This is a different post than I typically share. This is actually a short journal entry I shared for my current course. Yes, I am back in classes pursing my PhD and yes, I need there to be more hours in the day. Thought I'd share since my thoughts are constantly drifting to both of my boys.
The
hardest thing about my son’s diagnosis to accept was the cognitive side of Down
syndrome. It is not easy to swallow the words mental retardation that accompany
the diagnosis. Especially for a person who has spent her life believing that
people have ability and it simply comes down to the ability to apply one’s
self. To realize that the future and the potential for Kaleb is unknown is
scary. Still it is hard not to allow children with special needs like my Kaleb
to penetrate my thoughts as I read the different theories on the purpose and
philosophy of education. To examine what does education mean for children like
Kaleb? Things such as Aristotle’s view that everything continues to changes as
it works and moves towards what it was intended to become (Cathorn, 2002).
These ideas begin to take on new meaning as I wonder if this holds true with
Down syndrome. It can be enough on a bad day to make you want to question the
verse, ‘fearfully and wonderfully made,’ (Psalms 139:14).
So I began
to look at the readings from the sense of how am I to educate Kaleb, be an
advocate for him, and educate others on how to educate him. Hinchey (2008) spends
time explaining much of what we do is rooted in our beliefs, meaning it is
because that is how it has always been done. She explains, ‘What we do usually
has its roots in what we believe, and beliefs are not the unshakable foundation
for action we usually assume,’ (p. 2). The past belief was that those with Down
syndrome were unable to learn. Current day individuals with Down syndrome show
that this isn’t true, especially with the aid of early intervention. Children
with Down syndrome do not historically test well in IQ tests so they are
labeled with anywhere from mild to severe cognitive delays. Now that we are
constantly seeing that they can and do learn. So now we have to examine how do
we teach, and should they use the same methods and have the same goals as that
of other typical children? I love where Hinchey talks about that through the
lens of critical theory we are able to refocus our vision and it allows us to open
our minds to possibilities once found unfathomable. Merleau-Ponty is referenced
as explaining that true philosophy is about relearning how we look at the world
(Feinberg, n.a.).
It makes
me go back to Plato’s views of sight and the light. Plato explained that sight
might exist, that colors, shapes, and patterns be present but one main
component to put it altogether is critical for without it the sight will see
nothing and everything present will go unseen. This component is light. Plato
later goes on to say that education takes for granted that the sight is there,
that it already exists. Its goal is to simply redirect it by adding the light. Sure,
educators, parents, therapists, and doctors may have to find alternative
methods of redirecting so that the light shines and the sight is able to see
the beautiful colors, vibrant patterns, and various shapes. It is all about
finding methods that work for each child. While we might not execute it very
effectively in education, most would acknowledge that education is not a one
size fits all. It is about finding what works for each child; what learning
styles work best, how to incorporate the various levels of thinking and
application, and which teaching style are best to utilize and when.
Those such
as Lawrence as referenced by Standish (2005) believe that education is to lead
the individual to reaching his or her true fullness. I find myself wondering if
they hold true to their beliefs if it is someone besides a typical developing
individual. Perhaps they might hold more to Neill’s view referenced by
Standish which believe that the purpose of education is to make people happier,
more secure, and less prejudiced. Even if a person has trouble swallowing that
those same principles apply I would say that perhaps it is because they see the
main goal of education as being of the purpose to serve the economy. I would
then challenge them that if that is the case the same would hold true for
someone with Down syndrome. If the sole purpose and philosophy of education is
to prepare individuals to be productive members of society then again why would
we not work to find ways to allow those with this diagnosis to do just that, to
contribute to their communities and to the world? Individuals with Down
syndrome are continuously showing they can do just that. Some are starting
their own businesses, acting, modeling, being public speakers, marrying, and
many other things once thought impossible. These things are things that most
would consider the basis of being productive citizens. So if that is the case,
if it is simply a matter of working to find alternative ways and methods to
help redirect their sight, to help shine the light why would we not do just that?
I’ll conclude with a quote from Hinchey (2008), ‘Critical theory is about
possibility, and hope, and change’ (p. 14). I work and will continue to work to
change the world’s perception of Down syndrome. To show Kaleb and the rest of
the world that he will not be limited by me and if I can help it, by anyone
else. I will strive to look for and create ways to show him the world and find
the light so he and others can see the colors of this world.
Cawthon, D. (2002). Philosophical
foundations of leadership. New Brunswick, NJ: Transaction Publishers.
Feinberg, W. (na). The disclosure of
philosophy of education. Retrieved from: https://blackboard.cuchicago.edu/bbcswebdav/pid-2135742-dt-content-rid-7777338_2/courses/1683.201710/FPR-7011-Online-Template_ImportedContent_20120504092620/FPR-7010-Online-Template_ImportedContent_20120105102614/Feinberg_The%20Discourse%20of%20Philosophy%20of%20Ed.pdf
Hinchey, P. (2008). Finding freedom in the classroom: A Practical Introduction to
Critical Theory.
New York, NY: Peter Lang.
Plato.
(1997). Republic in
Plato: complete works. Indianapolis,
Hackett. Retrieved
from: https://blackboard.cuchicago.edu/bbcswebdav/pid-2135726-dt-content-rid-7777515_2/courses/1683.201710/Plato_Turning%20the%20Psyche.pdf
Standish,
P. (2005). The nature and purposes of education. In A companion to the
philosophy of education (p. 221-231). New York: Wiley-Blackwell.
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