Feeling good about oneself is an inherently good thing; however when this is intensified so severely that it becomes the focus of everyday life, complications and consequences may occur. Jean Twenge tries to warn today’s “Generation Me” about the dangers of their obsession with the self in her piece, “An Army of One: Me.” This desire to look out for only the individual has dramatic effects on the direction of today’s society. What has also evolved out of this self adoring society is a seemingly endless need for argument, especially in the educational field, an issue addressed by Debora Tannen in her essay, “The Roots of Debate in Education and the Hope of Dialogue.” Of course, no researchers or educational experts expected the negative results such as narcissism and argumentative culture that followed from these teaching methods. These are unintended consequences and displaced risks, just as the types addressed in Edward Tenner’s, “Another Look Back, and A Look Ahead” but applied to a different subject. In effect, one problem causes another as an excess of self-esteem more often than not leads to narcissism.
In order to achieve success, we must know that it is made up of two main concepts and they are fortune and position. But when a person is limited by their class prohibiting them to achieve success, the point of trying is meaningless. However, there is a way to break the construct that keep groups stuck in the lower-class and is through education. Education gives more opportunities for success to the individuals and since education is very important, culture and the government should focus more directly upon this to reach economic stability. Class standing directly affects economic success in America by limiting a person’s chance of success however; one can overcome by focusing more upon education and culture.
According to Roth, Robins and Widaman, low-self esteem can be linked as a factor to depression because of the vulnerability of the individual. Also, those suffering from low self-esteem also tend to have issues with rejection and their rel... ... middle of paper ... ...into their adult career. The decisions they choose to make are one’s made out of confidence in themselves and their abilities. In some of the activities that I conjured up, I believe these would be useful tools in the future for these students. Simply because it will give them the opportunity to sympathize with others, and try and understand the situation of someone who may be struggling, and be able to lend a helping hand.
Groups and Teams Groups or teams can evolve into high performing, extremely effective, useful tools in any organization if developed and managed correctly. Demographic characteristics and cultural diversity can impact the behavior of groups or teams in positive and some negative ways. Diversity may impede the initial progress of a group; however, the long range benefit to creating high performing teams is great. An effective group is one that achieves high levels of task performance, member satisfaction, and team viability (Schermerhorn, Hunt & Osborne, 2003, p. 2). A team or group is two or more people working together to achieve common goals.
I do not like the idea of making a person uncomfortable intentionally, but I understand that change and growth is uncomfortable so this feeling may be an aftereffect. I really like the idea of finding the strengths of the difficult teacher, building on those strengths, and giving them responsibility. If the responsibility involves peers, then the difficult teacher may feel more accountable for follow-through. I hope that as a result, the teacher will feel like a contributing member of the school community and begin having a more positive impact on the culture. I also liked the idea of being strategic about where difficult teachers are located and scheduled.
Not only that, but through learning about social inequality, students will be able to “unmask false claims that education provides equal opportunity and access for all” through critical pedagogy (Torres & Darder, 2003, pg. 2). By not learning about social inequality because they are privileged, the school will only be masking the inequalities faced not only in education, but also in society as a whole. It is crucial to break down the barrier between oppressors and oppressed, which we can seek to do through educating students (Norris, 2016, Lecture 2). Although generally the focus of critical pedagogy is to liberate oppressed students, which seems to not be present at this elite private school, it is important to bring awareness to these issues and educate all students on social inequality.
The Threat of Nihilism: New Educational Opportunities? ABSTRACT: If the educator is characterized by a willingness to stand for something and simultaneously willing to care for someone, then the philosophy of authenticity should help the educator out of the problems that the Enlightenment project and some of its critics have created. While our integrative authenticity should rescue us from despair, it should also correct the possible immobilism occasioned by the interpretation of some postmodernist authors. Here, what we take as somehow fulfilling us, to a certain extent also conceived in a naturalistic way, binds us to the ways of structuring our concerns so that others can participate in a common framework. But such a philosophical perspective is confronted with two objections.
If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic. We are first drawn to practical defenses of a liberal education, that it is in itself of service and useful, both to society and to the individual. However, a practical defense of Paideia in the classical sense simply comes across as feeble and even a bit desperate (that is, if it escapes sounding pompous) and every savvy student knows it. Far better, it seems, to take courses aimed at general problem solving, or at honing critical thinking skills, or at developing socio-political sophistication, than to read Shakespeare and Plato. A similar problem plagues the justification of the pursuit of philosophy itself, and this is where the fundamental motivations behind both Paideia and philosophy converge.
Third education can destroy the division of community classes because when people become learners they will understand the important of each individual building in the society which will lead to strong interdependent community. Fourth, education is the powers that will end the child labor and provide the peace, stability and security for the whole world. Finally, and the most important one education lead to better understanding of individual rights, education is the key to learn and know our rights and duties. So government and society committees should have programs, seminars and curriculum to educate people about their rights and duties and use for that different tools and materials. Depending on (COMMITTEE ON ECONOMIC, SOCIAL AND CULTURAL RIGHTS, article No.13 “Education is both a human right in itself and an indispensable means of realizing other human rights.
Convincing him to change his old lifestyle and inner workings could take a tremendous amount of time and effort. Likewise, finding the right person who will treat him with equal respect and be able to maintain a solid rapport would be the most difficult part of simply starting his treatment. Assuming his mind and body responds to the therapy and medication positively, Lecter will most likely benefit from this type of treatment.