Abigail Moeggenberg 1

Adelman, Cliff, Peter Ewell, Paul Gaston, and Carol Geary Schneider. "Degree Qualifications
Profile." THE DEGREE QUALIFICATIONS PROFILE (n.d.): n. pag. Degree Qualifications Profile. Lumina Foundation,
NILOA, 1 Oct. 2014. Web. 3 Nov. 2015.
Describes his/her own civic and cultural background, including its origins and development, assumptions and
predispositions. Describes diverse positions, historical and contemporary, on selected democratic values or practices, and presents his
or her own position on a specific problem where one or more of these values or practices are involved. Provides evidence of
participation in a community project through either a spoken or written narrative that identifies the civic issues encountered or
personal insights gained from this experience. Identifies an economic, environmental or public health challenge spanning countries,
continents or cultures, presents evidence for the challenge, and takes a position on it.

The reason for using this source is to help show credibility to my statements of how college is more than just learning about classes
you may or may not need for your future career and how they will later help you grow as a person and learn more about life lessons
and many other things as well.

Abigail Moeggenberg 2
Graff, Gerald. "Hidden Intellectualism." They Say / I Say. By Cathy Birkenstein. 3rd Ed. New
York: W.W. Norton, 2010. 244-251. Print.
The rudiments of the intellectual life: how to make an argument, weigh different kinds of evidence, move between particulars
and generalizations, summarize the views of others, and enter a conversation about ideas.

Graff is being used in my paper to help me demonstrate what education is supposed to help teach students and whether or not it is
being taught, this is valuable rudiments everybody needs to go through school, jobs, and life in general.

Freire, Paolo. "The Banking Concept of Education." Readings about Uses of Learning. N.p.: n.p., n.d. 74-84. Print.
The banking concept is creating the lack of creativity, transformation, and knowledge in this misguided system. To fill the
students by making deposits of information which he considers to constitute true knowledge makes the educated man the adapted man
who is the better fit for the world. The teacher cannot think for his students, nor can he impose his thought on them. The problemposing concept forces the teachers to always be cognitive, whether they are preparing a project or engaging in dialogue with the
students. The students are now critical co-investigators in dialogue with the teacher. The best part of using problem-posing
education is students will being increasingly posed with problems relating to themselves in the world and with the world, and they will
feel increasingly challenged and obliged to respond to the challenges.

Abigail Moeggenberg 3
Paolo became a great use in many parts of my paper to show credibility of what the banking and problem-posing concepts of
education are. They were used to help justify why students are not learning the way they should be and help create a solution.

Hanstedt, Paul. General Education Essentials: A Guide for College Faculty. N.p.: Association of
American Colleges and Universities, n.d. Print.
Integrative approach to curriculum is not interested in connecting things that dont come together naturally or even easily. A
course is truly integrative in nature when it does more than introduce material relevant to lived experience. Topics discussed in
school: state of the environment, the nature of truth, and living a purposeful life, drawing each from their own fields and learning from
each other. Make concepts meaningful by applying them to the culture and region in which the campus is immersed. Four
intertwining causes: the complexity of students lives, the rapid growth of knowledge in our fields, the changing nature of the
workplace, and the challenges of citizenship in todays world. Courses and assignments like writing papers to draw connections with
information learned in a course offer students the opportunity to put things together, make a meaningful whole, look at contradictions
and work them out, weigh options, and make choices that are thoughtful and enriching rather than hasty and inconsequential. School
is to give students enough information it can, including the need to prepare them to encounter new and unexpected information,
evaluate the quality of that information and to find ways to reconcile that information with what they already know. From moving
from one field to another students encounter new information, new ways of looking at the world, and new ways of thinking about and
solving problems then ways the connection and disconnections between new ideas and ideas and knowledge theyve already

Abigail Moeggenberg 4
incorporated into their worldview. Self-reflection reinforces learning by engaging learners in focused thinking about their
understanding and misunderstanding.

I used Hanstedt in my paper many times to show how using the problem-posing concept of education would be more beneficial and
how classrooms are primarily supposed to work. All the things students should be able to learn how to do is said by Hanstedt.

Sizer, Theodore. "What High School Is." Exploring Relationships: Globalization and Learning
In the 21st Century. Boston: Pearson Learning Solutions, 2013. 259-68. Print.
According to the reading, in 1979 a school in California had general goals in the education: (1) human and social relations,
(2) moral and ethical values, (3) self-realization and mental/physical health.

This statement became great use to my paper and showing how high schools do not follow these goals or even come close to reaching
them anymore. I explained how these goals are being neglected for test scores and the constant push having students memorize more
information than they can in a short period of time.