Kincheloe states that. “The analysis of teacher thinking is the study of cultural context, of power relations- in other words politics” (1). Kincheloe’s goal in this reading is to characterize teacher thinking by examining social and historical forces that have shaped teaching, and to understand who benefits and who is punished when it is defined in specific ways. Kincheloe also discussed in the reading that the separation of mind and matter has profound and unfortunate consequences. This view led to a conception of the world as a divided system into two distinct realms: an internal world of sensation and an objective world composed of natural phenomena. The internal world of mind and the ...view middle of the document...
Postmodernism questions what knowledge is and where it comes from, and what the human role is in production. Postmodernist thinkers question knowledge for the purpose of understanding more critically oneself and one’s relation to society. Students will continue to view school as irrelevant, as long as the teachers continue to teach in the deadening mechanical routine of school. Postmodernism offers an alternative to modernism, a starting place in our attempt to formulate new forms of teacher thinking- forms that allow us to see what is now being hidden by the modernist view (Kincheloe, 7). A postmodernist view attempts to take us beyond the deadening routine of the traditional school.
Growing up I was blessed with teachers who simply cared about me as a human being. The effort my teachers put into really teaching their students and the way they carried themselves in the classroom and with their students, showed that they were excellent human beings. In my reflection I will be applying my understanding of Kincheloe’s writing to examine my educational experiences as a student. My reflection will also include contemplate my future thinking and practice as a teacher in urban context based on a modernist and postmodernist view.
Reflecting on My Educational Experience
Reading chapter one, Modernism and the Cognitive Passivity of Technical Teacher Education, by Kincheloe, gave me a clear understanding of what modernism and postmodernism is in regard to knowledge, the subject, the knowing subject, and the social world. Kincheloe argued that a modernist view of knowledge is a dangerous view. Modernist teaching is a type of teaching that is linear. Linear teaching reminded me of banking system, which Freire wrote about in, Pedagogy of the Oppressed. Banking education is simply the teacher “filling” the student’s mind with information, so that students can receive, memorize, and repeat the information. In my educational experience I had many teachers who taught from the point of view of a modernist thinker and as students we were taught to listen and believe what he or she taught us. Growing up I never had the urge to ask whether whatever I was being taught was right or wrong because at home I wasn’t allowed to question my authority. I also never felt the need to question my teachers and I always a good student that listened and for lack of a better word, obeyed.
In my home I was taught to listen and never question those who were older than me. In elementary, being that I was much younger than my teachers I was expected to listen and never question what I was told or asked to do, that is the way my parents raised me. In my own home I never questioned my parents or gave my opinion about their teaching styles, what they said was expected to be done by me. I grew up in a Christian home where my father soon became a minister of the church I now attend. In my eyes my father is my hero, mentor, pastor, and...