Sam Caudill Exploratory essay A common theme among the articles is the varying effects authority figures have

on students education. Authority figures have always had a form of control over education. This is evident by the structure of hierarchy that formed in school. Members of this hierarchy range from individuals, such as students and teachers, to the organizations, such as the federal government. The three authors emphasis of this common theme implies they have a strong view of responsibilities for authority figures in education. They hold these select figures accountable for both the positives and negatives effect of their involvement in students education. It is evident by the tone in their writing and details discussed in the article. The article Social Class and the Hidden Curriculum of Work was about a study that has been conducted on the differences in schools based on social class. Anyon portrays the concept that the different social classes schools and individuals have the authority to teach a curriculum they perceive best accommodates their students. The varying social classes schools have curriculums based on their students economic status. For examples, repetition is the sole form of learning for the poor social class schools because the students will most likely get a job a fast food place. The differences between the social classs schools are surprisingly different. In the working class schools teachers rarely explain why the work is being assigned, how it might connect to other assignments or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance. (Anyon) This minuscule involvement and concern limits the children education by allowing them to learn tasks that only involve memory rehearsal. The next schools, Middle class, are primarily involved with work is getting the right answer. (Anyon) This work issued by the teachers involves some decision making but limits creativity. Serious attention is rarely given in school work on how the children develop or

express their own feelings and ideas (Anyon) This lack of serious attention prohibits the comprehension of critical thinking. The Executive Elite School, the upper class, is centered around developing ones analytical intellectual powers. (Anyon) The teachers are engaged in the discussion of the group but allow the students to talk through the answers. Their controlled involvement in their students education teaches the student to think critically. The teachers dont force the students to learn therefore there responsibility only lays with the students the want to learn the material. For instance, if a student wants extra help then they can stay after class and the teacher has a responsibility to help them. In the opposite sense, a student can leave whenever and it isnt the teachers responsibility to try and stop them. If executive elite schools have an effective form of schooling, then why doesnt public schools follow them? This doesnt necessarily mean the exact the curriculum but possibly similar attitudes and mannerisms toward students. No Child Left Behind Act of 2001 was an article that demonstrates the idea of the highest level of authority, the federal government, can be involved in the countrys education. This act was issued by President George W Bush, which held schools responsible for the success of the childrens education. Bush gave the teachers the responsibility of making sure the students are learning because it makes those teachers work harder. Also, Bush made the government responsible for making laws about education. By doing so, this will allow a standardization of education to appear thus putting every student on the same level. Part of the system implemented requires annual testing for all students in grades 3-8, and annual statewide progress objectives (No Child Left Behind Act 2001) This has brought a lot of controversy. While this act has accomplished some of its intended benefits, it has also caused some unforeseen consequences. Since Bush has indirectly given teachers the responsibility of meeting

a quota for passing a certain number of student it has lead them to more willing to pass kids solely for the sole purpose of keeping their jobs. This further supports the theme that the central government, an authority figure, has involvement in education in the form of giving responsibility. Why is the responsibility of an important task given to individuals with little influence when the person who created it has a lot more influence? The article On the Uses of a Liberal Education describes an experiment on a select number of poor participants where a single teacher, Earl Shorris, provides these people with the education they have been deprived of. This validates the notion that even the smallest level of authority, a single teacher, can have a great impact in the education of his students. Earl was able to provide his students with an education that will help them succeed in the world. He taught his students about the Humanities. He believed that real power, legitimate power, the kind that comes from the people and belongs to the people, you must understand politics. The humanities will help. (Shorris) He was able to connect to the student in such a way that twenty-two students showed up to class the first day. His involvement in their education was beneficial enough to allow most his graduates to attend a four-year college or a community college. According to Shorris, teachers have a responsibility to teach kids the necessities they need to succeed in the read world With multiple people involved in a task or concept, why is there a tendency to give one or two individuals credit for the responsibility?

Work Cited Page Anyon, Jean. "Social Class and the Hidden Curriculum of Work." Journal of Education 162.1 (1980): 1-11. Web. 22 Feb. 2013. No Child Left Behind Act 2001 Considering Literacy: Reading and Writing The Educational Experience, Ed. Linda Adler-Kasser. New York: Pearson Longman, 2006. 308-312 Shorris, Earl. On the Uses of a Liberal Education Considering Literacy: Reading and Writing The Education Experience, Ed Linda Adle-Kasser. New York: Pearson Longman, 2006. 186-200. 22 Feb. 2013