Education Essay


Essay Assignment: 

In this essay you will be making a claim regarding your ideas on education. This claim will be derived from a synthesis of ideas drawn from at least two of the readings from this quarter and from your collective discussions. Feel free to draw from ideas introduced in your first two essays.

In your paper you will, among other things, be analyzing and/or comparing the ideas of any of the authors you have read this quarter.

Some questions you might ask to get started: What are the writer’s ideas on learning or creativity? What are some of the claims made regarding power, poverty, transformation and society? Where do they agree, and where do they disagree? How have your classmates’ views on education informed your own or enhanced your understanding of the readings?

(Important: Read Ideas for Synthesis Essays handout. See Handouts under Unit IV.)

· Introduction: Use an engaging method to introduce the general topic and provide background for your thesis. Then introduce any texts you are discussing. Give the authors’ names, their main ideas about learning/education and the titles of the two essays.

· Thesis: Your thesis will be created from your own ideas about some specific aspect of education that we have been learning about all quarter. You will, of course, use a careful analysis of the author’s and classmates’ ideas and arguments. You may write about the ways these ideas have informed your own. You may compare and contrast the differences and similarities of several works. (You do not have to agree with any author. You may find things you agree with, or disagree with, in the essays you are comparing.) In this paper, please integrate your thesis into the end of your introductory paragraphs.

· Body Paragraphs:

· You do not need to completely summarize all the ideas in any essay, but you do need to summarize the main points you are analyzing and illustrate your claims with material from the texts.
· Analyze the author’s ideas on education. Do the writers’ ideas inform each other?In what ways? Do the writer’s arguments support your own ideas? Can you present evidence or reasoning that disputes any of the writer’s arguments? Give examples. Be sure to use evidence from the texts to support your claims.

· Conclusion: End your paper by referring back in some way to your introductory ideas.

(Be sure to properly introduce, integrate and cite all source material. See MLA Guidelines.)

Your final, revised and corrected essay should be at least 4 pages long. 
There are some of my idea, but you can deiced use it or not. and i hope you don’t use too much hard vocabulary~ Thank you~
For the synthesis essay, I will try to combine with two articles, the first one is The Banking Concept of Education by Freire, and the second is Multiple Intelligences by Gardner. The reason I choose those two articles that they are related to my own life. For instance, the education environment for me is “Banking concept” since primary school. Also, in my school life, teachers always consider students who could get good grades is the best students, and pay more attention on those students. It is kind of simply judge students by their intelligences. Thus, I would like combine those two articles with my own experiences.

Thesis statement: childhood education can profoundly attach on the way we are, inhibit potential of human, and also affect our behavior and values.

-hook ( my primary school experience of “Banking” concept education)

Combing my own experience with my main point of how dose it affect myself and change the way I thinking.

Body paragraphs

(1-4) Discuss the education of China and USA, two different education system affects me in completely different aspect. Including the direction to improve the exam-oriented education and malpractice of it. By using the example that Howard Gardner mentioned to support my ideas.

Central Idea: the point I am focusing is the education in childhood which strongly affect or permeate grown-up behavior and values reflection. In another word, we either accept childhood education subjectively or passively are going to profoundly attach on the way we are, the way we think, also our behavior and values.



This paper compares and contrasts the arguments raised in two readings. The first one is by Howard Gardner, who explores the idea of multiple intelligences and the second one is by Paulo Freire, who explains the issue of education using the “banking” concept. I have chosen these two articles because they relate in a very profound way to my life. For example, since primary school, the educational environment for me has been in the form of the “banking” concept. A case in point is the tendency by teachers to identify students with the best grades and direct a lot of attention to them. In essence, one may also argue that the students were being judged based on their bits of intelligence. In this paper, I seek to examine how I experienced the “banking” and “multiple intelligences” concepts during my education. The thesis statement for the paper is: childhood education can profoundly attach to the way we are, inhibit human potential, and also affect our behavior and values.

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The education systems of China and the USA are different in significant ways. These differences have affected my education in different aspects. For example, I have developed a tendency to focus on exam-oriented education. Moreover, I have come to understand the various malpractices that go hand in hand with exam-oriented education. There are many examples from Howard Gardner’s article that support my ideas. One of them is the idea of thinking about intelligence in limited terms, mainly relating to logical and mathematical problem-solving skills. I observed that many teachers seemed not to understand that not all abilities can be measured based primarily on logical and mathematical intelligence. If they understand the idea of multiple intelligences, they possibly paid little attention to it because it did not have a bearing on the primary objective of passing exams. This is a classic example of how childhood education can help an individual define who he is and shape his behavior and values, and if inappropriately inculcated, inhibit human potential.

Gardner supports the idea of “thinking culture” as opposed to rote learning in schools (373). He argues that while Intelligence Quotient (IQ) tests are fairly accurate predictors of academic performance, they fail to address all areas of human endeavors. In other words, the conventional “intelligence” construct fails to capture all dimensions of human intelligence. A student who is rated highly in terms of IQ may excel in academics compared to another one who exhibits an average-level IQ. However, the student with an average IQ may achieve a greater level of excellence in life than his high-IQ colleague by simply utilizing abilities and talents that may not have been captured using IQ tests. In my school experiences both in China and the USA, I observed numerous situations where teachers overlooked certain intelligences and talents among students by focusing primarily on outcomes of IQ tests. The impression created in this situation was that those students who performed poorly in IQ tests that focused primarily on logical and mathematical issues were bound to become failures in life or at best average achievers.

            On the other hand, Freire’s work on the “banking” concept of education also resonates with my experience with childhood education. For example, like Gardner, Freire laments the tendency by teachers to promote rote learning for purposes of enabling students to pass exams without necessarily making them understand the real-life concepts and experiences underlying the subjects being taught. This essentially means many children do not know the significance of the knowledge to their day-to-day lives. I have encountered this problem in both China and the USA, whereby the teacher’s primarily objective is to guide students along the path of passing exams. I observed that once I passed an exam and stepped out of the classroom, there was little I could do to apply the newly acquired knowledge to my immediate environment.

            Freire argues that the narrative education not only drives students into memorizing content mechanically, it also turns them into “containers” that must be filled by the teachers (257). It is against this backdrop that Freire explains the banking concept, whereby knowledge is viewed as a gift that those who consider themselves highly knowledgeable bestow upon those they consider completely unknowledgeable (257). This essentially means that teachers tend to create the impression that their students are ignorant, thereby creating an unfortunate situation in which the latter easily develop negative attitudes towards their own intellectual abilities. This is one of the ways in which both the American and Chinese education systems continue to inhibit human potential. Freire reiterates that such a situation should never be allowed to occur because education is a process of inquiry through which students and teachers alike should expect to learn new things.

In my experiences with both Chinese and American education systems, there are many situations where teachers seemed to learn something new during lessons but would never admit it because they were ashamed of erasing their image as all-knowing custodians of knowledge. Similarly, I observed a situation where one of my classmates would come up with a new idea and the teacher was simply uncomfortable with it because he did not want students to start questioning his status as the best thinker in the room. I agree with Freire that this banking concept hinders the ability by learners to develop the critical consciousness that is required to transform the world. This view is shared by Gardner, who points out that human ability is diverse and it is never constrained by considerations of whether one is gifted in one intelligence or the other. In this regard, Freire would argue that intelligence is not influenced by whether one is a teacher or a student. Both scholars agree that the education system should not impose constraints on how learners should think because this only inhibits their potential while at the same time impacting negatively on their behavior and values.

In conclusion, childhood education in both China and the USA has been affected negatively by the tendency by teachers to promote rote learning and mechanical memorization of content. This problem has been explained well by Howard Gardner in the concept of multiple intelligences and Paulo Freire in the “banking” concept of education. Gardner argues that teachers have neglected some of the intelligences that ought to be put into consideration in any assessment of students’ overall abilities. On the other hand, Freire is opposed to the idea that teachers know everything and students know nothing. I support these scholars’ view because during childhood education in both countries, I observed that teachers tended to hinder the development of the critical consciousness that can enable students to transform the world. I also noted the tendency by teachers to focus on the best-performing students at the expense of their poorly-performing counterparts. Thus, this paper confirms the thesis that childhood education can profoundly attach on the way we are, our way of thinking, as well as our behaviors and values.

Works Cited

Freire, Paulo. “The ‘Banking’ Concept of Education.” In David Bartholomae, Anthony Petrosky and Stacey Waite. (Eds.) Ways of Reading: An Anthology for Writers. Pp. 255-267. New York: St. Martins Press, 2005. Print.

Gardner, Horward. “A Rounded Version: The Theory of Multiple Intelligences.” In Howard Gardner. (Ed.) Multiple Intelligences: The Theory in Practice. Pp. 372-393. New York. Basic Books, 1993. Print.

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