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Defining Education, And Who Has The Right Answer’s

973 words - 4 pages

Although both authors have noted the issues with public education, primarily teaching methods and accountability (facts of the material or lack thereof) they both have overlooked the importance of the “how” is their goal accomplished? The need for specific examples to remedy the issues they present are unaccounted for. Lowen’s rhetorical effect is strong from the uncommonly beginning. He has made it abundantly clear that there is a severe issue with today’s textbook, with regards to history and its actual context. This is the authors attempt to overstate the solution, the solution being, it is a daunting and complicated task to fix the issue he is about to describe. The author ...view middle of the document...

Nothing is stopping parents from also teaching there kids, a little bit more. Furthermore we have to be honest with ourselves, the author chose 12 history text books, and only mentioned that 1, told the story of the hijacking scenario (Lowen 37) and 3 told of the Indian Disease. “Only three of the twelve textbooks even mention Indian disease as a factor at Plymouth or anywhere in New England.” (Loewen 31) In relation, where the textbooks he chose “random” at all? We must be partial to our analysis and thought process. I can achieve the same level of importance, if I were to choose to stand against Lowens claim, stating that the banking teaching technique is best suited for this situation to enable learning in a classroom environment.
At the collegiate level of education, I believe both authors have nailed it. Neither of them are beneficial to the student. There are always exceptions, purely basing my understanding of my current educational goals as, wanting to learn as much as possible . If I were a math major then, both authors, Loewen and Freires opinions are null. In contrast, for me to learn math at the undergraduate level, I want as little as I need to understand the equations (Loewen’s argument) so I am not overwhelmed with information. I would also require the constant repetition to remember formulas and theories to complete the complex mathematical problems per Freires argument. Having to critically think, which is Freire’s main point, or entertaining the idea to learn the mathematical equations myself would be troublesome for me at best. I require someone to constantly pound the information into my head, repeatedly, per th embanking technique structure. In Freire’s essay, the authors issue is one that is more controversial than the other in my humble opinion. Freire is attempting to argue his position as the learning...

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