Child and Adolescent. Education

1. There are four types of schools based on economic positions of parents and teacher according to Finn’s article “Literacy with an Attitude”. Executive elite school is for children of top managers or Wall Street brokers. Affluent professional school is mostly for children of highly paid professionals as doctors, TV executives, etc. Middle class school is for children of white- and blue-collar workers, teachers, accountants, and middle managers. Finally, the last type is a working-class school for children of blue-collar workers or unemployed people. All of them have a significant difference in terms of a teacher’s treatment, approach to process of education, knowledge, and goal of school. A working-class school gives knowledge as fragmented facts isolated from student’s life and experience; there is no development of analytical skills, creativity, and understanding of how and why things are done. Teachers do not touch controversial topics and make students think as they treat them as lazy stupid persons whom it is not possible to teach anything. The only important thing is control depriving the children the right to move freely or express their own opinion. These children are prepared to do manual low-paid work without thinking and creativity https://millionessays.com/get-a-research-paper-for-sale.html Middle-class school provides less isolated knowledge, but still teachers tend to replicate it from textbooks instead of giving students opportunity to create and experience their own knowledge. However, this school provides more opportunity to understand the process of gaining knowledge. It allows more choice and decision-making. Knowledge is treated as a valuable possession a student can trade later for a good job. There is still the same control as in working-class school, but it is not so strict for self-expression. Students are appreciated for giving a correct answer or skill to find the proper answer instead of creating it. These children are prepared for work that requires obedience in fulfilling the orders and some practical mental work. Affluent professional school puts creativity and personal development as the main priority of education. Teachers want children to think and make their own experience. There are plenty of individual creative tasks as well as group work in a team. Knowledge is considered as being open to discovery. These schools provide an “open” atmosphere where students can feel more freedom and can change seats. There is an option of negotiations in control measures, which is based on the possibility of choice. Thus, these students are prepared for creative and responsible work which demands high intelligence and mental efforts. Finally, the last type of school is executive elite school which provides a deep academic knowledge with complex themes. Problem solving and reasoning are very important for all the educational processes. Teachers are polite and do not demotivate students. Instead, they give them a huge control over the school, curriculum, and location as they want to teach them what is self-discipline and how important it is in life. These children are educated to be on the top of the world markets and life.
2. According to Rogoff, individualist societies as in the West create individualism in subtle practices which reinforce our independence and autonomy. He describes few experiments that were taken in the western society. First practice was related to classification process where people in western society tend to use taxonomic features to classify while other representatives of cognitive experiment used functional groups. Besides, they were not able to reason their choice. Western society from school age tries to develop the sense of individualism, ability to search for the answers to the questions, and aim at understanding why and what for and how something is going. More collectivist societies rely on traditions established and thus simplify things. Another practice is generalization where people try to generalize things based on the previous individual experience. They handle situations according to how they handled them previously, and this process is quite personal and individual. However, in collectivist societies support from others appears when people tend to listen to similarities and find such types of generalizations. There are more different practices Rogoff describes but mostly the author points out the interconnection between individual and collectivist cognitive thinking and importance of considering it in schooling process within different cultural societies.