Foucaults Application of the Regime of Truth Concept - Essay Example

Education-Answer the essay questions Question One: Michel Foucault and Lev Vygotsky on “regimes of truth” Foucault’sapplication of the regime of truth concept argues that certain philosophical myths contrast truth without concepts of outside power and deprived power. Further, truth can be produced through the virtue of diversified constraints through induction of regulated power effects. The implication is that the society offers truth regime through expression of discourse types of in the society and the harbors and function causes as true. The concept also argues that the instances and mechanisms enabling the distinction between true and false statements chrysalises of each sanctioned technique and procedure. The valorized truth offers an appliance of the status charged with the counts of truth. Further, Vygotskys supportive contribution concerns inter-relationships between thought and language development. This contribution explores Vygotskys insight on thought and language to establish an explicit and profound link between speech and development of cognitive awareness and mental concepts (Stewart 45). Further, the speech element is divided into oral language and silent inner speech. Vygotsky describes inner speech to be a qualitative difference from normal and external speech. Even though Vygotsky shares a belief in inner speech that is developed through external speech and based on gradual internalization processes, younger children are able ‘think loud’. Critics observe that the sequence offers a mature concept for inner speech that has unintelligible to other elements away from the thinker without resembling spoken language and great compression of social development. Question Two: Reductionist Approaches The principles in education systems are sound and sufficient in delivering quality to the learners. However, more work should be done for purposes of completing the fitness purpose and the importance elements of equal importance and appropriation of fitness for purpose. The reductionist approaches should include principles such as prioritization of indicators where indicators are most told among the context provided in the education curriculum. Context refers to the material in the conceptual framework and the performance measurement tools and instruments developed, interpreted and applied in the curricula (Stewart 65). The measures should take into consideration the elements of modern day graduates through trans-disciplinary concepts and conceptual frameworks underlying mono-disciplinary thinking. Validity focuses on the degree of acceptability of the measures. The steps taken in validating scales and items should be based on outcomes from approaches and outcomes of existing institutional survey taken into consideration for validation of instruments. Clarity involves verification of the extent to which shared terminology understandings are being used within instruments such as ‘generic skills’ and comparable elements of ‘capability’ or ‘competency’. Balance includes the measure to which the instruments strike ample balance between the presence of cost-effective, feasible, valid approaches and quantitative outcome measures in capturing complexities and nuances of diversified higher education procedures. Outcomes within external partners have various suites of purposes that data is designed for uses and steps are taken towards avoiding perverse outcomes and behaviors such as teaching for upcoming tests. The significant divestiture relates to the proposed application of instruments in Collegiate Learning Assessment and institutional comparison for sector based elements. Question Three: Knowledge and Epistemological Content Knowledge informs the degree to which excellence is achieved in addressing the prevalence in categorical conceptualizations in an individual’s account for the development and coordination. Evaluation of concept is grounded on specialized knowledge within aspects of teaching and actual practice. The consideration of the epistemological preference is crucial in the consideration of large-scale integration for educational technologies based on instructions of science and art knowledge. Online learning programs have a widespread presence and have rich stores of information. Information communication technologies do not contain inherent and specific instructional functions (Stewart 86). Many of predesigned materials for online curricular are fully designed for purposes of addressing instructional functions where teachers implement concepts based in differentials. The application is seen with individuals interacting and sharing information and teaching fully online classes. For instance, there are of the possible ways that individuals use online instructional resources and available technologies in transforming and redesigning moment-to-moment activities and achieving local instructional goals. The concepts draw on the coordination of different various forms of knowledge including previous content knowledge, instructional experiences, familiarity with classes and students who develop knowledge on the available technology, curricula, and alternative instructional schemes. Question Four: Bilingual and special education Effective bilingual special education instruction from students should have mastery in the use of appropriate delivery and planning of instruction. Ideal situations require that knowledge and abilities of teachers address the students linguistic and cultural instructional needs and characteristics. Accomplishing successful learning and teaching requires that teachers provide English language instructional activities to develop students’ abilities. The curriculum should also use native language of students in issuing instruction (Stewart 123). The system also acknowledges the subject content as well as its appropriate delivery. Lingual education should implement appropriate assessment techniques to diagnose and instruct students. Teaching linguistically and culturally diverse students having special needs should have unique teaching competencies such as knowledge, attitudes, and skills. The competencies have formal learning and practice across different college levels such as teacher preparation programs. On the other hand, special education should take alternative approaches and response to intervention. The system should identify with difficulties in academic work within their initial schooling years. The students receive additional assistance for participation in reading remediation programs. Such responses from the children within the intervention determine if the designation is based on learning disabilities. The few elements that are troubled receive further assistance and designation. Early remediation greatly reduces the scope of children who meet diagnostic criteria in addressing learning disabilities. The theory suggests that strategic focus on learning disabilities coupled with the provision of accommodations within the school does not acknowledge the range of and strengths and weaknesses that people have. Question Five: Basil Bernstein’s contribution Bernstein develops theory through many features of experimental sciences developed through prediction. Even though this is considered as a non-legitimate approach, it has extreme interests in think of rationalist perspectives that models are constructed on methodological approaches. It is a concept of defining the open ways of research work and testing coupled with modification and enlargement. However, the feature does not have easy acceptance among different sociologists. The scope of transferability, diagnosis, explanation, prediction and description is based on the ideal elements of Bernstein’s theory and forms the reason for rejection (Stewart 154). Many Bernstein’s theories have leeway to deconstructive perspectives from educational research through creation of internal description language that advances fruitful empirical work. It is impossible to venture into limits of such based on Bernstein’s work. Critics concentrate on illustrating how the created sociology in education has a powerful internal language description allowing development of external language to direct empirical research. The theory also concentrates on both methodological and conceptual theory aspects. The opposition for the content is due to the pedagogy of simplistic technology in which groups of people put together discourses that target production of changes that individual experiences, competency and knowledge is mechanically used. The pedagogy also produces completely de-context of teaching practice abstracts in the major deliverables. Pedagogy should remain meaningful and relevant even as challenges are collectively addressed through meaningfulness and relevance. Question Six: Paulo Freire champion of the rights of the underprivileged Freire is best known within the realms of pedagogy and his works that place hard on attacks to the concept of education "banking". The concept detailed students’ viewership as empty accounts to be bombarded with information by teachers. Paulo Freire notes that there is a transformation of students in the receipt of objects. The concept also attempts to exercise control in thinking and action while leading people into adjusting to the world. The scope of application also inhibits the creative power through basic critique without necessarily developing Rousseaus conception for a child as an active learner and a step from banking concept (Stewart 176). Additionally, critics have strongly opposed the concept mentioning that transmission for mere facts does not comprise of education goals. The scope of events also describes education as one of the mechanisms in social change that explains that education offers regulations for processes of sharing in social consciousness. The adjustment in terms of individual activity is based on social consciousness with social reconstruction as a sure method of application. However, Freires work has an update of the concept that is placed in contexts of current education theories and practices through laying foundations for critical pedagogy. Works Cited Stewart, Vivien. A World-class Education: Learning from International Models of Excellence and Innovation. New York: ASCD, 2012. 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