critic on article

A critic of an article.

How public education cripples our kids.
By John Taylor Gatto.
Education and how it is conducted, who controls it and how effective it is,, has been debated for many years, by teachers, intellectuals, parents polititians and even the students themselves.
In this article Gatto endeavours to demonstrate how the public education system in America is designed to hamper the creative talents of the individual and to ensure that they will conform to the views of the authorities.
While this may seem to some, a little paranoid or even conspiracy theorist,
Gatto gives solid account of evidence to support his claims, making frequent references to well known figures of American history.
His article questions the need for the twelve year schooling journey and
highlights the indecrepencies of the basic principles of schooling.
The three most basic being ;-
1) To make good people
2) To make good citizens
3) To make each person his or her personal best.
However as Taylor Gatto points out this is far from the truth or even the reality.
“ Nothing could be further from the truth. The aim is simply to reduce as many individuals as possible to the same level, to breed and train a standardized citizenry, to put down dissent and originality. That is the aim in the United States and that is the aim elsewhere.”
This is a strong statement but believable when the actual statistics of school successes is very limited compared with the number of students passing though.

As a teacher of thirty plus years I have often asked my students the question, “What they are doing at school?” and many times the reply is the same. Get a good education to get a good job to get a good income. It all sounds fair enough but does it really meet the creative desires that make an individual feel content and satisfied with their lives.
Taylor Gatto goes on to question the weather we really need schooling at all. Not education but schooling and from this we can see that he is leading us to the thought that there is a huge difference between these two concepts and of course there is .
Education begins and birth or even befors and ends with death or some time there after. Some may argue never.
Within the family the greatest education occurs with the praise and encouragement of the young child for their simple achievements. This process of education is passed forward and back between child an parent, between olden child and younger child, between child and grand parent and so on. In his book Dumbing Us Down, Taylor Gatto highlights the process of learing between all ages and advocates classrooms of mixed age children. The benefits of this way of learning have been proven throughout country Australia in small one or two teacher schools. I personally was educated in a small country town and was always in composite age classes in which much of the learnig was done between students. The older ones showing the youger ones, much like in a family.
The writer demonstrates that education is a process not nescessarily based in schooling but on learning from whoever one encounters.
Although the article is daming of state education, Gatto carries the weight of many of his collegues.

Syllabus review for PDHPE

There are many physical benefits to doing regular exercise. Most people agree on most of the obvious ones like; -
• Lowering cholesterol
• Reducing excess fatty tissue

• Increasing muscle tone

• Increasing energy levels

• Moderating blood pressure
• Increasing bone density
• Promoting safe sugar levels
And so on, yet there are also others, which we may not agree on such as; -
• Increasing mental stability and brain function
• Increasing libido and hormone balances
• Better self esteem and self confidence
• Improves attitude and work ethic
• Promotes a positive and more optimistic outlook etc.

These benefits are profound and we would ask ourselves why we wouldn’t do exercise regularly however many of us don’t.
It is essential that exercise start in the early years as this develops a good habit base, which is easy to continue into puberty when children naturally become lazy and sedentary.
Through these early years the children learn Fundamental Movement Skills (FMS) which, if they don’t learn in early primary they will find very difficult, if not impossible to learn later. Through these skills children also learn to be confident about themselves and develop positive self-esteem.
There are three stages that children learn these fundamental skills: -
1) Stability Movement Skills - these include static balance, bending, stretching, rolling and stopping
2) Locomotion Movement Skills – which include walking, running, skipping, hopping, swimming, and all those things that kids love to do naturally
3) Manipulative Movement Skills – and these include the use of things like bats and balls and include throwing, catching, kicking, bouncing and striking

These three stages were outlined by Gallahue in 1996 and seem to still be very appropriate today.

The Board of Studies has developed a syllabus in PDHPE which assists teachers to plan, implement and assess a PDHPE programme for Primary students. The PDHPE syllabus outlines foundation statements for the three/four stages of Primary School development. These are divided into eight Strands and five skills areas . Each stage has dedicated outcomes for all strands and skills. Added to this are five Values and Attitudes however these five are non assessable . The syllabus helps teachers identify within key learning areas developmental progress or shortfalls. These can be then noted and dealt with at a later date.

In reflection of a days work on PDHPE

People

Don't

Have

Purpose

Eny more..........

I know the world revolves around sport and physical activity and there is definately a case for children to do and be taught physical activity but isn't a sad reflection of the lazy state that we live in and how we have allowed technology to take over our lives.

Once upon a time we had natural senses for what was good for us and we knew that walking, swimming , running and climbing trees were normal children's activities but now that has been overtaken by nintendo and watching television. My teenager goes for a walk around the block with her friend to chill out. She can't bear to sit in front of the television and yet some would now see this as uncool or even nerdy. Yey her mind is so active that she has trouble getting to sleep at night.

PDHPE is formalizing what we once knew as natural. With the influence of technology upon us we have lost all the natural elements of our lives and need to be reeducated to know what is good for us. There is even a new TV show called What is good for us.

There is no doubt that immobility, not obesity, will be the cause of a blooming medical industry in the future. Obese people will be looked upon like smokers. On the whole they have self inflicked their own medical conditions, and society will see it as such.

There is however the dilema that poor education leads to poor understanding of health and diet. Poor food in turn leads to low self esteem, feeling bad about yourself and even depression. This all in turn leads on to even more eating and a greater problem.

It is a vicious cycle.

Some schools of thought see that, for there to be an operative healthy mind there must also be a healthy body. This has been the basis of all Ancient Greek school activity and still an ethos that is carried by many today, however while we have multy national companies controlling what we eat and also running the medical system then we have a problem that is hard to beat.

The key to health is MOVEMENT. This is the thread that links all development of the child together. Children naturally love to move and this is at the time of their lives when ther is so much development and learning happening.

Impementing movement through all lessons and activities will help the child learn.

Resources for
Personal Development, Health & Physical Education (PDHPE) Teachers K- 6

PDHPE is one of the six key learning areas in the Australian NSW primary curriculum. It is concerned with developing in students the knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives. The subject matter of PDHPE K- 6 is organised into eight interrelated strands consisting of: Dance, Games and Sports, Gymnastics, Growth and Development, Interpersonal Relationships, Safe Living, Personal Health Choices and Active Lifestyle. There are also five essential skills that students should also develop from PDHPE. They are: communication, decision making, interacting, moving and problem solving.

Resources:

Australian Council for Health, Physical Education and Recreation (ACHPER)
ACHPER is a professional association representing professionals working in the fields of health, physical education, human movement studies, sport, recreation, dance and community fitness. This site has close links to the educational system and schools. Teachers can utilise ACHPER locally and nationally for support in terms of new curriculum resources, new ideas to promote active and healthy living and professional training and development.

Sports Media: Physical Education and Sports for Everyone
The Sports Media site is a meeting point for all organisations, associations and teams who are involved in Sports and PE. As a member of the World-Wide Internet PE & Sports Organization they guarantee a speakers corner for everyone, everywhere. Sports Media will also assist with lesson plans, coaching tips and sports from all around the world.

Board of Studies: PDHPE K-6 Syllabus
The aim of the PDHPE K-6 Syllabus is to develop in each student for the ages of Kindergarten to Year 6, the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. It also provides schools with a curriculum framework for teaching and learning related to the health priorities for young people of drug education, fitness and physical activity, child protection and nutrition.

http://www.healthykids.nsw.gov.au/
Every kid deserves to be healthy
Good food habits and daily physical activity – if your child has these, they're well on the way to a healthy life. But achieving this isn't always so simple. This website shows you how to do it and links you to many other sites on this important topic. Check out Useful Links for more resources in this site.

Purchasing of Resources:

NSW Department of Education and Training: Public Schools NSW
Various books distributed for PDHPE teachers for units of work for K-6 which facilitate the systematic learning of skills and understandings. Fourteen books covering all aspects of the PDHPE syllabus strands.

Education Bookstore: PDHPE Zone
PDHPE Zone Stage 4 is a series of four new booklets written by experienced NSW PDHPE teachers. It is relevant to the Physical Education and Health syllabuses in all states. Each booklet is supported by a Teacher CD that provides models for the integration of the four books as well as a range of worksheets covering literacy, numeracy, technology and practical skills.

Lesson Plans:

Dance Lesson Plans:
PE Central provides a site for teachers to view many dance lesson plans ranging primarily for K-6. You can sort via styles of dance or view primarily all dance plans. The ability to submit dance plans are available as well as converse with other teachers about teaching dance.

Games and Sport Lesson Plans:
A way to increase active time in lessons with a focus on games is to select minor games which require high activity levels. You probably already use a range of minor games in your PDHPE lessons. These are great for getting students involved in the lesson and focus on fun and enjoyment.

Gymnastic Lesson Plans:
An array of Gymnastic lesson plans designed to suit all skill levels and ages. Teachers can choose a lesson on how to teach specialised Gymnastic skills such as the Stadler Handstand, Balance Beam or High Bar drills. Don't forget to visit the site labelled non-traditional gymnastics.

Growth and Development Lesson Plans:
Visit Lesson Plan Central web site and take straight into your classroom lesson plans on Growth and Development. Various lessons looking at the stages of infancy up to early adolescence, systems of the body and how the science of laughter can enhance our social, mental and physical well being.

Interpersonal Relationship Lesson Plans:
Discussion Questions, Writing Assignments, and Student Activities for Character Education and Life Skills. View lesson plans on developing a respect for others, dealing with pressures and getting along with parents.

Safe Living Lesson Plans:
In addition to Risk Watch's age-appropriate lesson plans in every module, we've created interactive activities to use in your classroom. The following lesson plans are categorized by Risk Watch grade levels, but some activities may be appropriate for several age groups, so "click around" and explore all of your options!

Personal Health Choice Lesson Plans:
The Alabama Learning Centre provides a site of lesson plans that define a personal health goal, identify how personal health choices are influenced by peers, media, family and the community as well as recognise activities and behaviours that encourage healthy family living.

Active Lifestyle Lesson Plans:
Lessons to promote personal fitness and a healthy lifestyle. Choose lessons plans for K to Gr 7. Plus various other links and resource suggestions for teachers.

Fundamental Movement Skills

Students need to master certain fundamental movement skills if they are to enjoy the wide range of physical activities, sports and recreational pursuits offered in our communities. The following professional development sections allow you to gain an understanding of each skill and look at practical suggestions to incorporate these skills into your PDHPE and sport programs.

Static balance
Sprint run
Vertical Jump
Catch
Hop
Side gallop
Skip
Overarm throw
Leap
Kick
Dodge
Two-hand strike


Teachers Sharing Ideas:

Teachers Forum: PDHPE Billboard
An online message system enabling PDHPE teachers to converse and share ideas with other teachers or professionals in specialised areas. A list of email addresses with subject of interest and date posted is supplied.

The Sufi Enneagram

There have always been ways to classify individuals, perhaps this comes form the old : divide and conquer.
Divide groups up so we can understand understand them better
has always been a way of doing things.
The four temperaments as outlined back as far as the Ancient Greeks and more recently rediscovered by Steiner, give us a good basis for understanding the child as they tend to be a lot more honest in their presentation to the world.
These temperaments divide individuals into four groups, the Choleric, Sanquine, Phlegmatic and Meloncholic and while they were once referred to as the humors
they do give us an insight into how a child responds to the situations around them.
Steiner education looks closely at the temperaments as they effect eveything down to where a child may be seated in the classroom.
However with all types of classifications we should avoid dogma as it takes away our freedom and closes our minds to other possibilities.



Nine Personality Types according to the Sufi view.

1. The Perfectionist: personality type-"ego-resent".

2. The Caregiver: personality type-"ego-flattery". These types will try to say nice things about you so that you can say nice things back to them.

3. The Achiever: personality type-"ego-go". It doesn't have a real interior life, it's all in its role, and all in its functions in society rather than to an interior depth.

4. The Artist: personality type-"ego-melancholy". This type feels sad it is among so many people that are without real sophistication. They're sad and melancholic over being so artistic among so many bores.

5. The Observer: personality type-"ego-stinge". These people want to gather in all sorts of things and never give anything back.

6. The Team Player: personality type-"ego-cowardice".

7. The Optimist: personality type-"ego-gluttony".

8. The Competitor: personality type-"ego-venge".

9. The Peacemaker: personality type-"ego-indolent". Don't cause any problems, just sort of let things be.

Choleric: "When the ego predominates, a choleric temperament results. Cholerics come across as people who must always have their own way. Their aggressiveness, everything concerned with their forcefulness of will, derives from their blood circulation.

Sanguine: In the sanguine the nervous system dominates, and thus the astral body dominates (because the astral body expresses itself physically in the nervous system). "Sanguines surrender themselves in a certain sense to the constant and varied flow of images, sensations, and ideas, since in them the astral body and nervous system predominate. The nervous system's activity is restrained only by the circulation of the blood. That this is so becomes clear when we consider what happens when a person lacks blood or is anemic, in other words, when the blood's restraining influence is absent. Mental images fluctuate wildly, often leading to illusions and hallucinations.

"A touch of this is present in sanguines. Sanguines are incapable of lingering over an impression. They cannot fix their attention on a particular image nor sustain their interest in an impression. Instead, they rush from experience to experience, from percept to percept."

Phlegmatic: This temperament derives from the etheric or life body. "The result is a sense of inner well being. The more human beings live in their etheric body, the more they are preoccupied with their own internal processes. They let external events run their course while their attention is directed inward.

Melancholic: "In the melancholic the physical body is master over the others. Melancholics feel they are not master over their body, that they cannot bend it to their will. The physical body, which is intended to be an instrument of the higher members, is itself in control, and frustrates the others. Melancholics experience this as pain, as a feeling of despondency. Pain continually wells up within them because the physical body resists the etheric body's inner sense of well-being, the astral body's liveliness, and the ego's purposeful striving.

A comment on Myspace

Sitting on the bus with a bunch of year nine students, I cooly asked, " Who here has a prifile on Myspace." They all smiled, looked at me and answered, "What would you know about myspace?
" Oh I'm just looking into for my uni course."
They all had profiles and one student suggested that I join their group. But how can we have our teacher in our Myspace site, they questioned............So what was it all about.
In myspace the young have a domain that they can express themselves or as it seems, create themselves as they may want to be seen. The links that are created build a web of friends that may have no connection with each other. While this builds an extensive web it seems to establish a shallow or even superficial bond between everyone. It is a bit like other forms of modern communications, that while we are connected with the world we have lost the true ability to communicate.
While in the States teaching, I visited the Rank Corporation and spoke with a high ranking official/friend. His comment to me was.. " Keep computers out of schools as they take away the ability to communicate. We have to reeducate all college graduates in the art of simple communications so that they can send a memo."
So I wonder how Myspace fairs in this.

Knowledge as the outcome of education.

There seems to be various factors overlooked in the processes of modern education, that effect actual learning or gaining of knowledge.
We try through education to teach students to ;-
1) Think for themselves, through problem solving and issue resolution.
2) Gather information, through technology and other resources.
The outcome of this is that the students gain knowledge.
A meaning of knowledge is ' That which one makes his own " which means that when you really make gathered information your own or part of you, then you have gained knowledge and to have this process carried through one needs to think.
For the general masses of students, education today is not based on the aquasition of knowledge,
rather on the preparation for life skills in the work place. A basis of materialistic thought that is consumerist oriented. There are some, mainly the academics that have the benifit of true knowledge.
The only danger here is that knowledge remains in a closed circle, where the knowing ones teach the new to become the knowing ones to teach the new. This works if there is a sharing or distribution of the knowledge to those outside the circle. I know this sounds a little like a conspiracy theory but when we read Gatto and others we can see this backed up by stats throughout the U.S.
Knowledge is power but it is also freedom. Freedom to think alone and without influence.
When we look at all the great teachers and thinkers who found their inspiration through nature, Goethe, Piaget, Leonardo Da Vinci and the like, we find that they gained knowledge through their observations in nature and this transformed into a thought clarity, imagination based, that brought new or enlightened thoughts into the world.
In the eastern philosophies we find that clearing the mind through meditation is the greatest way to find new insights into things and so bringing these two ways together we find that the process of transformation brings true knowledge.
I would then question the basis of modern thought that through the internet we have the ability to gain knowledge.
Through the internet we have access to information which we are subject to, be it accurat or tainted, and by this alone have no real access to knowledge. Is it just a distraction bogging our thought life down and keeping us confused?

Knowledge as the outcome of education.
There seems to be various factors overlooked in the processes of modern education, that effect actual learning or gaining of knowledge.
We try through education to teach students to ;-
1) Think for themselves, through problem solving and issue resolution.
2) Gather information, through technology and other resources.
The outcome of this is that the students gain knowledge.
A meaning of knowledge is ' That which one makes his own " which means that when you really make gathered information your own or part of you, then you have gained knowledge and to have this process carried through one needs to think.
For the general masses of students, education today is not based on the aquasition of knowledge,
rather on the preparation for life skills in the work place. A basis of materialistic thought that is consumerist oriented. There are some, mainly the academics that have the benifit of true knowledge.
The only danger here is that knowledge remains in a closed circle, where the knowing ones teach the new to become the knowing ones to teach the new. This works if there is a sharing or distribution of the knowledge to those outside the circle. I know this sounds a little like a conspiracy theory but when we read Gatto and others we can see this backed up by stats throughout the U.S.
Knowledge is power but it is also freedom. Freedom to think alone and without influence.
When we look at all the great teachers and thinkers who found their inspiration through nature, Goethe, Piaget, Leonardo Da Vinci and the like, we find that they gained knowledge through their observations in nature and this transformed into a thought clarity, imagination based, that brought new or enlightened thoughts into the world.
In the eastern philosophies we find that clearing the mind through meditation is the greatest way to find new insights into things and so bringing these two ways together we find that the process of transformation brings true knowledge.
I would then question the basis of modern thought that through the internet we have the ability to gain knowledge.
Through the internet we have access to information which we are subject to, be it accurat or tainted, and by this alone have no real access to knowledge. Is it just a distraction bogging our thought life down and keeping us confused?

Who knows knowledge

Knowledge as the outcome of education.
There seems to be various factors overlooked in the processes of modern education, that effect actual learning or gaining of knowledge.
We try through education to teach students to ;-
1) Think for themselves, through problem solving and issue resolution.
2) Gather information, through technology and other resources.
The outcome of these processes is that the students gain knowledge.
A meaning of knowledge is ' That which one makes his own " which means that when you really make gathered information your own or part of you, then you have gained knowledge and to have this process carried through one needs to think.
For the general masses of students, education today is not based on the aquasition of knowledge,
rather on the preparation for life skills in the work place. A basis of materialistic thought that is consumerist oriented. There are some, mainly the academics that have the benifit of true knowledge.
The only danger here is that knowledge remains in a closed circle, where the knowing ones teach the new to become the knowing ones to teach the new. This works if there is a sharing or distribution of the knowledge to those outside the circle. I know this sounds a little like a conspiracy theory but when we read Gatto and others we can see this backed up by stats throughout the U.S.
Knowledge is power but it is also freedom. Freedom to think alone and without influence.
When we look at all the great teachers and thinkers who found their inspiration through nature, Goethe, Piaget, Leonardo Da Vinci and the like, we find that they gained knowledge through their observations in nature and this transformed into a thought clarity, imagination based, that brought new or enlightened thoughts into the world.
In the eastern philosophies we find that clearing the mind through meditation is the greatest way to find new insights into things and so bringing these two ways together we find that the process of transformation brings true knowledge.
I would then question the basis of modern thought that through the internet we have the ability to gain knowledge.
Through the internet we have access to information which we are subject to, be it accurat or tainted, and by this alone have no real access to knowledge. Is it just a distraction bogging our thought life down and keeping us confused?

try this mind map and really be confused