Using Popular Culture in the Classroom Dissertation

Using Popular Culture in the Classroom - Dissertation Example The exploration of new techniques and methods is always on the educational horizon. The promise of the future has not eliminated the need for a refinement and validation of existing practices. In fact, modern technologies have allowed for a greater level of access to a variety of media and have increased the capabilities of the average educator. According to Jackie Marsh and Millard 2000, popular culture is a phrase which can be applied to a cultural text which are popular and attractive for majority of children around the globe. Popular culture has a vast variety of material which are attractive for children like bags, games, stationeries, shoes, character toys etc. This not only helps a child to get a better understanding but also encourages an educator to bring in new ideas to motivate young minds. Popular culture is first applied as a test drive but it proved to be an excellent motivational idea. In this era, where technologies and media power has no boundaries has an impact on c hildren. Animations of different strong characters, fairyland and wonderlands have made it easier for children to imagine and fit in a particular character. In early childhood education, it is observed that a child learns whatever is been taught to them, but it becomes easier for them to adapt and practice if popular culture is used while teaching. Use of PSPs , PS2, Nintendo’s and play stations for playing different animated games sharpen their reflexes and their cognitive power. In Early childhood education, Rhymes and songs were introduced to make a child learn colors, shapes and simple concepts while playing, singing and role-plays. Popular culture should be adopted by parents, guardians and educators not only school but also in the outside world, this idea is perceived from a theory of Jackie Marsh 2009 that popular culture should be applied in schools and outside both, which clearly refers to home. Popular Culture is adapted by different practitioners where some of them came up with a different feedback. According to their experience, the change which occurred in a child after the implementation of popular culture in the early education is the glamorization of violence and adds cheapness to the value of education. It encourages a child to praise the material things which blurred the essence of education of being good to every individual regardless of color creed or status.

Chinese philosophy Essay Example | Topics and Well Written Essays - 1250 words - 1

Chinese philosophy - Essay Example The ultimate motive of Chuang Tzu was, probably, to appreciate the beauty of River Hao. Text 1. Chuang Tzu and Hui Tzu were strolling along the bridge of the Hao River when Chuang Tzu said, â€Å"See how the minnows come out and dart around where they please! That’s what fish really enjoy!† Hui Shi said, â€Å"You are not a fish---how do you know what fish enjoy!† Chuang Tzu said, â€Å"You’re not I, so how do you know that I do not know what the fish enjoy.† Hui Shi said, â€Å"I am not you, so I certainly don’t know what you know. On the other hand, you are certainly not a fish—so that still proves you don’t know what fish enjoys.† Chuang Tzu said, â€Å"Let go back to your original question, please. You ask me how I know what fish enjoys. So you already knew I knew it when you ask the question. I know it by standing upon the River Hao.† In just a few statements, these two characters have sparked off a delightful, thought-provoking, and philosophical discussion, indeed. The fundamentals of the discussion revolve around the individuality and uniqueness of each body in this universe. Philosophy has given way to the notion that nobody knows what the other body is in actuality. In the spectrum of philosophical thought, reality is, in fact, a fallacy and with regards to the philosophical sphere of thinking, it is a matter of fact that Hui Shi may never know what Chuang Tzu is. What may seem to the human eye could be the result of one’s own biased expectations of thought and perceptions. In short, if Hui Shi expects Chuang Tzu to be human, Chuang Tzu will seem human to Hui Shi. However, it is Chuang Tzu who knows if he, himself, is human or not. In the case that Chuang Tzu is human, then Hui Shi has objected correctly against the claim of knowing what fishes enjoy. Chuang Tzu can never perceive what it is like to b e a foreign body. Even so, Chuang Tzu should not even try to perceive because his current, fixed