In addition to being a political activist, a literary and musical critic, and a novelist, George Bernard Shaw was a playwright and a remarkable one at that; his extraordinary commentary on such facets of life as marriage, education, government, religion, and social status sets him apart from other playwrights of his time.
The time of George Bernard Shaw’s education played a small, however important role in his career. The effect of his educational career as a student often moved into his literature. During his childhood and teenage years, he switched schools many times. He held a lifelong grudge towards teachers and schools in general after this. In a letter to a colleague Shaw said: “Schools and schoolmasters, as we have them today, are not popular as places of education and teachers, but rather prisons and turnkeys in which children are kept to prevent them disturbing and chaperoning their parents” (Letter, August 7, 1919, to Thomas Demetrius O'Bolger). This aversion to the education system, both public and private is apparent in most of Shaw’s work.
Shaw’s life after school i...
In the article “Against School”, John Taylor Gatto urges Americans to see the school system as it really is: testing facilities for young minds, with teachers who are pounding into student 's brains what society wants. Gatto first explains that he taught for 30 years at the best and worst schools in Manhattan. He claims to have firsthand experience of the boredom that students and teachers struggle with. Gatto believes that schooling is not necessary, and there are many successful people that were self-educated. He then explains the history and importance of mandatory schooling.
The average human would think that going to school and getting an education are the two key items needed to make it in life. Another common belief is, the higher someone goes with their education, the more successful they ought to be. Some may even question if school really makes anyone smarter or not. In order to analyze it, there needs to be recognition of ethos, which is the writer 's appeal to their own credibility, followed by pathos that appeals to the writer’s mind and emotions, and lastly, logos that is a writer’s appeal to logical reasoning. While using the three appeals, I will be analyzing “Against School” an essay written by John Taylor Gatto that gives a glimpse of what modern day schooling is like, and if it actually help kids
John Taylor Gatto, who was a teacher at the public school for twenty-six years, and the writer of the essay “Against School” that first appeared in Harper’s magazine in 2001, censures and blames the American public school’s educational system in his argumentative essay with various convincible supporting ideas. Gatto argues that the demands of public education system’s schooling are essential problems in “Against School”. Gatto shows some positive examples of the educating without forced schooling and shows models of the ‘success without forced modern schooling’. Indeed, the writer insists that historically forced schooling is not related to intellectual and financial success in American history. James Bryant Conant, who was the twenty-third
...ese texts show the effects of the residential school system and how the people in the texts overcome the legacy. The effects of isolation in Kiss of the fur Queen when the characters go to the city and in the prison writings in Creative Escape. The effects of the guilt taught to the residential school survivors and carried with them throughout their lives shows in these texts. Lastly the loss of identity in the men’s writing in Creative Escape and the loss of identity that Gabriel and Jeremiah end up with after going to the residential school and living in the city. As these effects of the residential school affect the people in the texts, the people in the texts have ways to combat the legacy of the residential school system. They use art, traditional teachings, and region to overcome the legacy. They find themselves and begin living to the best of their ability.
Throughout the post World War Two era, many people became homeless in countries such as France, Poland, Belgium and other territories of war because of the economic collapse. A Cold War also emerged between the two rising power countries in the world, the USSR and the United States. The emergence of the United Nations, which was a council where the countries of the world could get together so they could discuss global issues, had given some hope to those but only on the surface. In France specifically, there were homeless people all over because of economic weakness, little military power because of Hitler’s occupation of France, and most importantly the corrupted psychology of the people. Jean Paul Sartre became part of the miserable France after World War Two. Sartre fit right into the era of doubt and dismay. He was a French philosopher, playwright, novelist, screenwriter, political activist, biographer, and critic. He also became one of the primary figures in philosophy of existentialism and phenomenology, along with being a leading figure in 20th century philosophy and Marxism. When Sartre was captured during World War Two by German troops, he realized no person existed that did not make an impact on the entire human race such as Hitler who had made a negative impact on the world. What makes Sartre unique to the era of misery in France because he questioned God and changed France’s presence in the world by making the French change how they acted towards one another and how to question, with the new philosophy of existentialism that states one person fashions the entire race.
The essay will commence by focusing on the1944 Education Act, as it was "the most important piece of educational legislation since 1902" (Gosden, 1983:3). There was a great need for this Act, because the Second World War caused considerable disruption to the educational system. As Dunford and Sharp point out, "evacuation, staff shortages and suspension of building programmes all created their own problems. War also brought important changes in social attitudes, and [...] there was a determination for a better future" (Dunford and Sharp, 1990:17). Therefore there was a need to remodel the current education system "in order to ensure that every child would go to a secondary school" (Gosden, 1983:1). Planning for reconstruction of education culminated in the Education Act of 1944, which is also known as the Butler Act.
In Bromley, Herbert George Wells was born. Wells started Morley’s school in Bromley when he was seven, when he was 14 he became apprenticed to a draper. In 1883, Wells rebelled against their fate. Herbert arrived at up park when he was 14. Some events that propelled Wells in a new direction are in his autobiography called “starts in life”. When Herbert George Wells was young his mother taught him how to read, Mostly using big sheet capital letters. Wells Aunt Mary and sister ran a boardinghouse and Wells went to live with them. Wells stumbled upon a lot of knowledge. Wells childhood was very low class. Wells education began when he attended the commercial academy for young gentlemen. Wells moved to Wookey, Somerset in 1880 to help a relative when he was 14 (Abrams 13+; Hall 310+; “Herbert George Wells-Biography”; Kunitz 1492; O’neal 1630; “Wells, H. G.” 122).
Education provides unique experiences to everyone. These experiences are not depended on the individual’s personal backgrounds or social statuses. According to Jane Thompson, a scholar in education, the process of education can either be a restriction on creativity or a “practice of freedom.” In Willy Russell’s Educating Rita, the protagonist’s experience through the Open University is a practice of freedom as she is provided with the opportunities to express her thoughts and discover her own limits. There is an internal struggle within Rita as the new environment threatens to erase her past life. Rita is able to maintain her practice of freedom through the help of Frank, whom provides her with a welcoming and encouraging learning environment.
Tennessee Williams is widely known as one of the greatest playwrights in American history. Tennessee Williams's personal life and experiences have been the direct subject matter for his dramas. He uses his experiences and universalize them through the means of the stage. His life is utilized over and over again in the creation of his dramas.
Although both “The Tables Turned” by William Wordsworth and “To David, About His Education” by Howard Nemerov advocate the theme of how all of life cannot be contained within pages of traditional education, they hold significant differences in structure, imagery, and tone. Whether it is a focus on nature imagery or an intelligent criticism shrouded in capricious tones, both Wordsworth and Nemerov in their respective poems ironically advocate how education goes beyond the world of literary works. Despite the wonders poets work in the lives of scholars and students alike, the realms of old dusty hardcovers can only capture a few fragments of the brilliance of life.
Jackson, B and Marsden, D (1966) Education and the working classes. London: Routledge and Kegan Paul plc.
George Bernard Shaw uses many different approaches throughout his many works. In Pygmalion and Androcles and the Lion, he uses two very different paths ending in two different results. For example, in Androcles and the Lion, he show how doing a good deed will result in a reward, but in Pygmalion, someone does a good deed for the main character, and she feels ruined because of it. The motivation for the good deed, the deed itself, and the outcome of the deed are all three different in both of the works.
For most of his schooling, Jules Verne attended catholic schools. At a young age, Jules Verne despised writing and learning in general because he was forced to do it (Press 15). After making it through high school, Verne was sent to law school in Paris in 1884 by his father to follow the family tradition. Verne was always interested in theatre, but his father disapproved. After finishing school, Verne worked as a...
Gintis, Herbert. "Chapter 1 Beyond the Educational Frontier: The Great American Dream Freeze." Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. By Samuel Bowles. New York: Basic, 1976. N. pag. Print.
The audiences during this period were often shocked by the topics included in some of the play, and if not shocked by the topics, question the topics in a political position, questioning their governments or governing figures ideals. Three of what are considered to be some of the most influential playwrights of the period were Henrik Ibsen (1828-1906), Anton Chekhov (1860-1904) and George Bernard Shaw (1856-1950) who were all notable in the theatrical industry during their time because of their new, shocking and what could be considered revolutionary thoughts and statements made by the characters in their performance