Week Four: Being a “Good” Student
What does it mean to be “good” student according to the commonsense? Which students are privileged by this definition of the “good” student? How is the “good” student shaped by historical factors?
The definitions or assumptions about individuals being “good” students is often overlooked or misunderstood. According to commonsense, being a “good” student requires them to be intellectually capable and have the ability to be informed of knowledge, all while keeping physically and mentally healthy (Painter 1886). To complete the process of being a “good” student would mean that an individual has completely developed: “to meet the end of life, the body must grow, the mind be developed, and the moral nature trained” (Painter 1886). Being a “good” student would be successfully reaching this goal, which is strived for in many education systems. It is important to note, in this case being a “good” student would require them to reach this goal with little challenges and battles. The student should be easily able to continue through the education system and apply the knowledge being taught onto their lifestyle. Reaching this goal can sometimes be a very difficult challenge because of the privileges that many have, or rather do not have. For example, China has a very focused and structured education system (Painter 1886). This arrangement puts males before females, which automatically places them as “not good” students: “Men, at their birth, are by nature radically good” (Painter 1886). Just by being female, women are involuntarily placed below men and not seen as successful in the education system. I think this is prejudiced and discriminating that something completely out of their control, controls them. Something else to consider is a student’s “outside” life, such as family, financial and housing situation. During Kumashiro’s comparison of student “M” and “N” a “good” student would attend school regularly (2010). It is important to understand that sometimes this is not the student’s choice. Other personal reasons may be keeping them from attending class, which makes it important to keep an open mind and approach every situation professionally. The communication becomes critical, as people are learning through crisis (Kumashiro 2010).
A “good” student is shaped by historical factors of the way that education is thought about. It appears that knowledge is necessary for development and history becomes essential in this development. Painter discusses some very relevant points in regard to history shaping a good student, suggesting that “human development should be combined with practical wisdom” and “education aims at developing the noble type of manhood” (1886). This historic perspective affects the approach to teaching. The idea surrounding Christian values also plays a very important historical role in education (Painter 1886). This often guided the idea of a “good” student, which then led into being a “good” person. I think that there are many ways to look at the way a “good” student is viewed, but it is important to understand that MANY factors can influence what a “good” student looks like. Immediately judging or not educating yourself on the topic can interfere the education system. It is important to learn through questioning these processes to allow for self-growth and aim towards re-evaluating what it means to be a “good” student (Kumashiro 2010).
Amber Smith
Kumashiro, K. 2010. Preparing Teachers for Crisis: A Sample Lesson. [Article]. https://drive.google.com/file/d/1kkJc7k2AyKB-Usl3pujiMAeWpfzmpZRK/view
Painter, F. 1886.A History of Education. International Education Series. [Book]. https://archive.org/details/historyofeducati00painiala