What Was I Thinking-IE: Master's Program

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My Master's was such a waste of time and money (that I'll be paying off for quite a while). Unless you're in a more specialized field that requires it for better positions, I just don't see the value.

I was thinking about a Master's. But I settled for my GED. I only make 150K a year, but it gets me by.

to read, makes our speaking english good.

you mean to read makes our speaking english goodER.
 
It was law school for me. I remember saying if law was my wife I'd want a divorce.

But it really has afforded me the opportunity to live a better and (I'll admit) a more enlightened life. That's why I never thought education was a bad thing. It's an investment in one's self. So it's not like you sunk money into a used car lot, or something wild. Something that improves your mind is almost always a good thing.
 
It was law school for me. I remember saying if law was my wife I'd want a divorce.

But it really has afforded me the opportunity to live a better and (I'll admit) a more enlightened life. That's why I never thought education was a bad thing. It's an investment in one's self. So it's not like you sunk money into a used car lot, or something wild. Something that improves your mind is almost always a good thing.

I agree that this program isn't like a used car and that it is making me think, but saying that it is improving my mind is a stretch. I received a $5k grant for educators and when I am making an extra $400+ per month, it will be worth it.

658 was a great course and I would take it again just to do more research; I am actively using many of the reciprocal teaching strategies in my literature groups. I also did alot of research into the National Reading Panel's report that led to No Child Left Behind and I was shocked by the sheer amount of fraud, bias, and misinformation that went into the report.

However, some of the crap these professors are forcing us to analyze/synthesize/and question are garbage at best and have no relavance to the classroom. As I started earlier, I am reading a book on Jungian Philosophy...what the hell does an entire chapter comparing/contrasting Freud and Jung's pedagogies on libido have to do with teaching reading in a 5th grade classroom? The next chapter is about "Personal Transference Archtypes?" :cuckoo:
 
The next chapter is about "Personal Transference Archtypes?" :cuckoo:

Good luck with that. Transference and Countertransference is a big bag of worms. Especially when talking with Freud followers. It's funny when I did my undergrad a majority of my professors were CBT researchers, but going to the dark side for my Psychology degree got me into the Freud territory. Not all Psychoanalytic psychologists agree with Freud and some of his theories, but they still use a lot of his interventions which I find a little strange.
 
Just think of all the money you'll make that your wife will spend when you're done.
 
Good luck with that. Transference and Countertransference is a big bag of worms.
Well, the good news is that I now know the meaning of ego, shadow, archetype, transgerence/countertransference, Self, suprapersonal unconscious, existentialism, numinous, persona/persona posessed, and all the other crackpot terms that Jung invented and this professor expects us to advocate in a 5th grade classroom.

I finally finished my four threads (analysis, synthesis, questions/concerns, implementation) and my 10 page APA "memo" on:
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The wife and I had nice, cozy fire last night and the book helped supply the kindling...Jung was a nutcase and this professor is a kook.
 
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I can see the light at the end of the tunnel for this course. Writing my final 12 page reflection on "Self Pedagogy in Relation to NCLB, Jungian Pillars, and Marginalized Voices." What I don't understand is how this is my "Self Pedagogy" when I am forced to use the professor's sources for the reflection. You psychology/education majors are welcome to chime in. :dunno
 
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