The tripartite system was introduced by The 1944 Education Act. This Act was aimed to give everybody equal chance. But after evaluating the effectiveness of this act, it was strongly criticized. All pupils at the age 11 had to pass a national test; according to its results, pupils were being allocated into three different types of secondary school. First type was grammar schools which was considered to be the most prestigious and aimed to the brightest students. Second type is technical school which “provided a general education with special emphasis on technical subjects.” And the most popular school was secondary modern for mostly working class students. As we can see there weren’t equal opportunities for everyone. Also it became clear that it is impossible to say about person’s educational future at the age of 11, as he is too small and his attainment might change over time. And if somebody, for example, was located into the secondary modern school, he had fewer opportunities to get a well paid job and achieve more than others even if he had abilities.
Wednesday, 11 March 2009
There are two forms of data which is used bi sociologists in evaluating educational or any other systems: qualitative and quantitative.
Quantitative data is a data in the forms of numbers. It is widely used by researches because it enables them to give the whole picture of the situation in any section and prove their point of view by using some statistics or facts. Another way of using the quantitative data is comparing and measuring relations between different factors affecting education. If, for example we are given ages and time spent on doing homework of the group of people we can conclude which age group spend most of their time on doing homework and which the least. There are many examples of quantitative data.
Another type of data is qualitative which refers to all other types of data excluding numbers. It gives richer and clearer image of the situation. Qualitative data has different types. It includes: data from direct observations, interviews, photos and videos, written documents. By examining this data’s resources we will provide not only the whole picture of social life, but also will give variable sources of information.
There are two methods of making a research: positivism and interpretivism. Both these methods are suitable for evaluating educational system and explaining some inconsistencies.
Interpretivists believe that to understand and explain behavior of people and to have clearer picture of them it is necessary to study the way they think, their ideas. For these researches the most factual and significant type of data is qualitative. Participant observation, that is observation which involves researchers in participating in activities of those who are being observed. Interviews are also very useful kind of data as it gives an opportunity to talk to people about their norms, behavior as they see it.
While positivists believe that the most significant data is quantitative. Use of statistics, comparisons explaining the behavior of people who were being observed, easier as we make a comparisons and state facts about the past to prove our point of view. Questionnaires are very useful way of interpreting data and explain human behavior.
The official statistics are the data which is produced by national and local governments. Official statistics provide a wide range of quantitative data, however researchers before using these statistics should know how the statistics are constructed, which surveys they are based on. And if statistics don’t say about their sources of data, researchers might make wrong conclusion of their research. Another limitation of official statistics is that as they are constructed by government, so the government must provide data according to its political purpose and priorities. However there are many advantages of Official Statistics, such as they are well planned and organized and usually take into account different types of data; also they are up to dated and so it gives to researchers opportunities to make comparisons: for example, comparing exam results in the school this year and last year.
Quantitative data is a data in the forms of numbers. It is widely used by researches because it enables them to give the whole picture of the situation in any section and prove their point of view by using some statistics or facts. Another way of using the quantitative data is comparing and measuring relations between different factors affecting education. If, for example we are given ages and time spent on doing homework of the group of people we can conclude which age group spend most of their time on doing homework and which the least. There are many examples of quantitative data.
Another type of data is qualitative which refers to all other types of data excluding numbers. It gives richer and clearer image of the situation. Qualitative data has different types. It includes: data from direct observations, interviews, photos and videos, written documents. By examining this data’s resources we will provide not only the whole picture of social life, but also will give variable sources of information.
There are two methods of making a research: positivism and interpretivism. Both these methods are suitable for evaluating educational system and explaining some inconsistencies.
Interpretivists believe that to understand and explain behavior of people and to have clearer picture of them it is necessary to study the way they think, their ideas. For these researches the most factual and significant type of data is qualitative. Participant observation, that is observation which involves researchers in participating in activities of those who are being observed. Interviews are also very useful kind of data as it gives an opportunity to talk to people about their norms, behavior as they see it.
While positivists believe that the most significant data is quantitative. Use of statistics, comparisons explaining the behavior of people who were being observed, easier as we make a comparisons and state facts about the past to prove our point of view. Questionnaires are very useful way of interpreting data and explain human behavior.
The official statistics are the data which is produced by national and local governments. Official statistics provide a wide range of quantitative data, however researchers before using these statistics should know how the statistics are constructed, which surveys they are based on. And if statistics don’t say about their sources of data, researchers might make wrong conclusion of their research. Another limitation of official statistics is that as they are constructed by government, so the government must provide data according to its political purpose and priorities. However there are many advantages of Official Statistics, such as they are well planned and organized and usually take into account different types of data; also they are up to dated and so it gives to researchers opportunities to make comparisons: for example, comparing exam results in the school this year and last year.
Saturday, 7 March 2009
Paul Willis ‘Profane culture’
Willis’s research is based on evaluating two different minority cultures: the motor-bike boys and hippies in early 1960. Even if the research has made long time ago, these cultures are still appear but in other forms.
“Both cultures reproduced –even creatively-the weaknesses, brutality and limitations of their own structural locations and parent class cultures”. Of course, both these cultures were excluded from the society and created their own rules, norms and values. The main difference were in their locating parent cultures. The motor bike boys were mostly from working class families, while hippies from middle class. Another difference is that motor bike boys didn’t create their cultures despite hippies wanted to be excluded and so they did that.
Motor bike boys are those who accept masculinity and relied on the strength. They ignored all the rules and norms by creating their own. ”Their appearance was aggressively masculine. They did not make demands, or pioneer changes there for more humanized systems of work – or even see any connections between technology in their leisure and the most massive application of technology of all: machinery in work.” Hippies behaved in another way, they had more cultural capital and accepted rules of the society. However: “Hippies did indeed reject existing attitudes and practices: they did not work. But even here there was no attack on the basis of work (as motor bike boys did). The culture privately maintained its own rhythms and sense of time which constituted a profound exposure and criticism of industrial time.” This gave an opportunity for hippy to spread their culture faster and have an influence on the society. The culture had a real purpose of its appearance.
“Both cultures reproduced –even creatively-the weaknesses, brutality and limitations of their own structural locations and parent class cultures”. Of course, both these cultures were excluded from the society and created their own rules, norms and values. The main difference were in their locating parent cultures. The motor bike boys were mostly from working class families, while hippies from middle class. Another difference is that motor bike boys didn’t create their cultures despite hippies wanted to be excluded and so they did that.
Motor bike boys are those who accept masculinity and relied on the strength. They ignored all the rules and norms by creating their own. ”Their appearance was aggressively masculine. They did not make demands, or pioneer changes there for more humanized systems of work – or even see any connections between technology in their leisure and the most massive application of technology of all: machinery in work.” Hippies behaved in another way, they had more cultural capital and accepted rules of the society. However: “Hippies did indeed reject existing attitudes and practices: they did not work. But even here there was no attack on the basis of work (as motor bike boys did). The culture privately maintained its own rhythms and sense of time which constituted a profound exposure and criticism of industrial time.” This gave an opportunity for hippy to spread their culture faster and have an influence on the society. The culture had a real purpose of its appearance.
If we look at the world nowadays, almost every society has their own ‘motor bike boys’ but in new appearance. Their tastes, living styles, preferences, views have changed but the whole idea hasn’t. Still there are ‘lads’ reject hidden curriculum and creates new generation of working class, while ‘hippies’ seem to be disappeared as their main points of view were based on rejection industrial society and in some cases supporting capitalists:"You look for a Hippie today where are they? They are living in nice apartments and houses, or dead of drug overdoses, with flat screen TV’s and fancy stereos. They still read the writings of Karl Marx and will usually be at the rallies for liberal politicians, or protesting conservative politicians."
However, macho lads now have more risk than they used because of a big reduction in masculinity work, so it is difficult to forecast what cultures we will have in future.
about racism
Every society has a problem of racism and it will never be wiped out completely as soon as there will be different races. There are might occur many types of racism, but still the meaning will be the same: discrimination, abusive/aggressive behavior towards the person of another race. Almost every social group might experience racism: teachers, students, workers, etc.
Racism in schools is widespread and only among students but also in relations teacher and student. Even if a teacher tries to treat all the students fairly and in the same way, discrimination occurs. Usually racism is seen towards black race and Asians. Young black people, especially boys, considered to be badly behaved and so teachers paid more negative attention to them. One of the reasons of their ‘laddish behavior’, in opinion of Tony Sewell, is that they lack of role models: “One of the major problems is a lack of sympathetic adults, whether they are role models or just sounding boards.”. They didn’t have a good example of a male behavior and so when they grow up they try to show off and by rejecting the curriculum and not paying attention, make themselves look more independently and serious. Another reason is a stereotype. Many teachers are afraid of black students as even if they don’t know the person they already expect laddish behavior from him and so already act negatively towards him by not giving him a chance to show his abilities: "The boys complain that there is very little discipline because teachers seem afraid to challenge them. These boys are not in an environment where there are consequences for their actions and we should be asking questions about the lack of ethos, expectations and discipline in some schools." And so this racism will affect his future educational attainment and discourage from working
If we look at the statistics, racism is very strong and unemployment among non-white races is high as a result of not getting higher degrees and low educational achievement in school. Racism might occur from white race because of many reasons: differences in skin, behavior, norms, values or just misunderstanding.
There are some other statistics about black students:
- they are more often subject to ’permanent exclusion’ from school (DfE 1992)
- black students are between four and six times are more likely to be excluded than their white peers (Gillborn and Gipps, 1996)
- African-Caribbean are seen ‘as having “low ability” and potential discipline problems’ (Mac an Ghalil, 1988)
These are examples of stereotyping within the society and it is unlikely that these stereotypes disappear but they might become insignificant. The problem is that the myth of a black challenge is handed down from one generation to another and teachers also transmit this myth by believing in it and trying to find rove for it. For example, ‘some students with family origins in the Caribbean turn their eyes away from teacher’s gaze; it has been argued that this is a cultural trait signifying respect. ’(Driver 1979). However, teachers don’t want to accept others’ values and see this action as a rejection of the authority and all this creates racism.
(Source of statistics: Race and Higher education, Tariq Modood and Tony Acland, issued by Policies Studies Institute)
Racism in schools is widespread and only among students but also in relations teacher and student. Even if a teacher tries to treat all the students fairly and in the same way, discrimination occurs. Usually racism is seen towards black race and Asians. Young black people, especially boys, considered to be badly behaved and so teachers paid more negative attention to them. One of the reasons of their ‘laddish behavior’, in opinion of Tony Sewell, is that they lack of role models: “One of the major problems is a lack of sympathetic adults, whether they are role models or just sounding boards.”. They didn’t have a good example of a male behavior and so when they grow up they try to show off and by rejecting the curriculum and not paying attention, make themselves look more independently and serious. Another reason is a stereotype. Many teachers are afraid of black students as even if they don’t know the person they already expect laddish behavior from him and so already act negatively towards him by not giving him a chance to show his abilities: "The boys complain that there is very little discipline because teachers seem afraid to challenge them. These boys are not in an environment where there are consequences for their actions and we should be asking questions about the lack of ethos, expectations and discipline in some schools." And so this racism will affect his future educational attainment and discourage from working
If we look at the statistics, racism is very strong and unemployment among non-white races is high as a result of not getting higher degrees and low educational achievement in school. Racism might occur from white race because of many reasons: differences in skin, behavior, norms, values or just misunderstanding.
There are some other statistics about black students:
- they are more often subject to ’permanent exclusion’ from school (DfE 1992)
- black students are between four and six times are more likely to be excluded than their white peers (Gillborn and Gipps, 1996)
- African-Caribbean are seen ‘as having “low ability” and potential discipline problems’ (Mac an Ghalil, 1988)
These are examples of stereotyping within the society and it is unlikely that these stereotypes disappear but they might become insignificant. The problem is that the myth of a black challenge is handed down from one generation to another and teachers also transmit this myth by believing in it and trying to find rove for it. For example, ‘some students with family origins in the Caribbean turn their eyes away from teacher’s gaze; it has been argued that this is a cultural trait signifying respect. ’(Driver 1979). However, teachers don’t want to accept others’ values and see this action as a rejection of the authority and all this creates racism.
(Source of statistics: Race and Higher education, Tariq Modood and Tony Acland, issued by Policies Studies Institute)
Friday, 6 March 2009
balance of payments. questions
633. The current account of the UK balance of payments records
a)Transactions in financial assets such as stock and bonds
b)Trade in goods only
c)Trade in services only
d) Trade in goods and services, investment income and transfers
ANSWER: D
634. An economist might argue that a current account deficit can be consistent with a healthy economy
a)when the economy is not growing so fast -- wrong, because even if an economy is not growing so fast, because there is no connection and with a slow growth in economy there can be both deficit and surplus
b)when the deficit is partly due to a rise in imports of new technology - right, because if there is an import of new technology, it might affect production and productivity in future by increasing capacity utilisation
c)when the deficit is partly due to a rise in standards of living of consumers - wrong, because rise in standards of living of consumers might and so increase in demand of imported goods will mean that there will be no expand in production and productivity in domestic goods and services
d)all of the above - wrong
ANSWER: B
635. Which one of the following would appear as a credit item in the UK balance of payments?
a)the purchase by a French company of a UK insurance business - money coming into the country
b)money sent by UK residents to their relatives overseas - money going out
c)expenditure by the british government in maintaining foreign embassies overseas - money going out
d)the expenditure of Japanese tourists on holiday in Britain - I don’t know
ANSWER: D
636. ANSWER: C
637. Which one of the following is a debit item on the current account of the UK’s balance of payments?
a) foreign tourists choosing to spend money in London whilst on holiday - money spent in country
b)sales of Sky televison programmes to the US - money coming in
c)exports from UK ports transported on UK merchant ships - money coming in
d)the costs of supporting UK armed forces in overseas counties - money going out
ANSWER: D
638. A government may seek to improve the current account of the balance of payments by introducing either expenditure-reducing or expenditure-switching policies. Which of the following expenditure-reducing policy?
a)a rise in income tax- right- reduces expenditure by domestic residents
b)devaluation of the currency - wrong, will not reduce expenditure
c)the introduction of an export subsidy - increase in government expenditure
d)the introduction of an import tariff - expenditure-switching policy
ANSWER: A
639. “Increase in imports causes the UK’s current account deficit to worsen by 4 billion” Which of the following is most likely to have the situation described in the headline? An increase in the UK’s
a)exchange rate - right, with a rise in the exchange rate exports are less competitive and imports prices decrease and so Import volume increasing
b)aggregate supply
c)level f taxation
d)rate of productivity growth
ANSWER: A
640. Which one of the following items would appear as a credit item on the UK balance of payments?
a)the purchase of wine from a French vineyard by a British wine merchant - money going out
b)a group of american tourists flying to Britain using concorde - money not coming into
c)the purchase of UK produced digital cameras by a german company - money coming in
d)the purchase of shares in a british oil company by Japanese investors - private industry
ANSWER: C
641. ANSWER: B
a)Transactions in financial assets such as stock and bonds
b)Trade in goods only
c)Trade in services only
d) Trade in goods and services, investment income and transfers
ANSWER: D
634. An economist might argue that a current account deficit can be consistent with a healthy economy
a)when the economy is not growing so fast -- wrong, because even if an economy is not growing so fast, because there is no connection and with a slow growth in economy there can be both deficit and surplus
b)when the deficit is partly due to a rise in imports of new technology - right, because if there is an import of new technology, it might affect production and productivity in future by increasing capacity utilisation
c)when the deficit is partly due to a rise in standards of living of consumers - wrong, because rise in standards of living of consumers might and so increase in demand of imported goods will mean that there will be no expand in production and productivity in domestic goods and services
d)all of the above - wrong
ANSWER: B
635. Which one of the following would appear as a credit item in the UK balance of payments?
a)the purchase by a French company of a UK insurance business - money coming into the country
b)money sent by UK residents to their relatives overseas - money going out
c)expenditure by the british government in maintaining foreign embassies overseas - money going out
d)the expenditure of Japanese tourists on holiday in Britain - I don’t know
ANSWER: D
636. ANSWER: C
637. Which one of the following is a debit item on the current account of the UK’s balance of payments?
a) foreign tourists choosing to spend money in London whilst on holiday - money spent in country
b)sales of Sky televison programmes to the US - money coming in
c)exports from UK ports transported on UK merchant ships - money coming in
d)the costs of supporting UK armed forces in overseas counties - money going out
ANSWER: D
638. A government may seek to improve the current account of the balance of payments by introducing either expenditure-reducing or expenditure-switching policies. Which of the following expenditure-reducing policy?
a)a rise in income tax- right- reduces expenditure by domestic residents
b)devaluation of the currency - wrong, will not reduce expenditure
c)the introduction of an export subsidy - increase in government expenditure
d)the introduction of an import tariff - expenditure-switching policy
ANSWER: A
639. “Increase in imports causes the UK’s current account deficit to worsen by 4 billion” Which of the following is most likely to have the situation described in the headline? An increase in the UK’s
a)exchange rate - right, with a rise in the exchange rate exports are less competitive and imports prices decrease and so Import volume increasing
b)aggregate supply
c)level f taxation
d)rate of productivity growth
ANSWER: A
640. Which one of the following items would appear as a credit item on the UK balance of payments?
a)the purchase of wine from a French vineyard by a British wine merchant - money going out
b)a group of american tourists flying to Britain using concorde - money not coming into
c)the purchase of UK produced digital cameras by a german company - money coming in
d)the purchase of shares in a british oil company by Japanese investors - private industry
ANSWER: C
641. ANSWER: B
Thursday, 5 March 2009
Rhubarb
so what is rhubarb?
"A relative of buckwheat, the fruit has an earthy and acerbic flavor. In fact, the acidity of rhubarb is so high that you need sugar, honey or fruit juice to balance it completely.It is native to western China and is usually cultivated in cold climates. Since rhubarb is mainly used for the purpose of making pies, its plant is often known as ‘pie plant’. Though the fruit is also available in fresh form, it is the frozen variety that is more commonly used. In the following lines, we have provided information on the health and nutrition benefits of eating rhubarb.
Studies have shown that rhubarb has anti-cancer properties and might help in cutting down the risk of cancer.
Fresh rhubarb stalk is a very good source of dietary fiber and is beneficial for those suffering from indigestion.
Eating a cold piece of rhubarb stalk can help counterbalance stomach acid and thus, restore health.
Regular consumption of fresh rhubarb has been seen to have a positive effect on lowering of blood pressure.
It is believed that regular intake of rhubarb extract can help in diminishing the problem of hot flashes.
Rhubarb has anti-bacterial properties and when applied topically, can inhibit the problem of staphylococcus aureus.
Researches have suggested that rhubarb can prove to be beneficial for those suffering from high cholesterol.
Rhubarb has been found to have anti-oxidant, anti-inflammatory and anti-allergy properties. "
"A relative of buckwheat, the fruit has an earthy and acerbic flavor. In fact, the acidity of rhubarb is so high that you need sugar, honey or fruit juice to balance it completely.It is native to western China and is usually cultivated in cold climates. Since rhubarb is mainly used for the purpose of making pies, its plant is often known as ‘pie plant’. Though the fruit is also available in fresh form, it is the frozen variety that is more commonly used. In the following lines, we have provided information on the health and nutrition benefits of eating rhubarb.
Studies have shown that rhubarb has anti-cancer properties and might help in cutting down the risk of cancer.
Fresh rhubarb stalk is a very good source of dietary fiber and is beneficial for those suffering from indigestion.
Eating a cold piece of rhubarb stalk can help counterbalance stomach acid and thus, restore health.
Regular consumption of fresh rhubarb has been seen to have a positive effect on lowering of blood pressure.
It is believed that regular intake of rhubarb extract can help in diminishing the problem of hot flashes.
Rhubarb has anti-bacterial properties and when applied topically, can inhibit the problem of staphylococcus aureus.
Researches have suggested that rhubarb can prove to be beneficial for those suffering from high cholesterol.
Rhubarb has been found to have anti-oxidant, anti-inflammatory and anti-allergy properties. "
Tuesday, 3 March 2009
Poverty and education
-Of the 100 schools with the highest proportions of pupils eligible for free school meals in England, only three attained the national average GCSE point score
-Schools in the poorest areas have 10-25 % of pupils achieving 5 GCSE at grade A*-C against national average of 50%
-In 2002, 13% of 18 year olds and 7% of 16 year olds in England and Wales were not in any education, training or employment; 30% of these 16 year olds children had no reported GCSE; one third of them at age 18 were not in paid work, training or education
(Poverty: the Facts, Jan Flaherty, John Veit-Wilson, Paul Dornan, 5th edition)
These statistics are examples of how the poverty influence on educational achievement. Children who live in poverty tend to be culturally and materially deprived, which means that they are lack of motivation, parental encouragement in case of cultural deprivation and lack of money and basic necessities, equipment in case of material deprivation. Research of Jan Flaherty showed that lack of material resources such as space to work, books, computers, money are the key factors in children’s low performance. They get low scores and have very low attainment, this may lead to excluding from schools: “Children, excluded from school are unlikely to return to mainstream education.”(G Palmer, M Rahman, R Kenway, Monitoring Poverty and Social Exclusion 2002) They are not only educationally disadvantaged but also excluded socially as they don’t participate in different kinds of activities and support trips, excursions because of their financial exclusion.
Usually children who grow up in poor families leave schools at the lowest age to find a job and to get paid, even if they go to schools, they don’t do any homework because of lack of equipment and stressful environment at home. Also research of Jan Flaherty has shown that those children tend to help their parents and protect them from total poverty by doing simple things for others for money or helping somebody.
Research showed that children who grew up in a low income families are more likely to be economically inactive, “have lower self-esteem and have a fatalistic attitude to health” because of financial exclusion of their parents: children start to behave in similar way and they usually have a little knowledge of the role of banks and building societies and they disadvantaged in terms of financial skills as their parents don’t show them an appropriate example of making a profit and earning money.
Also children in poverty tend to have more health problems and so they miss more classes and worse master classes.
“In general, children of poverty are more likely to form lower expectations about their succes at school or work and they in fact turn out to be less successful in achieving higher levels of education or getting jobs or avoiding getting pregnant” (J Ermisch, M Francesconi, D J Pevalin Outcomes for children poverty, Research Report 158, Department for Work and Pension, 2001)
(All the research results of Jan Flaherty are taken from the book: Poverty: the Facts, Jan Flaherty, John Veit-Wilson, Paul Dornan, 5th edition)
Sunday, 1 March 2009
IB vs A level
“The International Baccalaureate (IB) Diploma Programme is a challenging two-year curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world’s leading universities.” while “AS (Advanced Subsidiary) and A (Advanced) level qualifications focus on traditional study skills. They normally take two years to complete full-time, although they're also available to study part-time.”. So the first difference between them is that A levels are courses and so they can be part time, while IB Diploma is full independent programme which for some advantages increases its popularity last years. One of the reasons of it is that A levels was designed more as a set of single subject examinations, but IB “is
designed to be a full-time course for highly-committed and internationally-minded students, between
the ages of 16 and 18. Its nature is highlighted by the fact that it includes a compulsory element of
what in the A level world are called enrichment activities.” Also there are some features in the curriculum of IB programme such as extended essays where students improve their writing and research skills, CAS programmes when students should participate in activities and share their knowledge with others. IB Diploma offers theory of knowledge which is “central to the educational philosophy of the Diploma Programme.
It offers students and their teachers the opportunity to:
reflect critically on diverse ways of knowing and on areas of knowledge
consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
In addition, it prompts students to:
be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
recognize the need to act responsibly in an increasingly interconnected but uncertain world.”
It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected.
TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility."
A big advantage of A levels programmes is that students are more sure about their choice and can concentrate on the subject they would like to study in future and still for British Universities A levels is very necessary. But for international Universities it is better to choose IB programme, in my opinion.
IB Programme is much newer than A levels and its increasing popularity might make think us that IB will have better future and as head one of the schools said: "They've become much narrower, atomized and rigid; the IB is much more interesting."
designed to be a full-time course for highly-committed and internationally-minded students, between
the ages of 16 and 18. Its nature is highlighted by the fact that it includes a compulsory element of
what in the A level world are called enrichment activities.” Also there are some features in the curriculum of IB programme such as extended essays where students improve their writing and research skills, CAS programmes when students should participate in activities and share their knowledge with others. IB Diploma offers theory of knowledge which is “central to the educational philosophy of the Diploma Programme.
It offers students and their teachers the opportunity to:
reflect critically on diverse ways of knowing and on areas of knowledge
consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
In addition, it prompts students to:
be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
recognize the need to act responsibly in an increasingly interconnected but uncertain world.”
It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected.
TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility."
A big advantage of A levels programmes is that students are more sure about their choice and can concentrate on the subject they would like to study in future and still for British Universities A levels is very necessary. But for international Universities it is better to choose IB programme, in my opinion.
IB Programme is much newer than A levels and its increasing popularity might make think us that IB will have better future and as head one of the schools said: "They've become much narrower, atomized and rigid; the IB is much more interesting."
Friday, 27 February 2009
Views on education
Social democrats argued that everyone should have an equal chance to succeed in the education system. But as middle class children tend to have higher educational attainment than working classm this suggests that schools don't provide equal opportunity for everyone. As one of the sociologists Halsey concluded after the research that ' relative success and failure in school is determined by the assets or burdens children bring with them, and schooling itself cannot compensate for society the school is a causally less powerful agent than home or community'.
When we talk about liberal education, it means the opposite of specialized education, when students take courses in a wide range of subjects including the major once.As one of the sociologists said liberal education helps find from mass democracy cultured human beings: "Liberal education is the necessary endeavor to found an aristocracy within democratic mass society. Liberal education reminds those members of a mass democracy who have ears to hear, of human greatness."
New Right view based on a findings solutions of educational problem in the society such as state dependency. There is a need of comptetions between school and allowing schools and colleges self management. "Schools face outside pressures from two main sources: the education bureaucracy and the teacher unions..; the weaker these outside pressures, the more effective was school organisation and consequently the greater was student achievement." (Chubb & Moe)
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