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Cameron Landry
Prof. Carson
Philosophy of Education
Exam 2 Essays
Prompt #11
First off, deBary believes that “one’s own cultural tradition should have priority in undergraduate education anywhere.” However, he still believes that the core curriculum should move to include other cultures and works from other parts of the globe. He warns that “if intellectual diversity and cultural pluralism are to survive in universities” you must first give priority to their own culture first. This is partially because there is a risk in studying other cultures due to his idea that “the stranger the culture the less accessible it will be, and the greater the risk of misunderstanding and superficiality.” deBary also questions the possibility of including all classic texts from around the world because it is such a difficult task to decide on how to go about choosing what is important enough to include. He says that the most important way to go about including other traditions into the “core curriculum” is “…that the reading and understanding of a text should work, as much as possible, from the inside out rather than from the outside in.” What he means by this is that we should remove all bias when trying to understand another tradition and we should attempt to read it without thinking of our own cultural viewpoint.
Prompt #1
In Piaget’s first stage of cognitive development, the sensorimotor stage, infants use physical actions to try to understand the world around them and form different schemes and schemata. The child, according to Piaget, is egocentric (i.e., the child experiences no distinction between themselves and the world around them) and has no concept of object permanence. The following stage, the preoperational stage, is where the child slowly learns to order things in a series, begins to use extremely, basic language skills, and still has no understanding of Piaget’s conceptual experiments such as conservation. At the next stage, the concrete
Prof. Carson
Philosophy of Education
Exam 2 Essays
Prompt #11
First off, deBary believes that “one’s own cultural tradition should have priority in undergraduate education anywhere.” However, he still believes that the core curriculum should move to include other cultures and works from other parts of the globe. He warns that “if intellectual diversity and cultural pluralism are to survive in universities” you must first give priority to their own culture first. This is partially because there is a risk in studying other cultures due to his idea that “the stranger the culture the less accessible it will be, and the greater the risk of misunderstanding and superficiality.” deBary also questions the possibility of including all classic texts from around the world because it is such a difficult task to decide on how to go about choosing what is important enough to include. He says that the most important way to go about including other traditions into the “core curriculum” is “…that the reading and understanding of a text should work, as much as possible, from the inside out rather than from the outside in.” What he means by this is that we should remove all bias when trying to understand another tradition and we should attempt to read it without thinking of our own cultural viewpoint.
Prompt #1
In Piaget’s first stage of cognitive development, the sensorimotor stage, infants use physical actions to try to understand the world around them and form different schemes and schemata. The child, according to Piaget, is egocentric (i.e., the child experiences no distinction between themselves and the world around them) and has no concept of object permanence. The following stage, the preoperational stage, is where the child slowly learns to order things in a series, begins to use extremely, basic language skills, and still has no understanding of Piaget’s conceptual experiments such as conservation. At the next stage, the concrete