Post 7-Literacy with an Attitude Argument

In "Literacy with an Attitude" by Patrick J. Finn, Finn highlights the distinctions between schools in which the student population is predominantly "executive elite," "affluential professional," "middle-class," or "working-class." He explains how despite being subject to the same state requirements, there were still stark differences separating the schools. 

In the working-class school, Finn describes how knowledge was separated from experience. He goes on to say that "Teachers rarely explained why work was being assigned or how it was connected to other assignments. Work was often evaluated in terms of whether the steps were followed rather than whether it was right or wrong" (Finn 10). Often, rules were presented without being supported by any explanation as to why the rules were instituted in the first place. Students were described by teachers as lazy and uninterested in class material, and were not given the capacity for creativity and self expression.

Compared to the working-class school, the middle-class school relied heavily on textbooks. The main goal was to "gain knowledge" rather than to fully understand that knowledge. Following directions was emphasized and thought to lead to the correct answer; however, like the working class schools, creativity was still on the back burner. "Lessons that explicitly called for creativity and self expression were 'enrichment' and 'for fun.' They did not count toward grades" (Finn 14). The idea of possibility was fundamental in these schools.

In the affluent professional school, creativity and personal development were central, unlike in the working-class and middle-class schools. It was important that students discover and connect their experiences with their knowledge rather than simply take in information. Furthermore, work was not mechanical, but rather the idea of being able to manipulate symbolic capital.

Finally, in the executive elite school, reasoning and problem solving were prioritized. Furthermore, unlike in the other 3 schools, children were given the opportunity to plan lessons and teach them to other students in the class. Generally, the students were given more freedoms than the students from the other 3 schools, such as being able to leave the classroom without permission, being in charge of the school office at lunch time, and could take materials from closets and the teacher's desk when needed. The idea of students having choice was emphasized, with phrases such as "It's up to you" acting as reminders to students.