Aouadene 1

Aouadene Melissa
Elliot Kerr
387-216-DW, 00002
September 25th , 2023

Take-Home Exam 1
2. ​I strongly support the argument that the increased diagnosis of attention-deficit/hyperactivity
disorder (ADHD) may be linked to an over-reliance on the banking model of education. The
readings we have covered provide valuable insights into how our traditional education system,
focusing on conformity and passive learning, can contribute to the rising diagnosis of ADHD.
Paulo Freire's critique of the banking model of education is particularly enlightening. This model
portrays students as passive recipients of information, expected to memorize and regurgitate facts
rather than engage critically with the material. For students with ADHD, who often thrive in
interactive and dynamic learning environments, this approach can be challenging.
The banking model's rigidity can exacerbate ADHD symptoms, such as difficulty maintaining
attention and sitting still for extended periods. Instead of recognizing and accommodating
diverse learning styles, the system tends to pathologize behaviours that need to conform to its
expectations. Thus, students who struggle with the passive and repetitive nature of traditional
education may find themselves diagnosed with ADHD when, in reality, they may simply require
a more engaging and interactive pedagogical approach.
Furthermore, the hierarchical structure of the traditional classroom, as discussed by Alan Sears
and James Cairns, can further contribute to the misdiagnosis of ADHD. The strict teacher-student
dynamic, where students are expected to receive information passively, may lead to increased
restlessness and inattentiveness, especially among students who thrive in more collaborative and
hands-on learning environments.
To illustrate this point, consider a student with undiagnosed ADHD who struggles in a traditional
classroom. Their inability to conform to the passive learning style may lead to disciplinary issues
and decreased academic performance. Rather than addressing the underlying issue, the system
may hastily label them with ADHD, reinforcing that they are inherently incapable of focusing or
learning.
In summary, the over-reliance on the banking model of education and its mismatch with the
learning needs of students with ADHD can contribute to the increased diagnosis of this
condition. Recognizing the importance of diverse learning styles and adopting more engaging
pedagogical approaches can help mitigate this issue.
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3. Those who receive the highest grades in school should receive the jobs with a higher status
and pay in our labour force.

While grades can indicate dedication and academic achievement, relying solely on them as the
criterion for job allocation may not be the most equitable approach. The readings we have
explored shed light on the complexity of this issue, highlighting the influence of social factors,
inequalities, and the limitations of our traditional education system.

Jane Gaskell's reading underscores how family background can significantly shape educational
outcomes. Children from disadvantaged backgrounds may face numerous obstacles, including
limited access to educational resources, extracurricular activities, and support systems. These
obstacles can impede their ability to achieve top grades, even if they possess the potential and
motivation to excel academically.

Moreover, the readings suggest that the traditional education system only sometimes prioritizes
the development of practical skills and critical thinking, which are often essential in the
workforce. Paulo Freire's critique of the banking model of education emphasizes the importance
of transformative learning rather than rote memorization.

Instead of exclusively relying on grades, we should consider a more holistic approach to job
allocation. This approach should encompass practical skills, critical thinking, and equal
opportunities. It is vital to recognize that the traditional banking model of education, which
emphasizes memorization and regurgitation, may not effectively cultivate practical skills or the
ability to think critically.

Let's consider an example: two individuals with equal potential but distinct backgrounds. One
comes from a well-resourced, supportive family with access to educational enrichment, while the
other hails from a disadvantaged background with limited resources. Despite their equal
potential, the latter may encounter more significant obstacles impacting their grades and overall
achievement. Their social position and the barriers they face significantly influence their
educational journey.

In conclusion, while grades can provide valuable information about academic performance,
using them as the sole criterion for job allocation overlooks the influence of social factors and
inequalities. To create a fairer and more equitable system, we should adopt a comprehensive
approach considering practical skills, critical thinking, and equal opportunities.
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5. If Schools did not exist to socialize and reinforce the rules and obligations of society, society
would fall apart. Education is necessary for the operation of society.

I support the argument that education plays a pivotal role in socializing individuals and
reinforcing societal norms, without which society would struggle to maintain order and function
effectively. The readings we have covered provide compelling insights into the essential
functions of education within society.

Jane Gaskell's reading emphasizes the vital role of schools in socializing children and teaching
them how to navigate societal structures. Education serves as a mechanism for transmitting
cultural values, norms, and behaviours, allowing individuals to understand their societal roles.
Without this process, we would have a society without shared values or standards, making it
challenging to maintain order and cohesion.

Furthermore, the readings suggest that education is indispensable for preparing individuals for
the labour market, a fundamental aspect of societal functioning. As noted by Talcott Parsons,
education contributes to economic productivity and societal development by equipping
individuals with the skills and knowledge needed to contribute effectively.
However, it is crucial to balance socialization and critical thinking, as highlighted in Paulo
Freire's critique of the banking model of education. While education reinforces societal norms, it
should also encourage active citizenship and questioning them to facilitate positive change.

To illustrate, consider a society where education focuses solely on socialization without fostering
critical thinking. While such a society may have a high degree of conformity, it may lack the
ability to adapt to changing circumstances or address social injustices effectively. A balance
between socialization and critical thinking ensures that individuals can contribute positively to
society while also challenging and improving it.

In summary, the readings align with the argument that education is necessary for the operation of
society by serving as a mechanism for socialization and reinforcing societal norms. However, a
balanced approach that encourages both socialization and critical thinking is essential for a
dynamic and adaptable society.
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8. Having a learning disability does not lead to students underperforming in school, but the
negative label attached to having a learning disability.

I agree with this argument that having a learning disability does not necessarily lead to students
underperforming in school; rather, it is the negative label attached to having a learning disability
that can have this effect. The readings support this perspective, emphasizing the impact of labels
and stereotypes on students' educational experiences.

The interpretive approach discussed in the readings focuses on understanding students' subjective
experiences and the meanings attached to their educational journey. One concept highlighted in
the readings is the "self-fulfilling prophecy." This concept suggests that when students are
labelled negatively, they may internalize these labels and begin to believe in their own
inadequacy.

For example, if a student is diagnosed with a learning disability and continually exposed to
negative stereotypes or low expectations, they may start to doubt their abilities and motivation.
This self-doubt can lead to decreased confidence and underperformance in school.
The readings also underscore the importance of teacher-student relationships and how teachers'
attitudes and expectations can significantly impact students. When educators hold negative
perceptions of students with learning disabilities, it can create a hostile learning environment that
further reinforces the negative label.

Additionally, the readings suggest that it is not the disability itself but the societal attitudes and
support systems that influence students' educational outcomes. With appropriate
accommodations, support, and a positive learning environment, students with learning
disabilities can thrive academically.

To illustrate, consider two students with similar learning disabilities. One student attends a
school that provides specialized support, positive reinforcement, and a growth mindset approach.
The other student attends a school where their disability is stigmatized, and low expectations are
set. The latter student is more likely to underperform due to the negative label and lack of
support.

In conclusion, the readings align with the argument that it is the negative label attached to having
a learning disability, along with societal attitudes and support systems, that can lead to
underperformance in school. Recognizing the importance of a positive and inclusive educational
environment is crucial for supporting the success of students with learning disabilities.