Readings for 9/1/16

It's always interesting to read the introduction to different texts to begin the semester, as they very often set the stage for what is to come - and these did not disappoint.

I found the striking difference in the way Schiro spoke about the ideologies and the way Noddings approached them very interesting.  Specifically, when Schiro says that the pull between the four named ideologies has "led to an ideological war in the U.S," and that "those who have not committed to one ideology feel constantly torn between rival viewpoints," (p 9) and conversely, Noddings urges us to "put labels and ideologies aside and try to learn from one another," (p ix).

I do think that learning more about viewpoints that are different from our own only help us become a stronger society, so I understand the idea behind Schiro's book - which he emphasizes is this growth opportunity.  Related to this is the description of "conceptions of education" in Prakash & Waks, who argue that some conceptions/ideologies are logically incompatible and make a case for the adoption of the "social responsibility" conception - which sounds a lot like Schiro's Social Reconstruction Ideology.

Here are some questions I had while reading to get our discussion going:

1. If, indeed, the four ideologies "cause difficulty for newcomers to the field [of education], who are usually unaware of them," (Schiro, 2) WHY AREN'T WE EXPOSING NEW TEACHERS TO THEM?  Sorry to yell, but really...  What is the benefit of keeping new teachers in the dark about their own beliefs about education?  Wouldn't the greater benefit be from helping teachers craft these beliefs in order to support their classroom decisions?!
2. Speaking of Schiro's ideological war, I wonder if there are "ideological" wars going on in other fields (like medicine, science, etc) - or if this is something unique-ish to education since everyone is an "expert"?
3. It struck me as curious that Schiro claims that "people often behave differently when working within these different areas of discourse, just as teachers often relate differently to their own children and to their students," (10).  If I'm a constructivist in the classroom, aren't I also a constructivist with my own children?  If I believe in a certain curriculum "ideology" why wouldn't I support that view in other aspects of my life?  
1. What's that Max & Sophie?  Got a question?  CONSTRUCT YOUR OWN KNOWLEDGE, CHILDREN. :-)
4. How do we pragmatically move between these ideologies?  Until there is general agreement, it seems impossible to move our school system forward in the US.  I'm not sure it's so simple as Noddings claims, that we will compromise and learn from one another, since there are literal (and figurative) incompatibilities between ideas.  Seems like the main disagreement stems from the purpose of schooling.  What is it to you?
5. As the (a) person in my district who has "the authority to make curriculum decisions" (Walker & Soltis, 4), how should that be done?  I'm curious to know your perspective, as I already know my answer to this question.

Feel free to posit other questions and get our discussion going!  GO TEAM MATH!