After reading several TE 818 posts and responding to the required 2 and also reading through the responses on my own post for this theme, I realize that focusing on only one aspect of our readings left most of my thinking unsaid, even on the one point.
I will maintain that education is a commodity to me, in each of the perspectives from which I commented. I can see how it came across a little crass, and perhaps even very black and white. I do, in fact, have a very real love of and enthusiasm for learning which I connect very closely to a formal education. I say these last few words because we all know that not all learning comes within the confines of an academic institution.
I'll refer to my "teacher self" and say that I hope I convey this to my students on a daily basis. I want them to come to school wondering "what will I learn today?" and I want them to leave thinking "Wow! I can't wait to come back tomorrow." That's what I want for them. Do I tell them that they have a better shot in the world with an education? Sure. But I also tell them that if they don't actively participate in their learning, they'll never appreciate where it can take them. I don't think I've ever told them that they need to fill a specific niche in the real world, although the teaching of good character does lend itself to discussion about the kind of person they want to be outside of what occupation and/or career they will hold. And Jillian hit it on the nose in response to my post when she said we're not in teaching to get rich (or something very close to it). I really do work to provide quality learning for my ELLs, more than anything to build their confidence and self-worth. Public good? I will say this, though. I really do wish many more parents would see their child's education as a commodity even if only to light a fire under them to speak up for an equal education for their children, to get them involved and in the schools to see what's going on between teachers and students.
As my "parent self," I know that I have instilled a love of learning in my son. He's always gone off on his own either exploring, reading, or observing. Is that a "private good?" I am now trying to develop in him a sense of loyalty, if you will, or some connection with an institute of higher learning to get him a little more excited about college. He KNOWS he has to go to college, and I suppose that's the "commodity" point of view, but I want him to look forward to it as what may well turn out to be some of the greatest years of his life.
As a student, I will say again that I love learning. I remember when my relationship with my husband started getting serious. I sat him down and told him that my education was very important to me. I didn't know what I was going to be "when I grew up," but I had to complete my degree no matter how long it took. I told him in no uncertain terms that if he could not support that part of me, that it was a real, honest to goodness deal breaker. We could negotiate children, a home, and anything else, but there was no negotiating my education. I needed that piece of paper. I had no idea where it would lead me, if anywhere at all, but I needed it. As I mentioned in my original post for the cycle, I know that a degree from MSU carries more weight than one from the local university (commodity), but this degree is really for private/personal reasons.
So much to say about this. I don't know if I packaged my thoughts any better than I did the first time in trying to provide the flip side of my original post. "Too many minds..." as one character says in The Last Samurai.
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