Literacy and schooling reading was hard to read, but I enjoyed seeing the cultural history point of view. This reading reminded me of Foucault's History of Sexuality and also Dussel's Uniform piece. The reading narrates the development of educational curriculim and the institutional fluxuation. As told in the reading, schools began largely as a means to teach individual skills of writing, reading, and comprehension. The church, which started schools, used"great authors" as the core reading material. The author calls this period "memory writing" or catechism. The writing system was based in recreating the "great authors'" writing and was intended to develop individual language skills. The shifts in educational structure included changes in language choices (French, Latin,scholastic and humanistic. The expectations between headmasters and teachers changed and the curriculm taught became standardized to a degree through testing. The author spends a significant period explaining the shifts in the intention behind content. Learning was intended to create scientifically literate students and later morally aware individuals. The forms of readings changed from knowledge readings to edifying reading and later, reading for the sake of reading. Looking at our past readings, I was considering the power structurs surrounding the determining of what is taught. The author uses the term "social functions of school" in which I understood the described reason behind methodological changes. The final point that was emphasized was that while paramount ideas may exist, there is a delay between the idea coming to being and it being implimented in the way ideas are taught.I hope we can talk about this more in class. The other reading was much easier to understand, possibly because itresonated with my ideas on classroom improvement. The main point is that students should be considered in changes to the classroom. In addition, it is students who already understand the complex theoretical ideas being studied in the classroom, because they spend so much time in the environment. One point by the author reminded me of Dewey's continuity notions. She states that students are NOT blank slates and therefore their experiences must be utilized in maximizing the educational experience for them. The term the author used was "coerssive collaboration." I hope that I can see more of this implemented in classrooms in soka.