Summary Of Lies My Teacher Told Me
Teaching History and the Consequences of it? According to, the chapter eleven from the book “ Lies my teacher told me” by James w. Loewen, under the title “Why is history taught like this? To answer for this question’s, it is better to see different directions as well as the perception of the of the teacher’s, the final goal of the responsible college or university or the giver institution, or the strategy of the education policy curriculums, why prefers or allowed to give this one sides negative image of history for college level students? The answer would be depends on the above hypothesis. However, the first interesting that I found from this reading chapter, why is history taught likes this? From the book “ Lies my teacher told me” by James W. Loewen was about the publishers of targeted reader’s. Most publishers produce textbooks with several audiences in mind. One is their intended reader: student’s characteristics, as publishers perceive them, particularly after reading level and page layout.
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Historians and professor’s of education are another audience, perhaps two audiences. Teachers comprise another. As a result of, “ textbook offer an obvious means of realizing hegemony in education”. (L. Griffen and Marciano) The second interesting point was about power elite theories may credit the upper class with more power, unity, and conscious self-interest that it has. Indeed, regarding their alleged influence on American history textbooks, they may be scapegoats: blaming the power elite is comforting. These theories may create a world more satisfying and more coherent in evil than the real world with which we are all complicit. However, special pressures in the world of textbook publishing may account to some extent for the uniformity and dullness of American history textbook. So, textbook authors need not concern themselves unduly with what actually happened in history. Some textbook that emphasize how powerful, fair, and progressive our society has been give some students a basis for idealism. The third interesting point that I found from lies my teacher told me by James w.Loewen chapter twelve under the title of “what is the result of teaching history like this? I depends on who are you and where you from? But the allegiance and socialization processes cause the educated to believe that what America does is right. For example, in late 1960’s before began the bombing on the North Vietnam two cities Hanoi and Haiphong most American was split 50/50 % well agree except to the 15 % of opposed. In some how the government’s policy should affected the attitudes. The fourth interesting point that I found about the educated successful, people have a vested interest in believing that the society that helped them be educated and successful is fair.
As a result of, those in the upper third of our educational and income structure are more likely to show allegiance to society. Therefore, teachers may try to convince themselves that education’s main function is to promote inquiry, not iconography but in fact the socialization function of schooling remains dominant at least through high school and hardly disappears in college. So, education as socialization tells people what to think and how to act and requires them to conform. As a result of, education as socialization influences students simply to accepts the tightness of our society. American history textbooks overtly tell us to proud of American and demoralized being Africa American immigrant. However, the more schooling does not changes to be in one sense of
socialized. Finally, I found the interesting issue about the working and lower classes. Crediting successful to their position in social structure threatens those good feelings. It is much more gratifying to believing that their educational attainments and occupational success result from ambition and hard work that there privilege has been earned. However, working class and lower class Americans also adopts this prevailing ethic about society and schooling. Often working-class adults in dead end jobs blame themselves, focusing on their own earlier failure to excel in school. In general, students will start learning history when they see the point of doing, so when it seems interesting important to them and when they believe history might relate to their lives and futures. Students will start riding history interesting when their teacher stop lying to them
Historians and professor’s of education are another audience, perhaps two audiences. Teachers comprise another. As a result of, “ textbook offer an obvious means of realizing hegemony in education”. (L. Griffen and Marciano) The second interesting point was about power elite theories may credit the upper class with more power, unity, and conscious self-interest that it has. Indeed, regarding their alleged influence on American history textbooks, they may be scapegoats: blaming the power elite is comforting. These theories may create a world more satisfying and more coherent in evil than the real world with which we are all complicit. However, special pressures in the world of textbook publishing may account to some extent for the uniformity and dullness of American history textbook. So, textbook authors need not concern themselves unduly with what actually happened in history. Some textbook that emphasize how powerful, fair, and progressive our society has been give some students a basis for idealism. The third interesting point that I found from lies my teacher told me by James w.Loewen chapter twelve under the title of “what is the result of teaching history like this? I depends on who are you and where you from? But the allegiance and socialization processes cause the educated to believe that what America does is right. For example, in late 1960’s before began the bombing on the North Vietnam two cities Hanoi and Haiphong most American was split 50/50 % well agree except to the 15 % of opposed. In some how the government’s policy should affected the attitudes. The fourth interesting point that I found about the educated successful, people have a vested interest in believing that the society that helped them be educated and successful is fair.
As a result of, those in the upper third of our educational and income structure are more likely to show allegiance to society. Therefore, teachers may try to convince themselves that education’s main function is to promote inquiry, not iconography but in fact the socialization function of schooling remains dominant at least through high school and hardly disappears in college. So, education as socialization tells people what to think and how to act and requires them to conform. As a result of, education as socialization influences students simply to accepts the tightness of our society. American history textbooks overtly tell us to proud of American and demoralized being Africa American immigrant. However, the more schooling does not changes to be in one sense of
socialized. Finally, I found the interesting issue about the working and lower classes. Crediting successful to their position in social structure threatens those good feelings. It is much more gratifying to believing that their educational attainments and occupational success result from ambition and hard work that there privilege has been earned. However, working class and lower class Americans also adopts this prevailing ethic about society and schooling. Often working-class adults in dead end jobs blame themselves, focusing on their own earlier failure to excel in school. In general, students will start learning history when they see the point of doing, so when it seems interesting important to them and when they believe history might relate to their lives and futures. Students will start riding history interesting when their teacher stop lying to them