Pre-Writing Scaffold-Solomon

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PRE-WRITING SCAFFOLD 1 Pre-Writing Scaffold Assignment Horace L. Solomon, III School of Education, Liberty University Author Note Horace L. Solomon, III I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Horace L. Solomon, III Email: hlsolomon1@liberty.edu

PRE-WRITING SCAFFOLD 2 Augustine Annotated Journal Articles on Augustine Haecker, R., & Moulin-Stożek Daniel. (2021). Recollecting the Religious: Augustine in Answer to Meno’s Paradox. Studies in Philosophy and Education, 40 (6), 567-578. https://doi.org/10.1007/s11217-021-09778-5 This article concerns Augustine’s fight for religious education to be the brunt of human learning. Augustine was an opponent of the traditional philosophers of his day because they felt that a more conservative education that was not solely based on God was the key to learning. Augustine contends that learning from the words and actions of a teacher only will lead to a less than happy life. Learning, according to Augustine, comes from a search for understanding what is unknown rather than anything that can be proven. Augustine’s strong beliefs in religion being the foundation of learning leads him to reject the thoughts of many other philosophers, including Meno and Plato, respectively. Augustine believed that learning from teachers limited the knowledge of students because they had to accept what was taught to them and then decide truth for themselves. Without the divine inkling from God, Augustine believed that traditional education was pointless, because God is the beginning of knowledge. According to the article, Augustine felt that life was to be led by God and that learning comes through the experiences that God allows for a person to go through. Creativity and investigation were the major means of learning, and both had to be an integral part of personal experience. Memory is an essential part of learning and Augustine believes that a close relationship with God will allow one to receive and retain the knowledge needed to be successful. While other philosophers depend on other means to learn and apply knowledge to life, Augustine considers God to be the Creator and

PRE-WRITING SCAFFOLD 3 center of all knowledge and truth. The notion that man can teach or learn anything without the divine presence of God seems absurd to Augustine. Baker, S. J. (2016). The Augustinian Values Institute: Preserving a Legacy of Augustinian Education. Journal of Catholic Education, 19 (3). http://dx.doi.org/10.15365/joce.1903112016 This article addresses the state of religious education in the 21 st century and how the works of Augustine contribute to the need for religious education in a world that is evet changing. The article explains the current dilemmas of Catholic schools as the number of schools that do not use religion as the foundation of learning emerges. In the past, promoting religious education was a lot easier because of the lack of distractions in the world; now that more to question, the debate over Augustine’s thoughts has grown. While the followers of Augustine have promoted following the Order of the Church to lead education, there have been some pitfalls and challenges. Augustine believed that following the divine order of God in service to the Church and humanity would keep the thirst for knowledge alive. However, according to the article, changes in the world have led some to question whether or not Augustine’s way is infallible. The article discusses the aims of the Augustinian system of education and how it all fits into today’s world. The pursuit of unity, truth, peace, and the fostering of love are discussed in great detail and their implementations in the present world are discussed. The article also gives attention to the Augustinian Values Institute (AVI) that promotes all of the tenets of Augustine. One of the main principles of Augustinian learning is the combining of community and prayer to impact the education of students; without community and

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PRE-WRITING SCAFFOLD 4 firsthand experiences, Augustine believed that true knowledge would never achieved. The crux of Augustine’s philosophy of education was that unity and truth should lead people to the truth that God intends for them to have. Pursuing knowledge in any other way would be futile. Fogleman, A. (2020). The Golden Thread of Charity: Love and the Formation of Character in Origen and Augustine. Journal of Spiritual Formation and Soul Care , 13 (2), 246– 261. https://doi.org/10.1177/1939790920943895 This article speaks about the inclusion of love and moral fibers in education, two things that Augustine himself thrived on. He is the proponent of religious education, and he believed that love for his fellow man and the community was the key to gaining knowledge for oneself. This article compares the lives and works of both Origen and Augustine, two historical figures that believed that love was the foundation of all truth and learning. Augustine’s promotion of truth and unity through love is documented here. According to the article, Augustine felt that love and happiness were tied to education and that one could not receive a proper education without them. Augustine recounts his own experiences in life as the basis for his thoughts on the subject. Having grown up with parents who were on opposite sides of religion, Augustine relied on his experiences with spiritual mentors to develop his philosophy of education. Augustine believed that teachers should have morals and values that the students could not only see, but also emulate. The virtue that a teacher possessed should be passed to the students through a fruitful teacher- student relationship that was rooted in love. When learners are fully aware of the love that encapsulates them, they continue on a lifelong journey to knowledge that is never

PRE-WRITING SCAFFOLD 5 challenged. However, without love and virtues, a person is limited in their learning and never enjoys the fullness of life. Augustine further contends that the teacher also learns a great deal about the students and becomes more well rounded in his own vocation. The teacher mediates between the student and his thirst for knowledge just as Christ did for the Church, interweaving the student and their learning with Christ himself. Augustine favored a subject-centered approach to learning that moves away from the teacher- centered or student-centered approach that measures the successes and failures in an unfair way. Instead, he promotes the idea that seeking God and love opens the doors for everyone involved in the learning process. Synthesis of Articles on Augustine In essence, the life and work of Augustine gives great tools for even the most modern of educators to live by. Morals and ethics must be a part of a teacher’s make up so that students can have a model for not only their learning, but also their lifestyle. A teacher who is not in tune with the Will of God cannot possibly lead anyone to a higher way of thinking. While Augustine’s thoughts may seem a bit outdated, his foundations are something to be reckoned with. After reading these three articles, I conclude that Augustine sought to tie knowledge to morals and a strong relationship with God. It seems that the key to happiness is through self-awareness and a connection with God. Without the love and strong ties to God, the true purpose of education can never be met. The ideas that Augustine shared about truth, unity and the community at large shows that he was dedicated to the lifelong task of sharing knowledge. Preliminary Thesis Statement: Augustine The love of God and community is the foundation of true learning. Without a strong tie to religion, mankind can never find the true happiness that he seeks.

PRE-WRITING SCAFFOLD 6 No Child Left Behind (NCLB) Annotated Journal Articles on NCLB Dee, T. S., & Jacob, B. (2011). The impact of no child left behind on student achievement. Journal of Policy Analysis and Management, 30 (3), 418- 446. https://doi.org/10.1002/pam.20586 No Child Left Behind (NCLB) was the brainchild of President George W. Bush and served as his attempt to see that all States and schools were held accountable for student performance. While NCLB was designed to make sure that all students were properly taught, the opposite usually happened. Students who were considered “high” or “low” were pushed aside for the “bubble kids,” who seemed to be more valuable to States and schools. When pressured, schools decided to allocate federal funds to programs that may have helped one group of students while alienating the others. NCLB was designed to close achievement gaps between students based on crucial factors such as race, gender, and socioeconomic status, but the key findings showed that there was extraordinarily little positive that came from it. Instead, only small subgroups showed positive results in every category. The implementation of “best practices” according to NCLB did not close the gaps at all for the students whose progress was closely measured. This article shows that NCLB was a good fit for some areas, but only for a small period of time. The authors contend that one of the key issues with NCLB is that teachers and administrators became disillusioned with the entire process and began to do more to raise achievement numbers than to properly educate all students. While NCLB was a grand attempt to hold States and public schools accountable for student achievement, there have been mixed reviews of the federal programs. In some instances, NCLB seemed to work wonders and in others, the progress of the students was not great enough to warrant the changes that NCLB

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PRE-WRITING SCAFFOLD 7 brought to the classrooms. In essence, the short-term effects of NCLB pale in comparison to the long-term implications of today. Lee, J., & Lee, M. (2020). Is “Whole child” education obsolete? public school principals’ educational goal priorities in the era of accountability.(5), 856-884. https://doi.org/10.1177/0013161X20909871 This article examines the role of administrators when it comes to No Child Left Behind (NCLB) and the choices that they make regarding the students that enter into the public school buildings. According to the article, school principals began to focus too much on Adequate Yearly Progress (AYP) and less on the personal growth of the students. The education of the “whole child” took a proverbial back seat to the need to meet federal requirements in most cases, leaving the students and schools in shambles. Principal’s desires to make AYP and not risk State or National intervention shifted the focus from the overall well-being of all students to having “acceptable progress.” NCLB often put school leaders in a crunch because they had to decide between educational goals that truly mattered and meeting the national standards that had been set. According to the article, many schools failed to meet the standards because many of the goals set were not beneficial to the students themselves. School demographics played a significant role in the success or failures of schools because there were many schools that lacked the support needed to fully implement what NCLB called for. The achievement gaps that existed between the diverse groups only widened because the needs of “at-risk” students was no longer a priority. According to the article, a desire to see positive growth overshadowed the need to make the playing field level for all students. Well-rounded students became less important than those who could score proficiency on a standardized

PRE-WRITING SCAFFOLD 8 test. This article highlights the disparities between schools in high functioning areas and those who had some of the direst circumstances. When faced with trying to overcome the obvious odds to make traction, many school leaders opted to do what was best to satisfy the State and not the students. Etim, J. S., Etim, A., & Blizard, Z. (2022). Economically disadvantaged, incoming readiness and school achievement: Implications for building high-performing and effective schools.(8), 558. https://doi.org/10.3390/educsci12080558 This article explains how the implementation of No Child Left Behind (NCLB) impacted schools that were not properly equipped to meet the mandates set by the federal government in 2002. President Bush pushed this narrative to try and ensure that all students got a quality education and a way to make gains in life. However, like most federal mandates regarding education, the task was much too great on a large scale. While this article focuses on issues within the schools of North Carolina, the issues that are discussed could fit in any State in the country. The authors of the article question how students could possibly be able to meet NCLB standards when they have other factors that affect their performance. Demographics play a significant role in the performance of students and sadly, NCLB did not provide allowances for that. In many cases, according to the article, students who were socially or economically disadvantaged did poorly on State tests, leading some schools to not make Adequate Yearly Progress (AYP). The schools that had high populations of students who were not ready to meet academic goals also failed to reach the achievement bar because there was nothing in place to aid them in the struggle. The achievement gaps widened, and the students floundered because their

PRE-WRITING SCAFFOLD 9 personal struggles were ignored for the sake of following federal guidelines. The disadvantages that separated the successful students from those who were never improved, so the students were left behind in many ways. NCLB was supposed to level the playing field and close the gaps between students, but there was something missing. The playing field was never leveled because a foundation to build upon was never there for some students. Synthesis of Articles on NCLB No Child Left Behind (NCLB) provided the United States with a blueprint to increase student performance in the classroom. The formula for success was mandated, but several key elements were left out and in the end, the students suffered for it. NCLB presented schools with the task of having students to make certain academic progress and pushed stakeholders and policymakers into working to achieve it at all costs. Many students were lost in the shuffle and the long-term implications are still clearly evident. None of the policies of NCLB were focused on developing the students and preparing them for the realness of the world. Instead, NCLB helped to acerbate some of the issues that were already plaguing the education system, namely an achievement gap that has never been closed. Most of the issues surrounding schools today are a direct result of the unfair application of NCLB and its tenets. When schools, no matter what the demographics are, are measured against one another for the sake of success, the end result may very well be failure. Preliminary Thesis Statement: NCLB

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PRE-WRITING SCAFFOLD 10 No Child Left Behind (NCLB) has done extraordinarily little to close the achievement gap between students from diverse backgrounds. While the idea seemed particularly good on paper, the needs of all students were not met because there was too much emphasis on statistics and not personal growth. References

PRE-WRITING SCAFFOLD 11 Daly A. J. (2009). Rigid response in an age of accountability: The potential of leadership and trust. Educational Administration Quarterly , 45(2), 168– 216. https://doi.org/10.1177/0013161X08330499 Goldring E., Huff J., May H., Camburn E. (2008). School context and individual characteristics: What influences principal practice? Journal of Educational Administration , 46(3), 332– 352. https://doi.org/10.1108/09578230810869275 He, T. (2022). Against discontinuity: Augustine’s theory of happiness reconsidered. Hervormde Teologiese Studies, 78 (4) https://doi.org/10.4102/hts.v78i4.7682