Expert answer:Unit 4 essay
Expert answer:!!!!I have attached two files to be looked over. The file named Unit 3 essay should be revised!!!!Higher Education for the Twenty-First Century: Re-designing Student SuccessFor essay #3, perform a significant revision to last unit’s essay. Revise your work by doing the following:Include at least two additional outside perspectives on the future of higher education. (You will discover these outside perspectives by conducting library research, and you will include them via quotation, paraphrase, and/or summary, which we will practice in this unit’s discussion.)Argue for specific recommendations about how higher education could be re-designed for the students of the twenty-first century.As you revise last unit’s essays to meet these new goals, you may also expand, edit, restructure, and delete from your second essay, in order to make a clear, effective argument about how to adjust college education for today’s students. This unit’s essay should not merely be last unit’s with a few new paragraphs tacked on, but should be a re-envisioned essay.You might begin by designing a working thesis about how higher education needs to change. Then, begin researching what other writers have said already about your ideas. Start with an search on your subject using the Park University McAfee Memorial Library’s Pirate Search feature , but also consider consulting Google Scholar (Links to an external site.)Links to an external site.. We will spend time this unit discussing and analyzing sources together.Think about what you would like to teach your readers about how higher education should change. Consider making precise, practical recommendations. Be sure to provide explicit reasoning, and describe the implications of your ideas for today’s college students. Make sure that every paragraph of Essay #3 points your readers toward your particular focus and argument.Some of you may find it possible to use some material from essay #2, and others will simply use essay #2 as a launching off point. Either way, I will be looking for a revised thesis, enhanced supporting arguments, incorporation of new research, etc. Remember the difference between revision and editing; this is a revision project, not an exercise in editing essay #2. In short, although you will use essay #2 as a basis, essay #3 should be a significant re-envisioning, with a revised thesis and development. Essay #3 should have a new title to reflect this revised content.Please craft a short description (this can be in bulleted list form if you would like) of the changes and transformations you made in revising essay #2 to create essay #3. Submit this description as either a second file or as a new page (after Works Cited) at the end of your essay #3 file. Failure to submit this required information will result in a letter grade deduction from essay #3.Guidelines for Essay #3Length/Due Date: approximately 1,000 words, due Sunday midnight Central Standard Time (CST).Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following:Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.Research & Documentation: Because you will rely on the work of others to make your argument, this essay must include formal references to not only the assigned readings but also the sources you locate via research. Use your skills of quotation, paraphrase, and summary to incorporate these other writers’ perspectives, and be sure to provide in-text citations using a standard scholarly style outlined in Easy Writer, such as MLA or APA.File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Your essay should include an appropriate bibliography, with an entry for each individual source you reference in the body of the essay. See Easy Writer for directions on how to create appropriate entries for works appearing in an anthology and articles archived in a database. (Hint: Look for the terms “anthology” and “database” in the directories for models in Easy Writer.)Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your thesis. Do not format your title with quotation marks, boldface, underlining or italics. Quotation marks or underlining are only appropriate if the title borrows words from another source.
unit_3_essay.pdf
freires_argument…pdf
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Tyrell Barker
Professor Leduc
Park University
EN 106
Dec 24 2017
Perspectives Relating to Educational Practices
Similarities between the ideas presented by Paulo Freire and Mark Edmundson on
education
Freire and Edmundson point to the fact that the educational systems that are currently
being utilized have ended up stifling student’s ability. Edmundson postulates that the ways that
have been adopted by the Americans that are capitalist in nature has resulted in a culture that
condones consumption (Edmundson 50). Owing to the culture and the fact that students have
ended up believing in all the concepts presented therein. This has led to the stifling of the
ambitions that students have whereas their thought processes have become limited hence
inhibiting their ability to act individually and in a passionate manner. On the other hand, Freire
asserts that the current mode of learning has led to a situation where students only wait to receive
the knowledge that is dished out by their educators, regardless of whether the information might
be right or wrong (Freire, Ana and Walter 16). In this way, both authors point to the culture of
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consumerism among students. The students only take in the information provided to them by
their tutors without synthesizing what the information actually means. The proposal is that
information should be carefully analyzed and internalized and the student should be in a position
to come up with their own perspective on the concepts learned.
In order to break out from the current trends prevalent among student, both authors give
corrective measures that can be applied to ensure positive outcomes. Edmundson proposes that
students should be encouraged so that they can be in a better position to exercise their ability to
make choices that will increase their capability of finding their destined direction. With the
assertion made by Edmundson, students hence being called upon to play a more active role in the
process of receiving their education (Edmundson 48). The views that are tabled by Freire support
Edmundson’s ideas. Freire suggests that in as much as the knowledge that students have to
receive will be obtained from their educators, students also have a role to play in ensuring the
efficiency of the entire process. They are required to carefully consider the concepts presented to
them and where possible, they should engage in dialogue with their educators. Hence, the
learners should be encouraged to reflect, explore as well as apply any of the information that
might be presented to them.
Both authors point to the fact that the end result should be measured in the ways in which
the people who go through the learning system contribute to their surroundings. According to
Freire, instead of watching as various circumstances are predetermined for an individual in their
society, they are required to play an active role in shaping the circumstances. In this way, they
can desist from being oppressed. In support of the same perspective Edmundson explains that the
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current generation of learners has been heavily affected by their overreliance on the information
that is fed to them by the television. This has led to a situation where the students are incapable
of going through the elements that are integral for experiencing life. This in turn makes it
difficult for them to give a meaningful contribution to the society in which they live.
Differences between the ideas presented by Paulo Freire and Mark Edmundson on
education
Regardless of the fact that both authors focus on the weaknesses that are prevalent in the
current educational system their approach is quite different. Freire focuses on the utilization of
the banking concept in the process of knowledge acquisition. In his presentation, there are two
parties that are involved. The parties include the teachers who are tasked with the responsibility
of impacting knowledge to students who are the recipients (Freire 114). The concept points to the
fact that students undertake a very passive role in the process of gaining knowledge. The
criticism is lodged in the manner in which a student is supposed to act where they should not
engage in rigorous discussion, critical thinking as well as problem solving on an individual basis.
The argument presented by Edmundson points to the impact that the American capitalist
culture has had on the learners. The biggest requirement for capitalism to thrive is the presence
of capital. Currently, the educational systems that have been put in place lead to the production
of consumers as well as employees. In such a case, education is limited as mediocre intellects are
encouraged. Owing to this, the number of students who go through various institutions of
learning end up being quite passionless as they have been thoroughly trained to observe in the
process of learning but not to render their contribution. Moreover, the role of the television in
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shaping the thoughts of learners is critically analyzed. Whereas in Freire’s work, the methods
that are used by educators are seen as oppressive, Edmundson attributes the current undesirable
learning environment to the overreliance on the concepts that are presented to learners from
media such as the television. This has resulted in a situation where students go in pursuit of
perfectionism which stifles inspiration, improvisation and surprise.
Issues not considered in Freire and Edmundson’s work
Although the authors have provided students and their educators a variety of methods that
can be used to enhance the overall learning experience, several issues have been left out. The
authors do not explain the actions that should be taken by students in situations where they are
not in a position to take advantage of the transformative opportunities described in Freire and
Edmundson’s work. Moreover, it does not provide an alternative where students face difficulties
in getting themselves heard.
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Bibliography
Edmundson, Mark. “Why teach.” Defense of a Real Education (2013).
Edmundson, Mark. Why teach?: In defense of a real education. Bloomsbury Publishing USA,
2014.
Freire, Paulo, Ana Maria Araújo Freire, and Walter F. De Oliveira. Pedagogy of solidarity. Vol. 4.
Left Coast Press, 2014.
Freire, Paulo. “16 Pedagogy of the Oppressed.” Social Work: A Reader (2013): 114.
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The Role Educators and Their Learners have to Play in the Acquisition of Education
The context of Freire’s argument
Freire’s work focuses on the use of critical reflection in such a way that anybody who is
being oppressed through the information that they are receiving can be in a position to take an
action which would result in a modification of the various scenarios that the individual may be
subjected to. The changes that are to occur in an individual’s situation have to take place using
methods that can be verified in a concrete and objective manner (Beckett 50). Freire’s goes
ahead and looks into the dynamics that are often prevalent in the interactions of students and
their teachers. The interactions are often in such a manner that the teacher holds all the
knowledge that is to be impacted into the students regardless of whether the information is right
or wrong. In such a situation, the students expect that the teacher will think for them and at the
end of it all, they should be in a position to rely on the information that they might have. The
students are oppressed in the manner in which they take in the knowledge, as they do not take
time to look into the various components that they might have been taught and neither do they
critically analyze the concepts taught to them.
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From Freire’s perspective, it is essential for an individual to carefully think about the
realities that are predominant in the various spheres of life that might surround them. The spheres
include the social and political environments. In doing this, the individual draws himself from
being a participant in the world that will have been put together by other people (Ramón and
Jeanes 448). The same concept also applies to students in a learning environment. Dialogue
should be applied where both parties, that is, the students and their teachers should be in a
position to give their inputs in the learning process. Moreover, it is also essential to note that the
lives of human beings are often interconnected often resulting in a collective struggle.
A statement of what I feel to be “the gist” of Freire’s argument
In the course of the learning process, the views that students might have should be taken
into consideration. Moreover, the relationship that should be present between teachers and their
students should be carefully thought about because, at the end of the day, it will portend the
acquisition of the education necessary for the student. Both parties can easily interchange roles
as they have something to learn from each other.
A description of the key claims of the text
The educational process should involve some dialogue between the teacher and the
learner. The two-way process of communication should foster respect between the two parties.
The parties should work together for the achievement of a common purpose. Dialogue should
lead to improvements in the environment surrounding the people involved in the education
process as opposed to having the main objective of simply deepening the understanding of the
parties involved (Freire 114). The knowledge acquired should culminate actions that are well
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informed. Moreover, learners should not think of themselves as the oppressed in the course of
obtaining knowledge. The process of knowledge acquisition should foster unique ways of
dealing with the surrounding world, especially for the learner.
Relevant examples (direct quotations or paraphrases) taken from the text
As regards the current educational methods that are being adopted, Freire explains that
“Education has become an act of depositing, in which the students are the depositories and the
teachers are the depositors. Instead of communicating, teachers issue communiqués and make
deposits which students patiently receive, memorize and repeat” (114). Moreover, the system
makes it difficult for those who offer knowledge or information to be aware that those who are
undergoing the educational process might have ideas that might contradict various aspects of
reality.
How readers might practice Freire’s ideas
In the course of acquiring the information, we should first critically analyze it. The next
step that should follow is to give feedback relating to the information acquired. In addition, the
actions that are to be taken should be well informed. These actions should be undertaken so that
they can improve our surroundings.
How Freire’s claims can help me succeed as a student
In the course of my educational pursuits, learning should be a two-way process. The
process should often incorporate conversations with my teachers that will lead to the educational
process. Moreover, any points or concepts taught should be critically analyzed so as to fully
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understand the meaning of the content taught. This should be different from simply repeating or
even forming rhymes from sections of the information acquired that I barely understand.
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Bibliography
Beckett, Kelvin Stewart. “Paulo Freire and the concept of education.” Educational Philosophy
and Theory 45.1 (2013): 49-62.
Freire, Paulo. “16 Pedagogy of the Oppressed.” Social Work: A Reader (2013): 114.
Spaaij, Ramón, and Ruth Jeanes. “Education for social change? A Freirean critique of sport for
development and peace.” Physical Education and Sport Pedagogy 18.4 (2013): 442-457.
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