In the evolution of knowledge and education we find the interaction of different civilizations collating the principles of each other progress and successes. As we learn of the first schools in Sumer found in the article “First Schools” written by Samuel Noah Kramer it is clear that the ancient world had an advanced and developed system of education which competitively resembles that of ancient Egypt. In the following reflection I will be comparing these first schools with Ancient Egyptian Education. And, what are my thoughts on teacher effectiveness today in comparison?
Even though there may be much debate about who developed the first schools in the ancient world, there is certainly enough evidence to prove that they existed and that they shared in similar practices from enculturation to vocationalism. In the “first schools” in Sumer we find several dynamic principles which were the cornerstone of its educational system. First, were there cuneiform writing systems which reflected there development of language, linguistics, symbols, sounds, writing, and instruction. This discovery gave us a better understanding of the importance of training, and revealed Sumer’s economical and vocational advances which began in the early 3000 B.C. These advancements lead to a development of more profound studies such as theology, zoology, mineralogy, grammaticism and others. Due to the dexterity of these subjects much of the commoners of Sumer were unable to achieve elite status because of their financial and educational burdens or limitations.
Also found in this great city was the establishment of mentors (elders or school fathers) who adopted the trainees, and who had the responsibility of preparing and instructing these future apprentices for success. The progress of each student reflected the success of his mentor, this coalition was so important that mentors practiced great forms of discipline which guaranteed success. Not succeeding could have meant time lost, and perhaps even discipline in “the forms see fit” by the hierarchy.
In contrast, we see Egypt with its mighty edifices and government performing much of the same practices as Sumer. Egypt and all its riches depended on the success of its apprentices. Schools were not any different, nor were the learning styles. Students would embark in a long educational journey which brought with it discipline, instruction, correction, and repetition. Excellence was not an option, and “school fathers” were responsible for the development of the next generation of successors. From the hieroglyphics writings to the construction of the great pyramids Egypt didn’t fall behind any other civilization. Their accomplishments depicted the achievements of the hierarchy (elites) and left markers in the history of education. From scribal vocations to agricultural pioneers we see a development of knowledgeable students and need for a well developed education system.
Analyzing more closely the effectiveness of these ancient teachers compared to the modern day instructor we find some similarities in the philosophical approach of how to conduct effective classrooms. It is my contention that Sumer and its counterpart (Egypt) used a philosophical approach of education called “direct teaching” and “mastery learning”. These two approaches focus much of its attention on “structured lessons in which presentation of new information is followed by student practice and teacher feedback” and “programs committed to the credo that, given the right tools, all children can learn". In the later, a behavioral objective is required where students are then taught the skill or material and then they are tested to determine if the objective has been reached. These principles secured that the most elite students would move on to greater success and begin their lifelong vocation.
Showing posts with label sociology. Show all posts
Showing posts with label sociology. Show all posts
Monday, February 23, 2009
Home Schooling in Comparison
Early in history, we find that homeschooling was the official practice of enculturation, and education (the imparting of knowledge and skill) in the ancient civilizations. As we study the first schools of Egypt, Mesopotamia, and specifically Sumer we find enormous amounts of evidence that confirms the existence of home schools as early as 3000B.C. In the following reflection I will be comparing home schooling today with home schooling in the classic ancient civilizations.
Much has not changed in the ideologies which frame the philosophical foundations of practicing home schooling in the ancient world as compared to the modern world. As we look through the lens of time we see that the children of the ancient civilizations began their educational journey at an early age. Parent s, or the schools adopted elders also known as “school fathers”, were entrusted with the task of preparing these early trainees with the ability and skills necessary to meet the economical and vocational demands of the time. This intimate practice (one on one training) allowed for students to receive more attention in the advancement of their lifelong careers. Even though these trainees did not decide on his or her vocation, but rather depended on the acquisition of previous generational successes, they were trained at home.
Being the children of important public officials could have played an important role in the preparation of these “elite” individuals, but make it clear they were highly disciplined in their educational development and teachers did not “spare the rod”. In most cases this form of education assured that there was no room for error and students were ultimately the best prepared for the job.
Today, in this modern civilization, we find that nearly two million children are being educated in this arena (home school). Perhaps there are many reasons why parents choose to educate their children at home, but they are still being held responsible to meet the standard criteria mandated by the educational systems and society. Looking at the issues that urges parents to remove their children from a secular or public educational system into a more private home school setting can extend from religious beliefs to security issues. The lack of attention or the dissimilarity of values being taught in our public schools can be an obstacle in the progress of most students. This dissimilarity can be challenging in the enculturation process because, an acculturation of secular beliefs may be transforming the paradigms which traditional beliefs are based on.
In comparison, many may argue that this acculturation can be positive in the educational development of children because, they would be better prepared for a sociological setting compared to their home schooled colleagues. In the other hand, departing from some traditional values can rattle the mind frame of most students. In either case, parents still have an important role to play in schools. We find that in ancient Egypt and Mesopotamia such values and instruction was given regarding ethical principles found in the “Book of Instructions”. These principles became part of the “core curriculum” found in Egypt’s academicals programs. Programs and subjects such as “justice, wisdom, obedience, humanity and restraint” offered trainees the virtues of living a well ordered life.
Unfortunately, since moral instruction is no longer being taught in the core curriculum of public schools we do find that there are moral lessons found in the hidden curriculum (lessons) of most classrooms. We may also contend that educational ethics may be found on most class syllabuses handout by professors early in the term. These standards, rules, and responsibilities can be viewed as the ethical framework which will governs the class setting. Either way, society is still faced with the challenge of viewing our home school colleagues as competitors or educational partner in the development of the next generation of students.
Much has not changed in the ideologies which frame the philosophical foundations of practicing home schooling in the ancient world as compared to the modern world. As we look through the lens of time we see that the children of the ancient civilizations began their educational journey at an early age. Parent s, or the schools adopted elders also known as “school fathers”, were entrusted with the task of preparing these early trainees with the ability and skills necessary to meet the economical and vocational demands of the time. This intimate practice (one on one training) allowed for students to receive more attention in the advancement of their lifelong careers. Even though these trainees did not decide on his or her vocation, but rather depended on the acquisition of previous generational successes, they were trained at home.
Being the children of important public officials could have played an important role in the preparation of these “elite” individuals, but make it clear they were highly disciplined in their educational development and teachers did not “spare the rod”. In most cases this form of education assured that there was no room for error and students were ultimately the best prepared for the job.
Today, in this modern civilization, we find that nearly two million children are being educated in this arena (home school). Perhaps there are many reasons why parents choose to educate their children at home, but they are still being held responsible to meet the standard criteria mandated by the educational systems and society. Looking at the issues that urges parents to remove their children from a secular or public educational system into a more private home school setting can extend from religious beliefs to security issues. The lack of attention or the dissimilarity of values being taught in our public schools can be an obstacle in the progress of most students. This dissimilarity can be challenging in the enculturation process because, an acculturation of secular beliefs may be transforming the paradigms which traditional beliefs are based on.
In comparison, many may argue that this acculturation can be positive in the educational development of children because, they would be better prepared for a sociological setting compared to their home schooled colleagues. In the other hand, departing from some traditional values can rattle the mind frame of most students. In either case, parents still have an important role to play in schools. We find that in ancient Egypt and Mesopotamia such values and instruction was given regarding ethical principles found in the “Book of Instructions”. These principles became part of the “core curriculum” found in Egypt’s academicals programs. Programs and subjects such as “justice, wisdom, obedience, humanity and restraint” offered trainees the virtues of living a well ordered life.
Unfortunately, since moral instruction is no longer being taught in the core curriculum of public schools we do find that there are moral lessons found in the hidden curriculum (lessons) of most classrooms. We may also contend that educational ethics may be found on most class syllabuses handout by professors early in the term. These standards, rules, and responsibilities can be viewed as the ethical framework which will governs the class setting. Either way, society is still faced with the challenge of viewing our home school colleagues as competitors or educational partner in the development of the next generation of students.
Saturday, February 21, 2009
Apprenticeship in Comparison
Education and training has always been fundamental in the development of skill and proficiency. Dating back as early as 4000 B.C., in Babylon, we find early systems of apprenticeship that gave young trainees the opportunity to develop and master a skill or trade. In the following reflection I will be comparing apprenticeship today with apprenticeship in the classic ancient civilizations.
For thousands of year’s people, societies, tools, and vocations have changed. “Change” has been considered the essential theme of the apprenticeship philosophy. While early civilizations learned how to develop tools and other crafts, it became necessary to develop learning systems in order to replicate and learn how to use and develop these tools. This replication gave rise to the apprenticeship system in the ancient world. It was vital for the proficiency of skill to be achieved in order that the early civilization may have a chance in developing its economy and wealth. Without these apprenticeship systems all existing civilizations were doomed for failure and even stagnicity. With the need and development for instruction and learning, production increased and so did knowledge. This knowledge gave way to new techniques of training and new forms of vocational interests. In all, we see through the lens of time, that the thirst for knowledge and the need to spread that knowledge through training and education was vital for that civilizations success.
Even though “change” may have been considered the essential theme that governs the development of the apprenticeship process, there still remain some fundamental principles that barricade the core values of apprenticeship. Apprenticeship reflects status; in the ancient and modern world those who achieved success were those who demonstrated mastery in their skill or vocation. This “mastery” process in many instances meant sacrifice, years, discipline, teaching, instruction, and even humility. In attaining these virtues an apprentice was rewarded with security, vocation, and respect. Not attaining these virtues may have promised you hardship, lower class status, and even slavery in many instances. For it has been said “a journeyman or master who had his tools and had his skills was worthy of sitting with the King.”
In our modern society much has not changed in the process of attaining instruction and education. For we as the populace still see large edifices, institutions, and systems which still govern the learning principles. Our techniques may be more advanced or widely easier to attain, but the course is still the same. Training, education, apprenticeship, homeschooling, and even in some cases “temple” learning still exists. “Masters” and “school fathers” are equivalent of today’s instructors and teachers. All of these characteristics of apprenticeship reflect the evolving stages of such a needed system. We are reminded in our society today that without demonstrating proficiency and aptitude we are promised curb and “confinement”.
For thousands of year’s people, societies, tools, and vocations have changed. “Change” has been considered the essential theme of the apprenticeship philosophy. While early civilizations learned how to develop tools and other crafts, it became necessary to develop learning systems in order to replicate and learn how to use and develop these tools. This replication gave rise to the apprenticeship system in the ancient world. It was vital for the proficiency of skill to be achieved in order that the early civilization may have a chance in developing its economy and wealth. Without these apprenticeship systems all existing civilizations were doomed for failure and even stagnicity. With the need and development for instruction and learning, production increased and so did knowledge. This knowledge gave way to new techniques of training and new forms of vocational interests. In all, we see through the lens of time, that the thirst for knowledge and the need to spread that knowledge through training and education was vital for that civilizations success.
Even though “change” may have been considered the essential theme that governs the development of the apprenticeship process, there still remain some fundamental principles that barricade the core values of apprenticeship. Apprenticeship reflects status; in the ancient and modern world those who achieved success were those who demonstrated mastery in their skill or vocation. This “mastery” process in many instances meant sacrifice, years, discipline, teaching, instruction, and even humility. In attaining these virtues an apprentice was rewarded with security, vocation, and respect. Not attaining these virtues may have promised you hardship, lower class status, and even slavery in many instances. For it has been said “a journeyman or master who had his tools and had his skills was worthy of sitting with the King.”
In our modern society much has not changed in the process of attaining instruction and education. For we as the populace still see large edifices, institutions, and systems which still govern the learning principles. Our techniques may be more advanced or widely easier to attain, but the course is still the same. Training, education, apprenticeship, homeschooling, and even in some cases “temple” learning still exists. “Masters” and “school fathers” are equivalent of today’s instructors and teachers. All of these characteristics of apprenticeship reflect the evolving stages of such a needed system. We are reminded in our society today that without demonstrating proficiency and aptitude we are promised curb and “confinement”.
Saturday, February 7, 2009
Philosophy of Education in Ancient Mesopotamia
Mesopotamia, similar to Egypt, was known as the “cradle of civilization”. This appellation was possibly affixed to this ancient civilization because of the advancement which was reflected in its writings, education, architecture and religion(s). Just like Egypt, this well developed society stunned it’s counterparts with the ability to construct governments, systems and edifices which still stand as of today. Education, of course, played a very important role in the cultural development of this ancient society. In the following reflection I will be commenting on what strikes me as most important in reading about education in ancient Mesopotamia? And how does the philosophy of education relate to ancient this civilization?
We could safely say that due to possible commercial trading and interaction of both these ancient civilizations (Egypt and Mesopotamia), Mesopotamia may have shared or even adopted certain systems, principles, and values which is parallel to that of its counterpart. In the study of ancient Mesopotamia’s educational development, I find it interesting that the priests of this civilization dominated the intellectual and educational domain found in this culture. It was very clear that their educational programs involved teaching their priests and scribes reading, writing, religion, medicine and other sciences in order to establish a priestly supremacy. Examining this could reflect how important religion and the priestly post were in the core values of this ancient civilization. With most of Mesopotamia educational institutions being temples, it is said that “schools for priests were as numerous as temples” in this ancient empire.
Another interesting study was the various trades and subjects offered in the cradle of this civilization. With a list of curriculums ranging from writing to astrology we see an expansion of knowledge in the midst of this study. Similar to Egypt they offered and practiced homeschooling, apprenticeship and temple institutionalization, but incredibly they had an extended knowledge of other practices. I am sure many scholars can argue that Egypt was as competitively developed, but with trades such as copyists, librarians and teachers we see a dynamic evolution of culture developing in Mesopotamia. Librarians became one of the key vocations, as well as scribes, because books were now being established at perhaps a larger rate or more frequently. We can even see a possible transition from homeschooling to and institutionalized education. Students now had to develop more reading and writing in order to achieve vocational success, which now could be found through scribal book and subjects.
Conclusive to everything I have mentioned about education in Mesopotamia, in the study of the five main Western educational philosophies it may be safe to say that we can find similarities in the adopted philosophical form of education practiced by this ancient empire. Mesopotamia with its strong religious, cultural, and scribal practices may be categorized as an empire that used an essentialism and perennialism system of education. These types of philosophy, again urges that “traditional disciplines” and “teacher centered philosophies” be implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students and the enculturation of the empire.
We could safely say that due to possible commercial trading and interaction of both these ancient civilizations (Egypt and Mesopotamia), Mesopotamia may have shared or even adopted certain systems, principles, and values which is parallel to that of its counterpart. In the study of ancient Mesopotamia’s educational development, I find it interesting that the priests of this civilization dominated the intellectual and educational domain found in this culture. It was very clear that their educational programs involved teaching their priests and scribes reading, writing, religion, medicine and other sciences in order to establish a priestly supremacy. Examining this could reflect how important religion and the priestly post were in the core values of this ancient civilization. With most of Mesopotamia educational institutions being temples, it is said that “schools for priests were as numerous as temples” in this ancient empire.
Another interesting study was the various trades and subjects offered in the cradle of this civilization. With a list of curriculums ranging from writing to astrology we see an expansion of knowledge in the midst of this study. Similar to Egypt they offered and practiced homeschooling, apprenticeship and temple institutionalization, but incredibly they had an extended knowledge of other practices. I am sure many scholars can argue that Egypt was as competitively developed, but with trades such as copyists, librarians and teachers we see a dynamic evolution of culture developing in Mesopotamia. Librarians became one of the key vocations, as well as scribes, because books were now being established at perhaps a larger rate or more frequently. We can even see a possible transition from homeschooling to and institutionalized education. Students now had to develop more reading and writing in order to achieve vocational success, which now could be found through scribal book and subjects.
Conclusive to everything I have mentioned about education in Mesopotamia, in the study of the five main Western educational philosophies it may be safe to say that we can find similarities in the adopted philosophical form of education practiced by this ancient empire. Mesopotamia with its strong religious, cultural, and scribal practices may be categorized as an empire that used an essentialism and perennialism system of education. These types of philosophy, again urges that “traditional disciplines” and “teacher centered philosophies” be implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students and the enculturation of the empire.
Philosophy of Education in Ancient Egypt
Whenever we view the civilizations of the past we find processes and developments which were essential to the success of that culture or society. In the case of ancient Egypt, education was fundamental in its advancements. In the following reflection I will be commenting on what strikes me as most important in reading about education in ancient Egypt? And how does the philosophy of education relate to ancient Egypt?
Egypt, one of the most advance civilizations of the ancient world, used a threefold approach in education which until modern times has not been able to produce the results which were achieved in this empire. With limited machinery, technology, and resources we see this ancient empire construct and establish laws, systems, and edifices which are to be envied. Much of their success depended on ability, skill, wisdom and divine guidance. Throughout its history, we learn that Egyptians established the homeschooling, apprenticeship, and temple institution as a means to impart and attain knowledge. In their academic development we find something uniquely rich in the establishment and rules of their educational programs. Children began their vocational practices at an early age in which, their parents and adopted elders were invoked to participate in the development of their skills. This strikes me as interesting because much of the lifelong vocation that a young Egyptian adult would perform would have been handed down from previous generations. This, in many instances, meant that the trainee did not decide on his or her own vocation but would have been already destined to perform certain functions in society because of previous generational successes. This brings to light the cultural differences found in today’s society. The influence of culture was very important in the framework of how these ancient schools functioned.
Another element that strikes me interesting is the implementation of ethical principles found in the “Book of Instructions”. These principles were part of the “core curriculum” found in Egypt’s academicals programs. Trainees were also instructed in the areas of “justice, wisdom, obedience, humanity and restraint” which was offered as components of living a well ordered life. Most of these components had ethical and religious foundations which we see playing an important part of the Egyptian culture. Having these types of academic virtues could have very well meant the difference in social status. For we see that education had its rewards even in ancient Egypt.
In the study of educational philosophy we have learned that through the development of education and in each distinct classroom, teachers and programs may possess philosophical bases which form the teaching and program styles. These philosophical values forms the platform of teaching in which the institution base their curriculum courses. Evaluating the different Westernized philosophies found in teaching which range from “essentialism, perennialism, progressivism, social reconstructionism, existentialism, and others”, it is my contention that Egyptians had formed or adopted an academic philosophy that closely resembled that of essentialism and perennialism. These types of philosophy urges that “traditional disciplines” and “teacher centered philosophies” are implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students. The importance of cultural literacy was also prominent in the “core curriculum” of these Egyptian trainees, and to make sure of this enculturation cultural book, ideas, and concepts remained the cornerstone of the educational program.
Egypt, one of the most advance civilizations of the ancient world, used a threefold approach in education which until modern times has not been able to produce the results which were achieved in this empire. With limited machinery, technology, and resources we see this ancient empire construct and establish laws, systems, and edifices which are to be envied. Much of their success depended on ability, skill, wisdom and divine guidance. Throughout its history, we learn that Egyptians established the homeschooling, apprenticeship, and temple institution as a means to impart and attain knowledge. In their academic development we find something uniquely rich in the establishment and rules of their educational programs. Children began their vocational practices at an early age in which, their parents and adopted elders were invoked to participate in the development of their skills. This strikes me as interesting because much of the lifelong vocation that a young Egyptian adult would perform would have been handed down from previous generations. This, in many instances, meant that the trainee did not decide on his or her own vocation but would have been already destined to perform certain functions in society because of previous generational successes. This brings to light the cultural differences found in today’s society. The influence of culture was very important in the framework of how these ancient schools functioned.
Another element that strikes me interesting is the implementation of ethical principles found in the “Book of Instructions”. These principles were part of the “core curriculum” found in Egypt’s academicals programs. Trainees were also instructed in the areas of “justice, wisdom, obedience, humanity and restraint” which was offered as components of living a well ordered life. Most of these components had ethical and religious foundations which we see playing an important part of the Egyptian culture. Having these types of academic virtues could have very well meant the difference in social status. For we see that education had its rewards even in ancient Egypt.
In the study of educational philosophy we have learned that through the development of education and in each distinct classroom, teachers and programs may possess philosophical bases which form the teaching and program styles. These philosophical values forms the platform of teaching in which the institution base their curriculum courses. Evaluating the different Westernized philosophies found in teaching which range from “essentialism, perennialism, progressivism, social reconstructionism, existentialism, and others”, it is my contention that Egyptians had formed or adopted an academic philosophy that closely resembled that of essentialism and perennialism. These types of philosophy urges that “traditional disciplines” and “teacher centered philosophies” are implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students. The importance of cultural literacy was also prominent in the “core curriculum” of these Egyptian trainees, and to make sure of this enculturation cultural book, ideas, and concepts remained the cornerstone of the educational program.
Saturday, January 31, 2009
Formal Curriculum vs. Hidden Curriculum
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.
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.
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.
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.
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