Reflection # 9

Reflection Paper#9: Compare the article entitled the First Schools with Ancient Egyptian Education. What are your thoughts on teacher effectiveness today in comparison?

The articles The First Schools and Ancient Egyptian Education have many similarities and difference. The goal of the Sumerian school was to satisfy political and economic needs for the palace and temple. The Sumerian school became the center of culture and learning. The Sumerian teachers were believed to have been paid out of the students tuition fees. Therefore the students only came from wealthy families. The head of the Sumerian school was called the Ummia meaning expert or school father; while the students were called school sons. Also, their were monitors in charge of discipline, this man was referred to as "the man in charge of the whip". The curriculum of Sumerian schools consisted of two main groups, the first semiscientific, and scholarly and the second consisting of  literary, and creative. The Sumerian school was very effective in passing on all the knowledge they had and needed to only the lucky and wealthy children.

Similarly, the article Ancient Egyptian Education describes education in the Egyptian civilization. The Egyptians began education in the home, the children learned about the world, folk rituals, religion and how to behave in their civilization. After the kids get a little older, around the age of nine wealthy children went to temple school to learn how to read and write. Some of the ethical principles taught by their parents was also taught through the books of instruction or the wisdom literature. Students in temple school were given the books of instruction to copy and practice their writing. If the children were not among the lucky to attend temple school they learned simply by imitation. From a young age the boys would go to work with their fathers and practice until the boys were capable of working in that trade on their own.  If the child wanted to go outside of the family trade the child would complete an apprenticeship with an experienced worker in that field. In ancient Egypt education was successful in teaching their students what they knew so that they could continue the function of their civilization.

Education today is more thorough and available to all. Education begins in the home with the parents just like in the Egyptian civilization. Then at the age of five the boys and girls start kindergarden to begin their formal education. The kids get general education so that they can function in society. After high school the young adult must decidce whether they wish to continue studying at the collegiate level or begin working somewhere with their basic knowledge. I believe that Egyptian, Sumerian and modern schools are successful at reaching their goals of passing down knowledge and furthering their civilizations.

Reflection # 8

Reflection Paper#8:: Briefly describe the three waves of educational reform outlined in the text. In your opinion, why has one of these waves been so dominant?

In the history of education their has been three major waves of reform. 

The first wave of reform came shortly after a report from the national commission on excellence in education, A Nation at Risk: The Imperative for Educational Reform. A Nation at Risk listed the declining test scores, compared the aptitude of U.S students to students of other industrialized nations and mentioned the alarming number of functionally illiterate adults. The report demanded stricter academics, raising the bar for students, paying teachers better and hiring more qualified teachers. As a result, the report inspired; the creation of hundreds of local and state panels, more than forty states increased graduation requirements, thirty-three states implemented testing for student promotion, fifty percent of the united states passed legislation to increase teacher qualifications and raise their pay, most states made school days and years longer and states passed laws that required teachers to demonstrate computer literacy. The motivation of the first wave of school reform was to ensure national defense and economic competition, the goal was to raise educational quality and hire better teachers under state control.


The second wave of reform began in the 1980s and was stimulated by educators. They stressed the need for the reform of school procedures. Teachers like Theodore Sizer, John Goodlad, and Ernest Boyer were distraught with the loss of teacher autonomy and the weak student performances. The teachers suggested many ideas for reform like; reducing bureaucracy, demanding better trained and better paid teachers, adding local decision making, strengthening the role of principal and studying subjects in more detail. The goal of the second wave of reform was to give teachers more power and to alter the curriculum in a way that would prove most successful for the students.


The third wave of reform began in 1988 in an attempt to assist struggling families that may not have the time to support and reinforce the importance of education. The third wave calls for full service schools that provide a network of social assistance, nutrition, health care, transportation, counseling and parent education. The goal the third reform is to do more than just teach the children, to begin to helping the students with all of their needs.


I believe the first wave of reform was the and is the most dominant. Education standards have risen but they still are far from where they need to be. We are still considered an academically weak nation in comparison to other industrialized nations.The mission of the first reform wave is far from being completed and that is what keeps it in focus.

Reflection # 7

Reflection Paper#7: Describe the threefold approach to education in the ancient civilizations of Egypt and Mesopotamia e.g. homeschooling, apprenticeship and temple education.


Education in the ancient civilizations of Egypt and Mesopotamia was passed on through three different methods. After a child had learned basic skills and had been instilled with their parents morals and values, they would continue further homeschooling or enroll in either an apprenticeship or temple education. The boys and girls of ancient civilizations followed disparate journeys in education and life. The girls usually only received basic home training of behavior and ideals. While the boys would get further education in the vocation that they chose or the vocation that was chosen for them. Boys usually continued the family business or profession with the permission of the king. Education in Egypt and Mesopotamia was executed through homeschooling, apprenticeship and temple education.


Homeschooling was practiced by a majority of the people in ancient civilizations. Boys would learn from imitating their fathers at work. For instance, a farmer would bring his son to work with him around the age of nine and teach him everything he knows about the trade, until the day that his son becomes a man and can work alongside his father. Girls were taught by their mothers to cook, clean, dance and maintain religious rituals. All men and women in ancient civilization had to prepare their kids, except the king, he was the only person that did not have to tutor his own sons. Homeschooling was the way that fathers continued their legacies by replacing themselves with there sons.


Another method of education in ancient civilizations was the apprenticeship. An apprenticeship is different from formal education. An apprenticeship involves imitation and simulation, while formal education deals with more understanding and comprehension. On the job training was common and needed in ancient civilization because not everyone could read. 

The last approach to education in ancient civilizations was temple education. To learn to read and write, certain privileged boys would have the opportunity to attend classes at their temple. Each student would practice writing on clay tablets and study arithmetic. The lucky kids that were able to attend a temple school grew up to work in high level positions like scribes, doctors and priests. In essence temple education represents our first schools.


Education in ancient civilizations like Egypt and Mesopotamia used three main methods of education; homeschooling, apprenticeships and temple schools.

Reflection # 6

Reflection Paper#6:Why was the invention of writing so crucial to the establishment of the world's great ancient civilizations.

Writing is the reason that I am able to communicate with you without being in your presence, speaking or using any type of sign language. Writing is the main reason man has evolved and ancient civilizations have bloomed. It is widely accepted that humans began drawing picture as early as 40, 000 years ago. Actual writing is thought to have originated in three different places, China, Mexico and Africa. First in Africa by the Sumerians in 3100 and 2000BC. Next in Mexico by the Mayans before 400BC. The last original place is thought to be in Northern China by 1200BC. The first species of man capable of some sort of writing was homo erectus. From homo erectus evolved many species of man until civilizations were created. All the great ancient civilizations thrived on the creation of writing. Writing was and is used for things like textbooks, literature, the invention of money, the identification of property and many more. Without out writing man would not have orderly civilizations and would be reduced to that of a chimpanzee.

During the times of ancient civilizations the invention of writing made it easy for these civilizations to flourish. People were now keeping track of their money, the dead people, property and knowledge of the land. It began with cuneiform, writing carved into clay and then dried.With the evolution of writing came the development of  mathematics, astrology, science, religion and literature. People were able to create and pass down culture now.Also, writing allowed rituals and traditions to be kept and maintained. Picture a day without writing, can you function without the greatest invention of civilization.

As a result, many myths and gods were created and held responsible for the creation of writing.For instance, in Egypt the believed in Thoth, who was said to be the scribe and historian of the gods, he was said to be responsible for art, speech and science. It was also an Egyptian belief that to attain immortality one must have his or her name spoken or written somewhere forever. The Sumerians believed in a god named Enlil, the creator of writing. During the Babylonian civilization the god named Nabu was credited with the invention of writing. To the Mayans the god of writing was Itzamna. Itzamna was also believed to be the creator of the world, a shaman sorcerer.In China the invention of writing was credited to an ancient sage named Ts'ang Cheich.

 An invention so great it pushed evolution forward, a creation so inspiring man later developed thriving civilizations, all because of writing.

Reflection # 5

Reflection Paper#5: What do initiation rites and rites of passage ceremonies have to do with teaching and learning?

  Teaching and initiation rites have many similarities and differences.Rites of passage ceremonies are celebrations that represent moving forward in society or in maturity.Teaching gives students the tools to grow and reach different levels of society. The rites influencing behavior through levels of maturity and the function of culture within a community. While teachers challenge students with knowledge and responsibilities, so that they may move on to the next level of education. Rites of passage ceremonies in education motivates students to work harder towards a goal of graduation. In certain cultures rites of passage ceremonies dictate the acceptance of a person in society. Teaching and rites of passage ceremonies share common motives for a similar control of the behavior in society.

Firstly, teachers have markers of achievement and levels of respect and responsibility like rites of passage. At school, when a young student in elementary gets a question correct he or she may be rewarded with a gold star to acknowledge achievement. Or to show that students are little bit older and can be independent andthey should be able to carry themselves from class to class and be capable of understanding more complicated concepts and complete tougher assignments. From here a student is expected to pass through three levels and reach their eight grade graduation. Their eight grade graduation symbolizes a growth in maturity, the prime in adolescence and ability to be treated as a young adult. A child here has now entered high school and is being trained and prepared for adulthood and further education. In the twelfth grade the students reach their high school graduation symbolizing the beginning ofcontinue; In the work field, a promotion in pay and job title can represent a rite of passage. In college level studies, a rite of passage can be attaining an AA, the first level of academic achievement in the pursuit of credentials for a desired career.
learn more advance things they get a fifth grade graduation. Students at this stage should be able to do their work without having someone pushing them, adulthood. The young adult from here decides whether they want to continue studying or enter the work field. Some young adults enter the work field and continue studying. In both roads, rites of passage ceremonies

Second and lastly, a rite of passages in culture represent growth and maturity. For instance, a rite of passage ceremony can be in Hispanic cultures the quinceanera celebration. The quinceanera marks the growth a young girl entering womanhood. It has been symbolized by a father replacing his young daughter sneaker with a woman's high heel. Another example can be with the New Guinea culture of the Sambia, the Sambians had rituals and special sexual rites of passage. A small boy of age under 13 would be forced until willing to give an older Sambian boy a fellatio to receive the sacred semen.In culture rites of passage honor growth and the passing down of rituals and culture. Teaching and rites of passages share similar goals for an easier funtion and control of society.

Reflection # 4 - Claudia Cardenas

Reflection paper#4: Discuss what you have learned from reading the articles Early Human Phylogeny, Hominids, the Story of Lucy and African Eve. How has this affected what you believe?

Reading the articles "Early Human Phylogeny", "Hominids", "The Story of Lucy" and "African Eve" has added loads of information to my bank of knowledge. I started off primitively and inaccurately believing that first came Cro-Magnon then came us the"Homo Sapiens". Little did I know that their has been dozens of evolutions! It began with the genus Australopithecus, then through many species later came the genus Homo. I learned that human behavior depends on enculturation that can only be passed down through communication. Homo Habilis was the first species believed to have the ability of simple speech. Homo Habilis was also the first Homo to create and use tools. Man ate raw meat and foraged the land until Homo Erectus was able to create and manipulate fire. At this point man was becoming more civilized, he could hunt, protect his family, survive the cold and communicate orally. The invention of writing sped up the enculturation and evolution of man.

From the Lucy story, I was shocked to see and learn the similarities between man and ape at this point in evolution. Lucy was found in 1974 in Ethiopia. Her skeleton is almost complete and when put together it is clear to see the striking similarities between her frame and that of a chimpanzee. Lucy is classified as an Ape, Australopithecus Afarensis.Although Lucy resembles a chimp, she also has some strong human characteristics. For instance, her hips and pelvis indicate that she walked upright as humans do. Lucy's story is one filled with evidence proving evolution even further.

More over, I found the "African Eve"to be the most interesting of all. Over all it stated that mans origin was Africa and that Homo Erectus later migrated and populated the other regions of the Earth. Characteristics of race being a mutation to adapt to its particular climate habitat. I think its a simple and believable theory that we all came from Africa.

I grew up in a Catholic family and have never shared there beliefs. The Catholic religion never made any sense to me, but I believe to each its own. If I agreed with the story of Jesus I would have no room to believe in evolution or even science for that matter. God made Adam and Eve, not Peking man and Lucy. Learning about the evolution of man has only given me further reason to dispel the ideas I was told to believe as a child. What I believe now is that the universe, and the world is always in a constant change. Evolution fits into my schema of an ever flux world.

Reflection # 3 - Claudia Cardenas

Reflection Paper#3: To what extent was your elementary and secondary education “multicultural”? Would you consider your experience indicative of the contributions approach, the additive approach, the transformation approach, or the social action approach? If you could go back to elementary and secondary school again, which approach would you want your teachers to take, and why?

America has become a vast melting pot and needs to be able to teach children of all races and cultures. Growing up, I took my first couple of years of elementary school in Reading, Pennsylvania. Then I continued my education in Miami, Florida. The teaching methods and culture acceptance of these two cities were and still maybe completely different. At tenth and green elementary in Pennsylvania the classes were made up of mostly white kids with the occasional Black or Hispanic outcast. I would consider my participation at tenth and green elementary to only be scarcely indicative of the contributions approach. While at North beach elementary in Miami, Florida the classes were made up of children from all cultures. I would consider my existence at North Beach elementary to be indicative of all four multicultural teaching approaches. By going to two different elementary schools in different areas of the country I was able to experience different levels of multicultural education.

During my time at Tenth in green elementary to instructors implemented the contributions approach to multicultural teaching. The contributions approach teaches the students the normal curriculum but sporadically includes lessons of ethnic heroes, and foreign holidays. From this system The only hero and holiday I remember learning about was Martin Luther King Jr. I feel that the teachers at tenth and green exemplified a weak attempt at multicultural education. The teachers were only culturally responsive to the white students while the minorities were left feeling like aliens in a foreign world.

On the other hand, the educators at North Beach elementary practiced all four multicultural teaching approaches. They taught of ethnic heroes and holidays (contributions approach),and they taught me about other cultures concepts and themes (additive approach).Also, the teachers taught me issues and events from different ethnic and culture groups (transformation approach) and they pushed me to make decisions on social issues and then to take action to help solve them (social action approach). From my education at North Beach elementary, I remember learning of the culture of many of my classmates and of cultures I had not even heard mention. I recall taking part in discussions like Christopher Columbus, hero or villain? I feel that the incorporation of all these approaches to multicultural education enriched my studies and my way of thinking.

If I could go back I would want tenth and green elementary to incorporate all approaches of multicultural education. Mainly because they only barely used the contributions approach, I felt disconnected and uninterested in school. By North Beach elementary using the four approaches it sparked curiosity in me. Not only did I want to know about the United States, I wanted to learn about parents country Colombia, and the countries of my classmates. I wanted how the world came be, because we were all different, but we were in the United States learning together.