The Critical Pedagogue

"A teacher is one who makes himself progressively unnecessary." ~ Thomas Carruthers

cognition-and-behavior-pitch-perception-heightened-in-autism

Animal song: Children with autism are adept at remembering which animal prefers a certain melody. They’re also better than controls at hearing a 25-cent difference in pitch (click below to listen).

Children with autism are better than controls at remembering melodies and detecting differences in pitch, according to a study published 13 November in Autism1.

People with autism may have trouble perceiving emotion, but they do have an emotional response to music — even if they can’t express it, according to some studies.

They may also have better pitch perception than controls do. According to one parent-report study, people with autism are about 500 times more likely than the general population to have absolute pitch — a savant-like skill that allows an individual to classify pitch completely out of context.

This affinity with music suggests that music could be incorporated into autism therapies, the researchers say.

In the new study, researchers looked at pitch perception in 25 children with autism and 25 typically developing children between 7 and 13 years of age. Two children in each group had played piano or had been in a band.

The children listened to pairs of single notes that were either identical or differed by 25, 35 or 45 cents — a measure of pitch. (There are 1,200 cents in an octave.) The children also listened to short melodies in which a note of the second bar occasionally varied in pitch.

Overall, children with autism are better able than controls to detect differences in pitch, the study found. These differences are statistically significant for 45-cent variations in single notes and for the 25- and 35-cent differences in melodies.

Children with autism are better than controls at detecting pitch in melodies than in single notes, suggesting an enhanced ability to detect patterns, the researchers say. Studies have shown a similar skill with visual patterns in people with the disorder.

The children also played a computer game designed to help them memorize which of four animals prefers one of four melodies, each in a different key. One week later, the children listened to these melodies again and tried to identify the associated animal.

Children with autism are better than controls at remembering the melodies, the study found. What’s more, eight children with autism, but only two controls, correctly identified at least 15 of the 16 melodies. One 8-year-old boy with autism who was fidgety and appeared not to be paying attention had a perfect score, the researchers note.

Of the 25 children with autism, 14 have an aversion to loud sounds, according to their parents. These children do not have better pitch perception than the other children with the disorder, the study found.

1: Stanutz S. et al. Autism Epub ahead of print (2012) PubMed

(Source: aspergersissues)

4 months ago - 9

thelearningbrain:

So Cool — virtual choir. 

(Source: thelearningbrain)

One way or another, we all have to find what best fosters the flowering of our humanity in this contemporary life, and dedicate ourselves to that.

Joseph Campbell (via thelearningbrain)

(Source: thelearningbrain)

The Center for Critical Pedagogy

10 months ago

Standards in a CP Classroom

How do we set and maintain standards within a CP classroom?  This is a rather difficult answer and I certainly do not have the answer at the moment, but it is worth contemplation. 

If we are giving students the freedom to choose what they learn and when they learn it, how do we enforce standards?  Standards are obviously required by each individual state and we can certainly understand the importance of “official knowledge,” however, is it really feasible for our students ALL choose to learn the “official knowledge?” 

I have been giving this a great deal of thought and have come to the conclusion that to truly follow Freire’s model for CP, would just about require a completely new system.  A new school with teachers who fully agree with the tennets of CP and who are able to find balance within the classroom.  It might mean starting a small school where you first enroll only kindergardeners, so that they can begin their critical thinking from the very beginning.  I am very curious what that might truly look like!  Is that what Freire envisioned?

Paulo Freire: The Banking Method vs. Problem-Solving Education: Rey Ty (by reyty2)

The practice of critical teaching, implicit in a correct way of thinking, involves a dynamic and dailectical movement between ‘doing’ and ‘reflecting on doing.’ The knowledge produced by spontaneous or almost spontaneous teaching practice is ingenuous in the sense that it lacks the methodological rigour that characterizes the epistemological curiosity of a reflecting subject…. For this reason it is essential that during the experience of teaching preparation, the prospective teacher must realize that a correct way of thinking is not a gift from heaven, nor is it to be found in teachers’ guide books, put there by illuminated intellectuals who occupy the center of power.

Freire, Paulo Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Rowman & Littlefield, 1998), p. 43.

Knowledge versus Training

Quick thought: Should we separate knowledge from training? Can we separate the two? What might a classroom look like where the two are segregated and taught separately?

Summertime

Not much has happened recently, however, I have been reading a bit about the division between classes and how a student born into poverty is extremely unlikely to move out of our wellfare system.  I think it is becoming not only examine our academic standards, but also our social and cultural standards for our students.  Is it really best for my Hispanic student to learn all about Mozart and Bach?  What if he really prefers Latino rap?  Is it our responsibility to change his culture to our own?  And is our culture really that of Mozart and Bach still?  I think it might be time to embrace our own culture while using our past as a reference.  We must also consider our students’ cultures and what will be meaningful life-long knowledge and learning.  Just a summertime thought…