I remember in 6th grade learning the metric system ad nuseum. We were converting seconds to minutes, centimeters to meters, grams to kilograms, and so forth. When we inquired, why we had to learn "this stuff", we were basically told to learn for the sake of learning it. Back then, I was competitive and enjoyed having the teachers attention; thus, I learned what I needed to learn in order to pass with an A or B, preferably the former. By 8th grade, I mastered scientific notations (and could easily regurgitate the mass of the earth on a test for extra credit, of course). By junior year in high school, my male and female counterparts revered at my level of skill acquisition (read=memorization skills) of linear relationships, the quadratic formula, and inversions. And, of course, like most college-driven students, I knew I had to take and pass a trigonometry class in order to even qualify for college. Sin, cos, tan...are all a blur to me now. I just needed to know enough to do well on the ACT, to make the honor roll, or other selfish motives that were engrained in my psyche by the school system (my parents probably could care less).
To this day, I wish my early school teachers would have told me that I could use physics itself for self-pleasure and to help others enjoy life. This bit of info was not discovered until one year of a boring, dreadful physics class. Our teacher at the time, Dr. Smith, was also a University professor, at a large midwestern elite private institution. Over the course of the year, he somehow correlated our knowledge of physics (i.e. velocity, acceleration, motion, Newton's Law, etc.), with some of the most exciting roller coaster rides at Great America. Ironically enough, I had one of the highest grades in the class, and won a free day trip to the amusement park. Unfortunately, I tied with another student in the class, and lost the trip to a hat drawing. Therefore, I never actually attended the field trip to take advantage of the opportunity to apply classroom knowledge to everyday (or once a year) experiences.
Imagine if back in 6th grade, I was taught that I could use physics, the metric system, or algebra to predict how far the distance of a ball could travel (always loved softball); to become better a playing a musical instrument (never liked band, so at least I could have applied the concept dissonance); to study tornado (my son is fascinated with weather); or to communicate with dolphins at Sea World (they are so cute!). Also, if more kids today connected physics with everyday reality, we would not have so many adolescents losing their hearing to i-pods (i.e. Doppler effect).
The truth is, today I really cannot remember much of what was learned in those early math and science days. They were never viewed as important to me, as far as winning the 2 mile relay, pitching faster, escaping everyday sub/urban reality by traveling to amusement and theme parks. Then, the teachers were more concerned with techniques of memorization, attained through repitition and regurgitation, than with connecting science to the larger physical and social world. I have a physics major student, who might raise this question: Would I have been able to participate in or master beginning high school physics, if it was not for the early learning techniques? My response is utterly resounding, yes; for every year, I learned to relearn, or memorize again what was never mastered in the first place. I am willing to bet that most students stories are my story. The thought begs the questions: What is the purpose of teaching something if only a few are going to retain the skill and know how to apply it to the physical and social world, and how can we make it so that knowledge and skills are taught and received in a way that it is embraced by the majority and not just the few?

Whew! This is the smallest class, I have had yet in foundations. I am really looking forward to interesting discussions. I was really excited that a few students jumped right in to discussions about Dewey, on education. I also love the diversity in the class. We have male students, students in a variety of disciplines, student athletes, and students from the city, who attended large urban schools. I think that makes for much more critical analysis, critique, and insight. I hope that students are embracing of my socratic method of teaching, I have found that some students are not used to having there thoughts or opinions challenged. Thus far, I can see that the students who have participated in the readings and discussions minds are churning concerning What Dewey "believes". Summary of first class discussion--fun and productive. By the way, I loved the anectodatal story of "the crazy girl". It was a great example for us to use and learn about critical education and pedagogy. What do you think-class?

@senorita, amy, and renee, I agree with many of the posts here, some more than others obviously, but I do have to agree with some of what you all have said. Yes, as a class, you all did not just take what I said as "truth" and did present opposing views and critical discussion. Freire may have appreciated such dialogue. Second, I agree that on that day in class we were using "banking" and memorization interchangeably. The two may have some similarities, but yet differences. Furthermore, I agree, that as a profession, we have come to rely on the banking system and/or memorization too much-which may be exasperated by high stakes testing. That's the problem that we are confronting. And@Jason, bravo at admitting that we all have been victims/recipients of the banking system. That is the first step to recovery-and we are evidently on that road. Ha-Ha

Wow! Thursdays class discussion on an excerpt of Freire's "Pedagogy of the Oppressed" was disappointing. Not necessarily disappointing, but frustrating. Students seemed to be stuck on the concept of the "banking" system of teaching, and focused less on the transformative aspect of teaching. It was frustrating that students, could not imagine teaching and learning as process or as something tied to a larger social and moral cause.
On the one hand, some students simply did not read the selection; thus, was unable to fully contribute to class discussion. And, other students possibly could not grasp the advance level concepts presented by Freire-I'm guessing (or giving the benefit of the doubt). Nevertheless, it was frustrating to be facing potential teachers, who believed it was their job to "train" and "school" others, as opposed to being participants in the teaching and learning process.
Of course, we all (including me) have been taught that we are the most talented and smartest of the group; therefore, it must be difficult for some of the students to perceive giving up (or sharing) any kind of control. Maybe that's why they have chose teaching as a profession. Most teachers we know do control students behavior and thinking, the classroom, their schedules, the curriculum, etc. And, because the most resistant educ students are typically those who are very obedient. Thus, they may not envision themselves as change agents or leaders. In other words, the majority of educ students typically are those who have made it to college with very little problems or struggles (i.e. social, academic, or financial struggles) in school. Hence, it is quite expected that they may not view schooling or society, for that matter, as in need of change. For them, teaching is a job-a simple profession; teaching is not tied to a higher purpose or moral calling; the teacher is the knower and the students are the known.
In conclusion, where does the "banking" system (Freire) of teaching fit in to learning? Where does education as liberation fit into all of this discussion? Do I have a classroom full of bankees, who have been socialized (read:brainwashed) into proliferating the banking system. Banking is easier-maybe I'll use it this semester, and they'll find out how bankrupting (pun intended) it truly is as a teaching technique. Final analysis, banking is easier for the teacher, but robs the student of higher level critical thinking skills. I wonder why we have so many apathetic students at all levels of education. And, learning as fun, exciting, transformative-a distant blur, as something that only happens in kindergarten classrooms.
Peace

I am really looking forward to doing something new and innovative (and hopefully) inviting to the program. I think that blogging will be more personal, stimulating, and creative than traditional journal writing. Not to mention, less leg work for me. My goal is to keep track of the pros and cons of weblogging (journaling).
Things to consider: privacy and confidentiality. I will also be keeping professional notes on the usefulness of weblogging to teacher's education, and especially, critical pedagogy in higher education.

The first day of class was nerve-wrecking. I hate when the powers-that-be put me in a classroom far from my office. It makes me feel rushed and weighed down with too much material.
Furthermore, I felt very nervous. I guess that it is good to feel nervous about starting a class and addressing a group of students. It means that you still value them and their opinion about your teaching and preparedness. Any regrets this first day? Yes, I would have like to reviewed the syllabus. I feel that the syllabus is our course contract, and by reviewing it on the first day, students can decide for themselves if the class, and me, as the instructor, is for them. The best part of college, you can choose your classes and instructors!
With that said, I am so nervous about overconsuming the first year students. I don't like coming off as intimidating or overbearing. Also, I don't want them to believe that education, teaching and the department is chaotic, time consuming, etc. Nevertheless, teaching is messy and a performance. My performance today...? I'll let them decide.

Hello future educators. If you have made it this far, you are at least one step ahead of me in blogging. Over the next few days, I will be adding interesting topics, questions, and links. Also, I will be asking you to dialogue with me and other classmates on my site.

Thanks for your patience, as we ride these waves in technology together.

Question: What is your response to the first day of class? And, what was your experience in signing up for a personal blog?