Feirre VS Foulcalt Essay

Vanessa Frederic 11/19/23 Mark Weinstien EDFD 220 Feirre's viewpoint, as you can see, is that success in life depends on your ability as a student. Although not as rigorously as Freire, Foucault also has some theories about education. As far as I can tell, growing up in the way I did meant that getting excellent grades was a must for attending a reputable institution, being intelligent, and becoming wealthy. I completely disagree with my parents' belief that attending college is necessary to succeed financially in life. I think your chances of financial success are good as long as you can figure out a way out early. My brothers and I had tremendous parental pressure in high school to get scholarships to a prestigious institution for either academic or athletic endeavors. Fierre is utterly wrong, if only because I don't believe that many pupils who receive low grades go on to fail in life or develop unstable behavior. Numerous acquaintances from my childhood who struggled academically are now successful in their professions, community college degrees, and other pursuits. Your identity determines your success, not your level of schooling. I think Foulcat's opinions on philosophy and education are rather wide-ranging, and he doesn't seem to care much about success indicators like the need for a high GPA to get employment. In reality, a great GPA is not required to gain a job; all you need is a college degree. You may still live in a nice area and have a rich life even if your graduation score is 3.0 or 2.8. I think Foucault's assertion that "the invention of this new political anatomy must not be seen as a sudden discovery" is intriguing. (Foucault, page 333). This seems to have a lot of similarities with Fierre's philosophy of education since, according to Freire, success in school is necessary for advancement in life. However, Foucault approaches general education and philosophy from a wider perspective. You see, given that life is a surprising discovery, I do agree with Foulcalt in part. I've learned to recognize my current situation in life and to focus not only on my studies but also on my other interests, such as my professional aspirations, what it means to be a dedicated worker, and my plans and destination. "One of the major technical innovations in elementary education was the organization of a serial space" (Foucault, p. 341). I particularly appreciate his interpretation of this quotation since he emphasizes the value of general knowledge in elementary school and is less stringent about education's impact on a person's life and the consequences of doing well or poorly in school. Folcalt values a student's overall outlook on life more than his academic achievement. "When I'm there by myself, away from the outside world, talking to myself, or asking myself questions, I find solace under its shade." Pages 388 (Fierre). Fierre seems to have a more negative outlook on philosophy than Foucault. He pays more attention to how individuals behave in a school context and how he interprets students' perceptions of their educational backgrounds than he does to the benefits of general education.​​ I get the feeling that he frequently asks himself questions about people in general and their personalities in particular. He seems to make a lot of decisions about students based mostly on their academic backgrounds. These days, SAT results and statistics are not the primary considerations for college admission; instead, many applicants are accepted purely based on their personal qualities. A strong GPA is not necessary to be admitted to college. I think I convinced myself that getting straight As helped me just get into prestigious universities and not scholarships and that it didn't help me find possibilities before college. I've always been the student that needs to get into a prominent school with impeccable attendance. Many bright young people enroll in elite universities, such as Ivy League schools, but despite their diligence, they are not given scholarships because their families are middle-class and they are not eligible for financial aid. In short, there are bright students with good grades who were admitted into universities but can't afford them; they have to go to a local institution or start again and attend a community college. If Fierre is correct in his assertion that achieving high academic standing will help one succeed in life, then instead of burdening these young people with debt, why don't colleges support these institutions and award scholarships to deserving applicants? Give kids the credit they merit. These universities also need to comprehend it. Since I was admitted into prestigious private schools with bright prospects but lacked the funds to fully commit to attending such an incredible institution, I too almost went into debt. I think the main thing that keeps intelligent students from getting into top schools and chances are money. Understanding the adult literacy process necessitates actual communication between educators and learners. Real dialogue brings topics together through the understanding of a knowable object that acts as a mediator. If reading and writing instruction is to be considered a knowing act, then students must embrace their position as creative beings from the start. Reflecting critically on the act of reading and writing, as well as the fundamental meaning of language, is more important than just learning and repeating specific words, phrases, and syllables. The human word is more than just vocabulary; it is word-and-action, insofar as language is impossible without mind, and language and thought are inconceivable without the reality to which they relate. The relationship between men and their environment must be included in the cognitive aspects of the literacy process. The dialectic between the products men acquire in changing the world and the conditioning these goods in turn impose on men originates from these connections. Speaking a word is not a real act unless it is also linked to the freedoms of the world- self-expression, creation and reconstruction, decision-making and choice-making, and, finally, historical participation in society.