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The Path Toward Enlightenment

Steph's Team of Awesomeness
by

Allison Poff

on 30 April 2015

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Transcript of The Path Toward Enlightenment

The Path Toward Enlightenment
Steph's Team of Awesomeness
"Curiosity in children...is but an appetite after knowledge, and therefore ought to be encouraged in them, not only as a good sign, but as the great instrument nature has provided, to remove that ignorance they were born with..."

-John Locke
Some Thoughts Concerning Education
Self-motivation
is an important factor in determining the level of success a student is able to achieve and comes from a desire to fill a need. Some factors that motivate students to continue on to post-secondary education are:
Intrinsic motivation
Extrinsic motivation
Humanistic motivation
Desire for self-worth
Like Plato equated knowledge with virtue, today's society highly values education. According to Louis Menand, college is a selection process that weeds out those with the motivation or means to survive the process.
DISILLUSIONMENT
"The sooner you treat [a child] as a man, the sooner he will begin to be one," but only those brave enough to break free and run with their opportunity will achieve enlightenment.
-John Locke
Some Thoughts Concerning Education

Once we have fully
committed
to our future, we are then more willing to make any difficult decisions that come as part of that commitment and we begin to take
ownership
of our own education.

One way of taking ownership of our education is by choosing where to attend post-secondary education, and there are many important factors that go into that decision.
"We can easily forgive a child who is afraid of the dark; the real tragedy of life is when
MEN
are afraid of the
,
" Unknown.
As children
we are in chains- unaware of our limited perspective. As we grow up, we are fighting to remove those chains to walk into the light of the world around us and
education

facilitates that process.
can happen along the way as the things previously seen as shadows confound us.
Being once prisoners, we may resent enlightenment as it is more challenging than our previous false reality.
If we are not to something,
we cannot comprehend its importance.
" I feel empowered and take ownership of my education. Some [students] are there to learn about themselves, some have no idea, and some use it as a means to an end. Finishing college is not an end to your learning; it is, and it should be, just the beginning."

-Danielle Konkol, secondary and post-secondary educator
The purpose of education is to
DRAG
every man as far out of the cave as possible.
Forbes agrees that the "lack of motivation is a real and pressing problem. Upwards of of high school students are chronically disengaged from school" (National Research Council, 2003).
If we can prepare our youths minds early, for example around the age of ten as Plato suggested, we can see a
motivational change
by the time they get to high school.
40%

Top College Selection Factors:

1. Academic reputation
2. Post-graduate job placement
3. Financial assistance
4. Campus visit
5. Cost of attendance

In the allegory of the cave we have a process where we move from naivety to enlightenment. This is the natural process of education. There are several factors that impact our journey.





"My parents did not encourage me to go to college. I wanted to go to college, so I started, but did not finish."
-Sheila Johnson, banking associate



"Both of my parents went to college and they both have great jobs. So, I wanted to follow in their path."
-Lauren Haggerty, student
"The very best teacher can
propel
a student forward one full year of education. The very worst teacher can
undo
two years of education."





-Danielle Konkol
Secondary and Post-Secondary Educator

Can propel or repel our education
Form our minds from the beginning, shaping our theory of education
Can influence our decision to stop or continue learning
Everything we experience from the minute we are pulled away from the shadows,
influences
our reaction to enlightenment.
GUIDES
"Bank clerk educators"
one who enjoys teaching in order to be in control
oppress the student and demand imitation
are necrophiliacs because they
"love all that does not grow...[and] is nourished by love of death, not life."

-Paulo Freire
Pedogogy of the Oppressed

"Problem Posing Educators"
one who teaches students and is taught through student teaching
constantly review previous perception based on new knowledge
ignites a motivational fire from within the student
aware of being incomplete, and feel increasingly challenged to respond to the challenge of education
"They affirm men and women as beings in the process of
becoming
--as
unfinished, uncompleted beings
in and with a likewise unfinished reality."
-Paulo Freire

Pedogogy of the Oppressed
When students moved from less supportive elementary teachers, to junior high teachers they perceived to be highly supportive, the
intrinsic value of math was enhanced.
Likewise, when students moved from highly supportive elementary teachers to junior high teachers who were less supportive, they experienced a
sharp decline
in both the intrinsic value and perceived usefulness and importance of math.
exposed
Influences
Types of motivation
Guides
Experiences
Self-knowledge
Guidance from our influences can lead us to college, but until find what we are
passionate
about it's not likely that we will be fully
engaged
in the learning process.
Forbes agrees that the "lack of motivation is a real and pressing problem. Upwards of of high school students are chronically disengaged from school" (National Research Council, 2003).
Works Cited
Steph's Team of Awesomeness
Melanie Bray-Beardall
Allison Poff
Brian Grant
Tayler Weston
Cahn, Steven M. "Pedagogy of the Opressed." Classic and Contemporary Readings in the Philosophy of Education. 2nd ed. New York: Oxford UP, 2012. 385. Print.



Cahn, Steven M. "Some Thoughts Concerning Education." Classic and Contemporary Readings in the Philosophy of Education. 2nd ed. New York: Oxford UP, 2012. 114. Print.

Crotty, James. "Motivation Matters: 40% Of High School Students Chronically Disengaged From School." Forbes. Forbes Magazine, 13 Mar. 2013. Web. 16 Mar. 2015.

Eggen, Paul, and Don Kauchak. "Theories of Motivation." Educational Psychology: Windows on Classrooms. Pearson Education, 2010. Web. 11 Mar. 2015.

Haggerty, Lauren. Personal interview by Tayler Weston. 22 Feb. 2015.

Johnson, Sheila. Personal interview by Brian Grant. 15 Feb. 2015.

Konkol, Danielle. "Why Is College Important?" Email interview by Melanie Bray-Beardall. 15 Feb. 2015.

Menand, Louis. "Live and Learn: Why We Have College." New Yorker 6 June 2011: 2. Print.

Midgley, Carol. Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School. Digital image. Http://eric.ed.gov/?id=ED301477. University of Michigan, 1988. Web. 02 Mar. 2015.

Mumford & Sons. Sigh No More. The Cave. London, UK. 02 Oct 2009.

LIGHT

Cahn, Steven M. "Pedagogy of the Opressed." Classic and Contemporary Readings in the Philosophy of Education. 2nd ed. New York: Oxford UP, 2012. 382. Print.
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