Evolving Education

Robert Lawton
Humanities 1
Blog Post  1

 It has been mentioned in this class, as well as the Humanities 2 class in which I am enrolled that each student from each major will approach these texts and the study of humanities in a different way. Each
professor will present, and guide interpretations in a unique fashion. We discussed already what it means to be canon, and what constitutes a work as canon. I found myself contemplating this point as I read the Allardyce article. We should study Humanities and Western Civ. Of course, right? We HAVE to don't we? We are after all children of western civ. For the most part. Not all of us can claim the same paternal ties, the same backgrounds or ideals. History they say is written by the winners. What will be studied by history, and the interpretations we make of it are also guided by the winners.

Why do the winners ask us to study certain texts? Should we study them? What should we get out of them? These are all questions that should be asked by both teachers and students. As a future teacher, and a parent, I have always vowed to teach my kids to ask why. Question everything. Humanities as presented seems to be working very hard to answer that question, to prove that it is important to study our canonical history and not just accept it. We should not just approach it as a prerequisite to be fought through with no enjoyment. We can in fact learn from our past and those that have come before us, whether they are part of our communal history or not.

The actual study of Western Civ as detailed by Allardyce is interesting, and as an education major I see the parallels within our current education system. According to the article at the turn of the century (last century) discussion and discourse were the means to studying Western Civ and history, moving away from "hide-bound methods of student recitation". This wa sall well and great within the college world. Within public education rote memorization and recitation still held sway. Intelligent discussion belonged, apparently among the elite of Harvard and the like. Of course this community consisted still of well-to-do white men. Women, minorities and foreigners would not have the access to the discussions of what was important in defining or studying Western Civ. By that, I digress. Where I am going is that education in public schools has moved in many circles on how best to approach educating the young. We moved away form rote memorization, fearing it stifling of creativity and expression. Now, we lament the loss of fundamental skills. Education is in a state of flux as we try to reconcile the old school with the new. We want to approach education in a constructivist method, allowing students to discuss and explore. We want them to know WHY and HOW not just WHAT. However, time and resources - not to mention interest is against us. We want to create a multicultural education in the classroom that welcomes and values all students. Yet, here we are once again being forced to study Western Civ, and the western canon to understand how the world works.