Inquiry Paper - final

7/30/2019 Inquiry Paper - final

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Josh Nielsen

Carrie Sippy

ENGL 1102

4-9-2013

Where There's A Will There's A Way

It is nearly impossible to say that education is not an important thing. We all benefit from

our education countless times each day. We all also face situations, some perhaps more than

others, that remind us of the shortcomings of our education. Regardless my purpose is not

primarily to list the benefits or argue for the importance of education. Rather my goal is to look

at the purpose of education itself and to determine whether the classical style of education does a

better job of equipping students. To do this I have brought in a number of sources, people who

have done research or inquiries into the field of classical education or education in general. In

this manner I will look at some of the views that have been held on this issue prior to my inquiry.

The insight of these fellow inquirers will also answer some preliminary questions and open up

new questions to be asked.

Between my sources there was somewhat of a consensus that most of the current systems

of education are not performing the role they should be. Several years ago Sir Kenneth Robinson

made a presentation at a conference on the topic of creativity in education. In this presentation he

argued that education should be a time of preparation for life beyond school. Paulo Friere in his

bookPedagogy of the Oppressedmakes a similar argument. Friere does not seem to be as

concerned about creativity, at least not in this work, but he does allude to preparation as being a

key purpose of education. Friere uses the term consciousness frequently in his book to push the

argument that education needs to be promoting a sense of consciousness (79). In other words


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students need to be learning both how to be aware of the world around them, and also how to

interact with the world.

Robinson expresses his frustration with the school system by saying that it is doing

exactly the opposite of what it should. To emphasize this he quotes the artist Pablo Picasso who

once said that all children are born artists. The problem is to remain an artist as we grow up.

Robinson claims that school systems should be doing their best to allow students to retain that

sense of creativity. Instead he says they are stripping children of their innate sense of creativity

and artistry. If it is true that the purpose of education, or even a significant part of it, is to prepare

students for the future than they are doing quite a poor job. By removing and discouraging

creativity, schools are limiting the way children use their thinking abilities. After all it is

creativity and the ability to think and reason that guides us through situations we have never been

through before.

For the purpose of my inquiry I would want to ask my sources why they think school

systems are doing this. Although many of them answer this question in some way. It is at this

point that they begin to divide. Friere would say that this type of education is instituted by

teachers and systems that are unable to see the teacher-student relationship as a partnership. He

admits that it is often done unknowingly for there are innumerable well-intentioned bank-clerk

teachers who do not realize that they are serving only to dehumanize(75). Pulitzer Prize

winning author and historian Daniel Howe, provides a rather different view. In his article

Classical Education in America he claims that in recent history most universities have either cut

their classics department or cut the budgets of those departments so as to render them nearly

useless (par. 1). To show just how important this is he spends a little time talking about and

explaining classical education. He says that Ever since the Middle Ages, a classical education


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had represented a synthesis of reason and virtue. This synthesis has been especially valued by

Christians but also was central to early Americans in general (par. 4). Howe claims that if

nothing else the study of the classics forced a sense of discipline that most students don't get

now. This, in Howe's opinion, is why modern systems are failing. GeorgeBugliarello, therenown former president of the Polytechnic Institute of NYU presents a number of

disagreements with Howe's view. Bugliarello in an article entitledA New Trivium and

Quadrivium states that An education cannot be called truly humanistic if it fails to look at

humans in the context of the evolutionary history of the biosoma and its projections into the

future. In many more words he is saying that the trivuim and quadrivium which have been the

central curriculum for classical schools are outdated. They no longer apply because they do not

include studies in engineering, technology, and other newer fields (par. 26). I found it interesting

that though Bugliarello is definitely not in favor of using the classical curriculum he doesn't

provide an alternative. In addition he does not attack the method of the classical model but rather

goes after the content.

To help settle some of these issues I interviewed Rachel McClure, who is currently an

english student at Belmont Abby College. Rachel received most of her education prior to college

at a small classical school which gives her significant insight into the issue at hand. One of the

things she emphasized about classical education was that it is intended to build up the whole

self. As opposed to Freire's banking model and other similar systems the classical model is

not concerned as much about test grades. Rather the focus is on establishing character and virtue.

Rachel said that one of the biggest reasons she enjoyed her education was that is was centered

around discussion and learning how to think critically. As an alternative to the banking model

Friere proposes another system which he calls the problem-posing method. This method seems to


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have a lot of similar things to the education that Rachel received. This method requires that

teachers focus on showing the students how to be conscious of the information they receive.

Rather than just committing it to memory, students must discuss it pulling out the flaws and

emphasizing the beneficial natures (81). In this way students become engaged in the material and

more interested in what they are learning.

Since I began my inquiry my views have not changed significantly. However having

studied the issue I am able to articulate my opinions in a far better manner. I was not a student in

a classical school but my education was very much centered around discussion. It was far more

about understanding what was being presented than blindly accepting pure facts. In this sense I

am very much in agreement with Friere's point of view. I can also very much understand the

ideas that Rachel presented. One of my favorite things to do is to have discussions on various

topics. I enjoy learning about a topic, analyzing it, adapting my views if I think it is a good idea,

and then presenting it in a discussion. For me discussion is a way of polishing my views and

learning how to better articulate and even understand them. In interacting with fellow students

and attending university I have noticed that analytics and critical thinking are skills that are no

longer taught. To me this is the greatest loss. I am not concerned that people have perfect logic

and rhetorical skills, but I do think that it is essential for people to be able to think and interact

with ideas. The following quote taken from Freire's book very well sums up my thoughts. The

solution is not (nor can it be) found in the banking concept (73). We desperately need change!

This realization helps bring us to our next point

Since I am examining whether the classical model is a valid choice for change I think it

would be appropriate to define this model before we get to far in. First I must define the trivium

and quadrivium which are the central part of the classical curriculum. The trivium consists of


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grammar, logic, and rhetoric which are taught in that order (Sayers 15). The quadrivium includes

arithmetic, geometry, music and astronomy. These were generally taught simultaneously after the

studies in the trivium were completed (Sayers 16). As we saw Bugliarello disagrees with the

standard classical approach because he fears that it will fail to propel the next generation forward

in technological and scientific advances. Robinson does not speak about the classical method at

all. However his interest in preparation for the future must mean that he is also concerned about

the next generation being able to push forward in modern fields of study.

This leads me to the very center of my inquiry. What is the balance between establishing

the foundational principles that will allow a person to continue learning throughout their live,

and giving that person the tools they will need to succeed in a job and push society forward?

While I think that the classical system may need to include more studies in science and

technology I also believe that many of the failures of the current systems have to do with a lack

of the use of logic and reasoning. Both Robinson and Friere contended that the students need to

interact with the material that is presented to them. If we treat them as if they know nothing then

when we are neglecting so much. Children even at a young age can be brilliant. Mozart was only

six years old when he began playing publicly in the courts of the European royalty ("Wolfgang

Mozart"). Likewise Einstein said that two of the most important events of his life happened when

he was just five and twelve ("Albert Einstein"). There are so many more examples of people who

changed the course of history at such young ages. All this is to say that children are not

completely ignorant they simply need to be directed in how to better put their mental faculties to

use. They need tools to guide them through their lives. Tools such as logic, rhetoric, and

reasoning. Beyond this they need to be challenged and to be taught the importance of what they

are learning.


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Scott Armstrong argues that students need to take more responsibility for their own

education. Teachers have some amount of responsibility but ultimately for a student to succeed

they need to want to succeed. Armstrong also believes that we need to present material that

challenges the way that students think rather than just presenting views that they are already

familiar with (3). If only the common methods are taught, students will have a hard time thinking

outside the box and coming up with solutions to new problems.

Although each person has different views on smaller issues it seems that all agree that

education must be about more than just memorizing facts and passing tests. There must be some

amount of learning how to learn. The differences come when the the discussion turns to possible

solutions. My research and inquiry into this topic has led me to think that there is no one magical

method that can be used in education. Rather the teacher needs to be attentive to the students and

adapt existing methods to fit their specific class. As far as curriculum goes I think a balance is

also important. While I would lean towards a classical style of education as much as possible,

there are times when that simply isn't practical. I think that a structured education that is centered

around building the student up in a more holistic sense has many advantages. However in

developing countries providing a classical education would probably not be as practical. students

would not be able to read much of the classical literature simply because they have little or no

reading skills to begin with. When a student has a family at home that is wondering where their

next meal will come from they are not likely to be excited about Euclid's theories or the works of

Mozart. So there are times when vocational skills need to be emphasized. Skills that will help

that child earn money to provide for their basic needs. However even in these cases I believe that

vocations can still be taught using a method that does not completely strip the student of their

creative abilities. It may seem unfair to suggest providing a lesser curriculum to those students.


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Why should they be subject to the endless cycle of poverty and illiteracy. I think the key is that

we are taking baby steps. One cannot expect an entire society to change in an instant. It would be

unwise to go into such a situation with a classical education in hand. This is where it is up to the

teacher to decide, based on the context they are in, which style the will use. I strongly believe

that it is possible to teach math, science, or any other vocational skills while still teaching

discipline, logic, and consciousness. I am not a teacher and it is not likely that I will ever be, at

least in the traditional sense. Yet as human we all come across opportunities to pass on

knowledge. If I could sum up what I would want my reader to take away it would be this; be

aware of who you are teaching and what you are teaching. Respect that they do have knowledge.

It may not be in the same topics as you, but it is there nonetheless. Lastly, never force your

opinions, provide the information and let them choose. By just telling them the right way you

are in fact disrespecting them by not encouraging their ability to think and make decisions. This

is, as with most things, easier said than done. It takes time and effort and a desire for the success

of the student(s), but the saying holds true; where there is a will, there is a way.


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Works Cited

Armstrong, Scott J. "Natural Learning in Higher Education."Penn Libraries (2013): 1-10. Web.

13 Apr. 2011.

Bugliarello, G. "A New Trivium And Quadrivium."Bulletin Of Science Technology And Society

23.(2003): 106-113.British Library Document Supply Centre Inside Serials &

Conference Proceedings. Web. 13 Mar. 2013.

"Einstein Albert." The Biography Channel website. A+E Networks, 2013. Web. Apr 30 2013

Freire, Paulo. Chapter 2.Pedagogy Of The Oppressed. New York: Continuum Books, 1993.

Print.

Howe, Daniel Walker. "Classical Education In America." Wilson Quarterly 35.2 (2011): 31-36.

MasterFILE Complete. Web. 24 Feb. 2013

McClure, Rachel. Personal Interview. 4 Apr. 2013

Robinson, Ken. Schools Kill Creativity. Monterrey , CA Feb. 2006. Keynote address.

Sayers, Dorothy L. The Lost Tools of Learning. Tragedy and Hope (1947): 1-20. Web. 27 Apr.

2013.

"Wolfgang Mozart." The Biography Channel website. A+E Networks, 2013. Web. Apr 30 2013

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Inquiry Paper - final