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This-essay is a7810062.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %GRADUATE TEACHER DOMINATION 781006 The values of teachers in graduate schools tend to dominate much of the whole educational ladder. How many grade school teachers can successfully bring pressure to bear upon university professors? How often do university professors have to sit through daily classes taught by grade school teachers? What are the opportunities for university professors to internalize the values, perceptions, attitudes, priorities, etc. of grade school teachers? Clearly the flow of influence is not from grade school teachers towards university professors. The flow of influence is rather from research oriented university professors towards grade school teachers. So long as the political power structure is an it is, the flow of influence will tend to be from abstractly oriented intellectuals, towards the teachers of young children who are not ready for abstractions. The graduate teacher domination tends to occasion feed-back loops which augment the exclusivity of upper level academic values. Each pass through of students through any level and back to a lower level as the next generation of teachers---tends to augment the injection of upper level values into the teaching of lower level students. This feed-back loop will continue so long as there is no regular way in which upper level teachers are confronted by the world of lower level education. The segregation of teachers according to the level of development of students tends to generated perverse patterns of human development. Graduate teacher domination tends to generate teacher oriented education. The needs of the teachers at the top tend to dominate their students and generate role models for teachers at lover levels. Teachers become subject matter oriented, rather than student oriented. They teach subjects, not students; so their students are subjected to content lectures and curriculum, not educed as persons. Teacher-oriented-education tends to occasion injustice and will continue---so long as students do not have meaningful courts of appeal regarding academic injustice. It will be exceedingly difficult to provide humane courts of appeal for academic injustice. In fact legal procedures may not be able to help deal with academic injustices of a graduate teacher dominated educational system. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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