed him, proved to be the forces which catapulted him into becoming a prestigious hero for the minority class. Believing that “blacks” should no longer be forced to adhere to “forced labor” or “hard labor” he endlessly and single handedly enforced a new wave of reform in the academic world. He desired for “blacks” to challenge their own paradigms and attain competence in the area of education. His achievements and persistence lead him to become the head of the “Tuskegee Institute” which was an all black college, and rattled the minds of his sociological enemies by gaining trust from southern whites and even political heads of the White House. His legacy has welcomed the rights of minorities today assisting higher education and becoming professionals at their field.

It takes a fearless pioneer to overcome the obstacles, struggles, and paradigms of the social structure which dominated the scene during this time period. Even though each generation has its sociological struggles, these three pioneers revolutionized the academic stage and path the way for all minorities, genders, and social classes in order to attain the most important jewel of human development, higher education! Their vision, enduring desires, and passions battled with the enemies of mediocrity, exclusiveness, bias, and hierarchy found in the social as well as the academic arena. Much is to be granted, and admired for those founding forefathers and mothers who gave their lives to begin, finish, and accomplish dreams which still influence us and effects us today!

Students Rights

In a well organized institution or culture you will always find rules and regulations which govern the practices performed by the regulators or the populace. In order to maintain or attain order these rules and regulations must be adhered to and executed. In the following reflection I will be commenting on the legal rights students enjoy and their responsibilities.

Issue: Students Records

The “Family Rights and Privacy Acts” also known as the “Buckley Amendment 1974” gives students over the age of eighteen, or the parents and guardians of younger pupils’ access to their educational records. Even though there are procedures in attaining these records such as attaining parental or pupil consent, students and parents have the legal right to attain them. There are other stipulations which are necessary for institutions and teachers to adhere to in order to fully comply with federal standards. These standards require that the school district and institution inform parents of their rights prior to having their children attend the school. Another right that students have according to “Owasso Independent School District v. Falvo 2002” is that students can also grade their peers’ academic work and announce the results in class. This right does not violate the privacy act established in the Buckley Amendment.

Issue: Distribution of Scholarships

The Federal Law “Title IX” prohibits that any organization or institution use sex as a criterion by which financial awards are granted. These awards are not limited to scholarships, grants or any other financial assistance. An objective criterion must be established for fair distribution of these awards.

Issue: Suspension and discipline

In “Goss v. Lopez” the Supreme Court ruled that teachers and administrators are required to follow certain procedures in order to guarantee the student’s “due process” rights granted by the Fourteenth Amendment. Academic authorities (teachers or principals) cannot suspend a student on false accusations, speculations, or assumptions. School officials can be held personally liable for damages if they violate a student’s constitutional rights (Wood v. Strickland). The process begins with the student being informed of the rule or inappropriate behavior which has been broken and or violated, and evidence must be provided. The student is then entitled to tell his or her side of the story in self defense. If suspension exceeds ten days, the school must initiate more formal procedures.

Issue: Freedom of Speech

The “Tinker Case” allowed the Supreme Court to make judgments on issues regarding freedom of speech. In cases where students do not disrupt the operation of the school or deny other students the opportunity to learn it was free for students to demonstrate, create or engage in forms of speech which protected their rights. These rights are not limited to sharing ideas, concept, or opinions in public or in the internet forum. Certain restrictions do apply when assessing the indecent and offensive use of language or remarks which other students or minors should not be exposed to. Obscene language or speech being induced into the internet forum or website regarding other individuals, institutions or party also violates the rights passed by the Supreme Court on the basses that it should not be exposed or involuntarily practiced in public.

Issue: School Prayer

The Supreme Court has ruled that “educators” must be completely neutral with regard to religion and may neither encourage nor discourage prayer. “Official” prayer is not permitted by any school personnel or performed at graduation ceremonies. Educators are also prohibited from compelling students to salute the flag or even recite the Pledge of Allegiance. This amendment does not necessarily apply to “students” practicing religious activities. Students actually have the right to engage in private prayer, religious discussions, and even form religious clubs on school property. But it is more directed toward the institution and educators in general.

Issue: Search and Seizure

In the case of drugs, alcohol and other harmful devices or paraphernalia school authorities have the right to conduct a search of student lockers, cars, or any other assets located on school property. Since the school is responsible for anything on school property, school authorities have the right to protect children and respond to reasonable concerns about safety and health. Even random drug testing is practiced on students participating in extra curriculum activities to adhere to school standards. Dogs may be allowed to sniff students who are reasonable suspects or potential threats. Strip searches are illegal.

Issue: Freedom of Press

In 1988 the Supreme Court ruled in the “Hazelwood Case” that as long as student newspapers were financed by the students, and not associated with an official school “course” those students would have the liberty of publishing their own articles or newspaper. Stipulations were made though on any forms of obscenities, psychological harm, and disruption of school activities due to the article or newspaper.In the other hand, if the newspaper or article written was part of a school journalism course then school authorities have the right to censor the article or newspaper and terminate the release and fabrication of that article or newspaper.

Issue: HIV infected students

In the “Bragdon v. Abbott 1998” the Supreme Court ruled that HIV infected students are protected under the Disabilities Education Act (PL945-142) and are eligible to receive equal treatment and education rights. Other stipulations have been applied to children infected with the HIV virus that may be found having biting behaviors, fighting, or open sores which puts the lives of other students in jeopardy, may be restricted from the school environment.

Issue: Sexual harassment

In the “Franklin v. Gwinnett 1992 Title IX” the Supreme Court ruled that a student can sue a school district for monetary damages in cases of sexual harassment. Even though this is possible, the “Gebser v. Lago Independent School District 1998” and “Davis v. Monroe County Board of Education 1999”cases included changes to the stipulation to show that a “deliberate indifference” was evident to complaints about the teacher and peer sexual harassment suit before forcing the district to pay damages. According to the Courts, “just notifying the principal about foul play was insufficient”. In the account that a school official was found guilty of such an act it could cost the school federal funding privileges (IX penalty), an extreme high penalty to the harasser, but the district could not be sue. These stipulations may apply to gay and lesbian harassment, hostility, or ridicule.

Roman Education

Sifting through the pages of history, I find it incredible how education and culture have played an incredible role in the evolution of most civilizations. From the rites of passages in ancient societies to the liberal policies of the Roman academic systems there is much to relate when considering the educational system of today’s societies. In the following reflection I will be commenting on the description of ancient Roman educational practices, the evidence found in today’s schools, and the legal and ethical issues raised today if certain practices in both Greek and Roman schools were present.

The turn of events that lead to the pages of Roman history clearly marked an incredible decay of academic competence, moral behavior, and mastery of skill. Much changed from the formation of elite alumnus found in the ancient Sumerian and Egyptian cultures. Rome had taken a back seat in modeling the integrity and pioneering spirit of an academically sound society. From the looks of their achievements they resembled, and practiced much of what contributed to the Spartan Empire. With great military strength, but little academic knowledge they conquered by force.

It has been noted that Rome paid little attention in the assessment, development, discipline, or even formation of their youth and teachers. Students were left to learn on their own, given the liberties to attend classes when desired, and discouraged from assessing their aptitude on particular subjects. This liberal mentality left the Roman populace wondering, what was the appropriate age for children to attend school, or whether they should attend schools at all. With no overall curriculum agendas and little academic discipline Roman practices encouraged the method of competition to claim the social status of the young. Residents even went as far as excusing students from not attending class for fear of picking up bad habits. With a “strong” religious foundation, this may have given rise to the possible concept of Roman “homeschooling”. For statistics prove that most people in today’s society practice this method of education due to religious beliefs and practices.

Focusing our attention on the curriculum of Roman schools, most institutions and teachers structured their courses not on what the student needed, but rather on what would intrigue the students’ interest and attendance. We can contend that as far as a formal education is concerned very little was enforced, but as far as the extra curriculum activates great emphasizes was given to sports and music. This emphasizes path the way to the modern aristocratic social structure which can be found in our modern society. From the millionaires found on the pages of sports magazines to rap stars posing for the next issue of GQ, we can safely say that there are elements in this ancient culture which resembles today’s capitalist society.

In conclusion, mentioning the evidences found in history, if Roman academic ideologies were to be practiced into today’s society most teachers would lose their jobs, institutions closed down, and parents incarcerated. Much of the United States educational systems have been tremendously influenced by western ways of thinking. With reformation made to our school systems, boards, committees and disciplinary actions have been sanctioned in order to maintain a competitive level of social as well as academic competence. Even though parents are partners in the academic development of children, we still have ways to go in the moral connotation of what education mean sociably, domestically, and culturally.

Diversity in Schools

In the following essay I will be commenting on the question, “do you think that differences in language, religion, and culture should be recognized and taken into account in schools, or should schools be the central place in American society where all students are made into Good Americans?.”

In the rise of tremendous changes in our society’s demographics, religion, politics, family, and economics we as a nation should reconsider whether schools are using its full potential in the development of our communities and the embracing of cultural diversity. After researching the meaning of school we can conclude that a school is “an institution for development and instruction of a skill, business or area of interest”. If our schools are to contend with the rise of diversity in our society, it’s going to have to take a lead role in its own policies and educational structure in order to teach and accommodate the generations which are following. I believe strongly that there are fundamental characteristics in every nation that makes its citizens so unique. As “Americans” we share a common language, topography, government, and even economy. These characteristics are what allow us to share a common experience, and can be used to unite us and not divide us.

In the other hand, I believe that schools should be the central place of learning. A place where students and teachers can learn about diversity and embrace what makes us so different. If we are ever going to achieve a unified society of vibrant people we are going to have to break through the barriers of diversity. Embracing different people’s language, religion and culture could bring out the best in human beings, but integrating people’s differences can be faced with tremendous challenges. Unless we begin to restructure the way government, society, schools and religious institutions regard the populace we are going to continue to face obstacles in which the people of this country are challenged with the idea of diversity.

Change is important in the modeling or remodeling of any society. If schools are going to have the impact on those seeking knowledge and instruction, then it is going to have to model that instruction in its classrooms. Teaching diversity is not just the spreading of cultural information, but a matter of modeling and embracing cultural difference. Schools in my opinion are doing too little in the area of diversity and that is why we are lagging behind in cultural development in our society.

To conclude, I have come to realize that schools have become “mini communities” where students are contributing to the learning process and sharing a common goal to learn and succeed. Success is having the ability to overcome obstacles and achieve that which is desired, planned and attempted. We as a nation and academic institution are faced with many challenges. In order to succeed we are going to have to desire it, plan for it, and attempt it. So let’s do it!