ECS 200, Weekly Reading Responses

Week 7- Residential Schools and Philosophical Systems

One point that really stuck out to me is in the late 1800’s to early 1900’s, how teachers actually became teachers. In the 1880’s, you needed no formal education to become a teacher. In 1888 you finally needed some sort of training. The training consisted of only a few classes a month. Later on, they made full courses on education that took 2 years to get and now it is a 4-year program I remember my grandma talking about this because she is a former educator. In her time, she had to take the 2-year course. I think this is extremely weird how educators did not need any form of education. I see myself in the second year and I still do not trust myself to be a truly effective educator.

Residential schools was also a main topic in these readings. I actually read something new in this reading. I never knew that once a residential school was closed, those indigenous children were then without any form of education. The First Nations community then had to provide their own form of education. I don’t know how a community could possibly put together such a large task of putting an entire school together. I have coached volleyball in the past and to simply put together a volleyball team and educate them in that is hard enough.

Another thing I learned was the four major philosophical systems. These systems are idealism, realism, existentialism, and pragmatism. I learned that there is no single right philosophical system to use in a classroom. A combination of all four is the perfect mixture for a learning environment.

A question I would have liked to ask those educators in the 1880’s is if they felt they were properly trained to teach youth. Also what other struggles they faced due to their lack of education.


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