The Perversion of Myth in America Part 3 – Destructive Myths
In the last post we considered some of the major myths designed to guide people toward living a purposeful life in Western Civilization. In this post we will consider a number of myths in what is now the United States. They took us in a darker direction and still have an effect on our civilization from the earliest days to the present time.The Perversion of Myth – A Series 2. Myth in Other Words
This is the second in a series of posts exploring the classical meaning of myth throughout prehistoric and historic times and its current perversion in America. This post considers several ways in which myth is expressed.The Perversion of Myth in America – Part One – The Nature of Myth
This is the first in a series of posts exploring the distortion of the classical meaning of myth throughout prehistoric and historic times. We will start with the original meaning of myth.Influencing The Quality Of Education
Do we really believe that every child can succeed? How does the view that a child’s potential is limited affect our ability to reach that child and inhibit his growth and academic success? The largely unexplored, and in some cases erroneous, beliefs held by many mainstream educators have resulted in ineffective and even damaging educational practice. The way we view students and learning affects what we teach, how we teach, and ultimately, student learning. Some teachers design curricula as if diversity didn’t exist; they ignore or are unaware of how their students’ backgrounds or contexts shape their learning styles and affect their achievement.The Complex Processes Of Literacy
Exemplary literacy programs, which emphasize learning across the curriculum, are organized around teacher and student teams designed to meet the needs of struggling readers. Evidence that literacy is valued can be found in interesting and accessible materials, instructional methods, beliefs about literacy learning, school organization, and school culture. First, the amount of reading and writing required for successful academic progress in the middle grades increases substantially from that required of elementary school students. Second, content area courses such as social studies, science, language arts, math, music, art, and technology are likely to require that students read and understand texts in each academic area. These texts are primarily expository and often complex, detailed, and filled with difficult vocabulary.