1. Molnar, Boninger, & Fogarty (2011) discuss the increasing pressure for schools to partner with businesses in order to alleviate some of the budget shortcomings. Corporate involvement in education would be an easy way “for schools to pick up a few extra dollars” (Molnar, Boninger, & Fogarty, 2011, p. 2). However, Molnar et al. (2011) identify four different harms that are associated with commercialism in education: psychological, educational, health, and cost. This report focuses on three educational harms. First, foods from vending machines contradict the messages of health and science teachers regarding healthy eating. Second, corporate activities displace learning time. Students might be required to attend an assembly or participate in
…show more content…
(2011) give a few tips to encourage students to think critically. First, it is important to encourage the asking of questions. Real world problems are not always black and white. Thus, students will learn to uncover more information by asking questions. Second, Molnar et al. (2011) mention thinking about thinking. Metacognition refers to the thinking and understanding of one’s own thought process. Teaching children metacognitive and higher-order thinking strategies improved children’s success in academic tasks in multiple areas of research. Next, teaching the transfer of learning is stressed. Thinking skills learned in one area are transferrable to another through help, modeling, and practice. Lastly, it is important that critical thinking is not just part of one class lesson, but is encouraged and supported in the classroom and throughout the school.
Molnar et al. (2011) give multiple examples of commercialism in schools and how they affect critical thinking. Scholastic Inc. produced materials for the fourth grade curriculum on coal as an energy source. The material discussed the benefits of coal, but failed to mention any of its disadvantages and only briefly discussed alternative energy sources. Another school only offered Pepsi products. One school in Ireland took a field trip to Tatyo Park, which is owned and operated by Tatyo, the number one potato chip maker in Ireland. Tours of the park don’t discuss the nutritional value of potato
(2011) give a few tips to encourage students to think critically. First, it is important to encourage the asking of questions. Real world problems are not always black and white. Thus, students will learn to uncover more information by asking questions. Second, Molnar et al. (2011) mention thinking about thinking. Metacognition refers to the thinking and understanding of one’s own thought process. Teaching children metacognitive and higher-order thinking strategies improved children’s success in academic tasks in multiple areas of research. Next, teaching the transfer of learning is stressed. Thinking skills learned in one area are transferrable to another through help, modeling, and practice. Lastly, it is important that critical thinking is not just part of one class lesson, but is encouraged and supported in the classroom and throughout the school.
Molnar et al. (2011) give multiple examples of commercialism in schools and how they affect critical thinking. Scholastic Inc. produced materials for the fourth grade curriculum on coal as an energy source. The material discussed the benefits of coal, but failed to mention any of its disadvantages and only briefly discussed alternative energy sources. Another school only offered Pepsi products. One school in Ireland took a field trip to Tatyo Park, which is owned and operated by Tatyo, the number one potato chip maker in Ireland. Tours of the park don’t discuss the nutritional value of potato