[Terri Vest]

Today I read an article in a news source in which the author was lamenting the "indoctrination" of American youth in school.  There is obviously a negative connotation to the term and implies that teachers are somehow turning students toward particular modes of thought.  I find it an interesting contrast to the idea of Confucious.  After over 2,000 years, Confucious is venerated because of his role as a teacher---a person who helped others discover their own paths and to think for themselves.  I think that's what I still do as a teacher.  Why does American culture resist the idea of "teachers?"

I have conversations with my colleagues about our role in students' lives.  I contend that "teacher" is a critical role that promotes both personal and social development of students.  Why is that now seen by some Americans as bad?  Are they afraid of the power of education?

 

[Terri Vest]

How might consideration of resource scarcity and utilization fit into your courses?  In today's world of climate change and global shifts in weather and natural resources, this is an important topic.  Although in my area, access to clean water is not yet a challenge, we are close to large urban areas of the Northeast US.  As the population density in those areas increases, the demand for water will begin to impact us at the source.  I'd like my students to do some studies and project water use in the larger area for 50 years.  I can use water as a platform for discussions about general resource use and sharing.

Who is responsible for managing water?  Personally, I feel this is a government function.  Government should be structured to provide opportunities and social balance that may be otherwise impacted by money.  People with money shouldn't have all the water, which is what unfortunately happens without some kind of imposed rules of water use and distribution.  Once example in this country are the issues forming around the diminished resources of the Colorado River.  Should Colorado give its water to Las Vegas as it has in the past?  When the resources become scarce as they are in much of Asia, access and fairness become very important.  

Median age:  This slide was particularly interesting to me.  I think the most interesting aspect of this slide is "Why?"  Why is the median age of Africa so low comparatively?  I would speculate that it's about lifespan, but it would be an great research project for my students to look at the causes.  That could then morph into examining the possible future consequences of that age gap.

Culture heroes:  In the presentation, only a single female figure is presented.  That would be common in western, patriarchal-oriented culture.  Is the same true of eastern culture, or is there really more balance between genders?  Is this representation reflecting our culture or the culture we're studying?  Just wondered.  Does anyone know?

 

[Terri Vest]

1. Can you use historical debate in your class, or have you ever used it before? In what way? (We would love to learn from your experience or your ideas on how to implement this!) Yes, I have used historical debate for years as part of my unit on the US Civil War.  I think debate is an excellent way to show students the complexity of an issue since so many different viewpoints can be represented.  It's a very structured process since most of my students had not really engaged in debate before.  After they're assigned a side for the debate, the group generates topics and questions and divides the research.  I encourage them to discuss the opposition's stance to each topic so they are ready with rebuttal, which allows them multiple perspectives.  I bring in outside "judges" to determine a winning side for the debate, but students are graded individually for their contributions to the process including their written notes and conclusions.  The students enjoy the process and the debate itself, often becoming quite passionate about their topics.
2. Scenario: You found out that your father has broken the law, and he knowingly broke this rule. What should you do? (Please respond from the perspective of your school - Confucianism, Daoism, Mohism, Legalism) As a Daoist, I would do nothing.  Laws are social constructs that may create problems rather than solve them.  I would allow my father to follow his own path and not interfere with the consequences.

[Terri Vest]

Hi, I'm Terri from Vermont.  I currently teach English, social studies and psychology in an online program through my public school.  This is my 15th year teaching online and my 43rd year teaching.  In the past I've taught grades K, 1, 2, 7-12, undergraduate and graduate programs.  This semester I have 9-12 grade students in psychology and English studies and teach one graduate class in Methods for Online Learning.  

I received an NEA Foundation Global Fellowship in 2011 and went to China with a group of teachers.  That experience made me realize how important global citizenship is in our education system.  After that incredible experience, I have worked with my school to increase global studies.  Last summer I received a second fellowship and spent 2 wonderful weeks in Peru visiting schools.  That was just before the revolution there; I wasn't surprised to hear about all the unrest this winter after talking to students and teachers.

I'm also a National Board Certified Teacher since 1999.

Attachments:

You must be logged in to view attached files.

[Author]

Posts