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Teacher-students relationship
Teacher-students relationship
The relationships between teachers and students
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The following essay has been written with you in mind. It is the most cogent summary of my criticisms of Goddard to date but is far from complete. I have left out issues that seemed less relevant to your present lived experience. Other matters have been glossed over. My past few days have been spent immersed enough in pedagogical theory that the deficiencies I have been exposed to thus far stand out like I do on a football field. Due to the limitations of time, space and energy I have chosen to write in a directed, rambling manner over the course of a brief sitting. The structure of this piece will resemble the illegitimate hybrid of a formal paper and a personal letter. The operative Goddardian myth of a student centered environment hides the ugly truth that suppression of shadow only leads to the demonization of its projection. As an outsider to the most prevalent dogmas within the IBA community who has been alienated for expressing dissent I am in a unique position to explore the ways in which attempts to escape the inherited structures within mainstream academia have led to a denial of the oppressive hegemonies by which the once radical has become sectarian. (freire 37) The advisor must approach his role with humility. As Freire has said, "To affirm [commitment to the oppressed] but to consider oneself the proprietor of revolutionary wisdom -- which must be given to (or imposed) on people -- is to retain the old ways." (60-1) One cannot create authentic dialogue by imposing onto an other some value or perspective that does not arise out of his own experience. (180) Freirian rhetoric aside, caution is advised during the initial stages of packet submission and response. If in the beginnings of interaction you provide... ... middle of paper ... ...disclosure and willingness to re-evaluate your approach. *1*As someone who was misdiagnosed with bipolar disorder I found myself again and again in environments and relationships where I was misunderstood, where my voice was excluded from decisions about my future and where my natural intellectual curiosity was stifled, so let it not be said that I am approaching this situation as a member of a majority against a minority. Rather, as an intellectual who values many traditional Western modes of engaging with source material I am a minority among a minority-made-majority; a conceivably more dangerous group because it identifies dissension with the voice of its own oppressor. *2*It is good for people of different minds to learn to understand the world in different ways to the degree that they are capable, but less us not play down the neurological differences either.
The next piece of data used is from Harvard. Harvard is known as a home of scholars and highly intelligent individuals. Fridman challenges this connotation by citing the “rampant anti-intellectualism” within the college. This data and the backing that follows has a profound effect on the reader. If even the highest point in America’s intellectual scene has been poisoned by this stigma then the implication is that nowhere is safe for those seeking unbridles
Throughout the graphic memoir Marbles by Ellen Forney, she talks about and discusses her daily struggles with dealing with her recent, formal, diagnosis of bipolar I disorder. She, from the very beginning, explains her constant struggle with dealing her mental state and her constant high and lows. When she illustrates her daily life she intensely details her emotions and how she interacts with people and different places. She uses the illustrations to speak for her when there are no words to be said. These words, spoken and unspoken, account for some deep, meaningful thoughts and questions that arise about her and her daily life with bipolar I disorder. Afraid of and questioning her mental state, Forney’s initially uninformed life creates panic
Stewart’s essay “The Field and Function of Black Studies”, he implies that black history is dominated by continuing challenges by its critics and the weak attachment of many scholars to the black studies movement and to black studies units even when the research of such scholars examines the black experience (pg. 45). Statistics show that 70.2 percent indicated that the number of full-time faculty members who have appointments outside black studies and another academic units is stable, proving the fact that black studies has established a beachhead in higher education. This statistic demonstrates how things have been stable in terms of growing the teachings of black studies, which causes challenges. A challenge that can be seen from this issue, is the lack of financial support available to faculty and students. Small budgets are provided to Black Study departments at many universities, therefore, making it difficult to purchase materials and hire more educated, experienced staff
The journey begins at the heart of the matter, with a street smart kid failing in school. This is done to establish some common ground with his intended audience, educators. Since Graff is an educator himself, an English professor at the University of Illinois in Chicago, he understands the frustrations of having a student “who is so intelligent about so many things in life [and yet] seems unable to apply that intelligence to academic work” (380). Furthermore, Graff blames schools for not utilizing street smarts as a tool to help improve academics; mainly due to an assumption that some subjects are more inherently intellectual than others. Graff then logically points out a lack of connection “between any text or subject and the educational depth and weight of the discussion it can generate” (381). He exemplifies this point by suggesting that any real intellectual could provoke thoughtful questions from any subject, while a buffoon can render the most robust subjects bland. Thus, he is effectively using logic and emotion to imply that educators should be able to approach any subject critically, even non-traditional subjects, lest they risk being labeled a buffoon.
Intellectuality needs to be redefined; what does the word intellectual mean? Typically one would describe someone as either “street-smart” or “book-smart,” in other words someone who knows how to live in the real world versus someone who has knowledge about academics. But is one more “intellectual” than the other? In the article “Hidden Intellectualism,” Gerald Graff addresses this issue and brings to the audience’s—the audience being experts about the subject along with himself—attention that schools are missing the opportunity to fuse together street-smarts and book-smarts to increase overall academic performance. Graff definitively presents his opinion on this topic by manipulating ethos, pathos, and logos. Through ethos his credibility
In Expelled: No Intelligence Allowed (2008), Ben Stein travels the world to expose the incarceration in the realm of science. Stein’s goal is to rile up the audience to stir up desire and motivation of the voice of the people to bring down the unjust wall in scientific academia. Ben Stein fails to persuade his active viewing audience that universities have used unfair practices to exclude research and believers in intelligent design from the scientific community, but succeeds in persuading the unpretentious and idle audience. Ben Stein losses his credibility and ultimately his persuasive power through the use of misrepresentation of messages and facts, fallacies of ethos, pathos, and logos, and the digression from the main point of the documentary. The unpretentious audience overlooks these fallacies and is persuaded through the visual tools in the documentary.
According to West, “the attitudes of white scholars in the academy are quite different than those in the past” (West pg. 303). In the dilemma of the black intellectual Afro-American intellectual often known better as “black’s” have a stressful time in being acceptance in whites universities and find themselves in one of the black educational institutions for potential black intellectuals. Many black’s begin their intellectual career with hopes of self worth and self confidence in a way that is in alignment with certain values. Under the effects of their own emotional pain however, some black’s become removed from those values, removed from the purpose behind their intellectual. Black’s can feel like a ship in stormy seas, floundering with nothing solid to anchor to. When black’s make demands, use criticism or labeling to be taken seriously as potential scholars and intellectuals in our universities and colleges to vulgar perceptions fueled by
Bipolar disorder, which is also called manic-depression, is a term used to define forms of irregular and intense mood swings that can make someone be depressed one day and a complete maniac the next. Unlike other medical conditions, bipolar disorder does not only affect one’s life, but it can also have an impact on other individuals. The extreme mood swings can have a major consequence on someone’s social life and cause one to fail in his or her career or education. Even though bipolar is not the immense discussion in medical disorders; it is still a dangerous condition that affects a multitude of individuals in the world. Many suffer severe symptoms and dangers but they can still live a satisfying life with treatments and therapy.
In order to successfully enter and maintain membership status in an academic discourse community, one must be willing to make changes in order to be successful. Kevin Davis describes the changes as a creation of a new identity and explains this through his personal experiences and several studies in his essay, “Does Coming to College Mean Becoming Someone New?” His reasons for the creation of a new identity leads to the main message of how to become a successful member of an academic discourse community. However, his piece not only presents a how-to succeed guide, but also legitimizes the “college”-coming of age passage. In the process of coming to college, when entering a new community of academic discourse, a new identity is born from maturation or the rite of passage.
Freire believes that the “more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented reality deposited in them” (73). Percy claims that this dependency stems from the belief that “sovereignty [must be] surrendered to a class of privileged knowers” (54). Freire believes that due to this loss of sovereignty, the ones with authority attempt to “indoctrinate[e] them to adapt to the world of oppression” (78). Consequences begin to mount as students begin to mold into the world of oppression. Freire’s strongest belief is that, due to the banking system, a student simply becomes “the possessor of a consciousness: an empty ‘mind’ passively open to the reception of deposits of reality from the world outside” (75). This mentality causes students to become constricted thinkers, or mindless robots, only letting the engineer program predetermined ideas that the engineer deems them fit enough to know. “What has taken place,” claims Percy, “is a radical loss of sovereignty” among the students because in the way education is currently being utilized, educators perceive that knowledge can simply be placed into students, however, this method is sorely inhumane
Crowe, M. (2011). Feeling out of control: A qualitative analysis of the impact of bipolar
...oted in the birth of the discipline itself (Karenga, 476). The mission of the discipline, problematic administrators, and campus opposition are examples of obstacles that often attempt to prevent the missions of African-American Studies. However, African-American Studies has continued to defend its stance over time. Thus, as long as there is an African-American culture, the quest for knowledge in the African-American studies field will remain.
Nicholas Carr has many strong points in his article. He successfully proves that what he has to say is worthy of his readers time, and that maybe we should all take caution to how much time we spend on the
In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explain how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students. Also, curricula should bring a balance between making a school a place for obtaining information, and accommodating the educational demands for each individual student. It is imperative to understand that reforming the academic system, by fine-tuning schools to have its students learn what exactly they are interested in, will lead to having students accessing their full intellectual potential.
The film, Of Two Minds, is based on real life accounts of individuals living with bipolar disorder. Before watching this film, I had an idea of what bipolar disorder is , but after viewing this film I was completely mistaken. Previously, I thought being bipolar was going from a “normal” mood to an angry or sad mood in a matter of seconds and could be simply fixed by taking medicine. But my previous thoughts were completely wrong and bipolar disorder is very serious and complicated. I didn’t know the severity of this disease and I think a lot of the general public is uneducated about bipolar disorder as well as mental illness. Terri Cheney describes having bipolar disorder as, “Take the best day you ever had and multiply it by a million, it 's like a flu but one hundred times worse. It 's having flu in your mind."