Your Two Favorite Educators
As Emily and Aubrey look back over the week they use their razor sharp wit to analyze the nature of what truly is good. Angelina Jolie or Parks and Rec?
Emily: I think you are correct in your post this week when you say that we expect a lot out of students. I know I was not even remotely as globally aware as the students are now. However, I think there is also something to be said for the relatively quiet period in which I grew up. The only major thing that happened when I was growing up was the Gulf War. Then, a bit later, was the Bill Clinton scandal, which, let’s be honest, most adults didn’t even fully understand at the time because of the semantic firestorm. Maybe it is also because I was raised in a Republican household (go Mitt!). Also, technology has made knowledge so much more accessible and relevant to students. One of my favorite things this week was having students tell me they were reading tweets while watching the State of the Union….yeah, that’s a good sign for education!
Aubrey: I think that I wasn’t aware because nobody held me accountable for that type of knowledge. While I do think technology makes it easier for students to access information I would disagree that this makes them more knowledgeable. They know more then I did at their age, but not by much. Unless of course we’re talking about cable television programming. They seem to know quite a bit about that.
2. Do you believe it’s important tests like the SAT and AP expect students to marshal knowledge from a variety of sources?
Emily: Yes. But what frustrates me is that it seems as though the evidence they are looking for now isn’t literary or historical examples. I know that using Angelina Jolie as an example for philanthropy is great, but c’mon. Angie? Whatever happened to Rockefeller?
Aubrey: This actually doesn’t bother me. Don’t get me wrong I would prefer Ida B. Wells or Kate Chopin as examples. However, I have read some very thoughtful essays that discuss reality television stars and how their behavior reflects social norms. Okay so I made up the “social norms” bit but they did “sort of” talk about cultural significance.
3. In Tuesday’s post the lesson focused on having students define the idea of “good” in a variety of ways. Identify what you consider to be “good.” Explain whether or not you think individuals have the responsibility to do good.
Emily: I think it is pivotal for students to understand “good” humor. For example, I am funny. Parks and Recreation is funny. Wearing brightly colored shoes without tying the laces is funny. Boys wearing skinny jeans are funny, not cool. This is an important lesson for them to learn to better the lives of those who have to look at them.
Aubrey:I like that you’ve skipped answering the heavy “does the individual need to do good” bit of the question. If I were grading your response it would be a 4.5 out of nine for only answering half the prompt. And now, after my rebuke, I would like to not answer the question by saying the following: it is important for students to understand what is NOT good. Racer back tank tops in January with no cardigan/hoodie, band-aid skirts and telling me how this “is the worst book [they’ve] ever read.” As if.