Although the presentation, of information, might have been a bit fast paced for the likes of some, the arguments that Ken Robinson presents in his speech were effectively communicated, as they have both logical and emotional appeals. Ken’s portrayal of an outdated system, that is almost reliant on medication in order to be effective, was logically sound, as it is necessary to raise not only the standard of education, but the means through which our children are educated as well. Ken appealed to me emotionally in numerous areas, but the one that hit hardest, was when he mentioned that a college degree no longer guaranteed a job, it 's a scary thought that even though I have a college degree, there is still a chance that I may still end up working …show more content…
This is an attempt to appeal to the ethos of the audience, by stirring the fear of an unstable economy. Ken’s argument also describes a demand for reform of education, in a manner that helps the same unstable economy. He lumps this in with the necessity to educate while at the same time still maintaining who we are as a culture(Robinson). The second statement appeals to those who have strong cultural ties, that are also worried about their children receiving a good education. This statement is aimed at the minority groups, who have a strong sense of cultural heritage. This strategy seems well thought out in the sense that it speaks to those that have strong cultural ties, while at the same time speaking to those of higher economic status. He effectively draws upon a relatively large audience in this …show more content…
Ken informs us that of the fifteen-hundred children that were studied, ninety-eight percent had a capacity for divergent thinking. Five years later the same children were retested, of the original fifteen-hundred, this time only fifty percent had a capacity for divergent thinking(Robinson). This argument helps Ken to prove that instead of stimulating the creativity, somehow we create a sense of assimilation, as in there is only one way to think or there is only one solution to every problem. This becomes problematic, because it creates a sense of linear thinking, in a world that rarely only has one right solution, and sometimes the one solution that people can come up with isn’t always the best solution. In making this argument Ken tries to further his appeal to the logos of the speech, which he does very well, because it’s a logical thought that we should nourish the creativity of our youth, rather than squash
“Always remember that you are absolutely unique. Just like everyone else.” This mantra from Margaret Mead is a somewhat humorous yet slightly satirical spin on how people tend to think of themselves as one-of-a-kind, irreplaceable human specimens. However, one English teacher from Wellesley High School takes this critique one step further with his polemic presentation at the school commencement. David McCullough, a Massachusetts English teacher, gave a seemingly somber sendoff to his graduates in 2012, with a speech that contained some unapologetically harsh sentiments. However, by looking past the outwardly dismal surface of the speech, the students can infer a more optimistic message. By incorporating devices of asyndeton, paradox, antimetabole, and anadiplosis, McCullough conveys to each student that even though none of them is unique, their commonality is not a fault they all have merit and should strive to view the world through a more selfless lens.
Every president strives to remain positive in the public’s eye. Yes, a despised president can still hold office, but the country will always respond much more positively and remember the president better if he or she is viewed favorably. This is particularly true during times of great distress or crises, such as the terrorist attacks on the World Trade Center in 2001, or Hurricane Sandy in 2012. On April 10, 1962, the United States’ largest steel companies raised steel prices by 3.5 percent. President John F. Kennedy had repeatedly called for stable prices and wages, as the country was already under economic strain from foreign affairs. Kennedy held a news conference on April 11, 1962 in order to address this sharp increase in steel prices. He was well aware of the fact that he had to maintain a positive image to
Mr. Kozol is conveying the essay to intelligent people, who have the power to make a difference in this matter. His message is intended to help schools, government, non- profit organizations and other affiliations see this and to find ways to improve education for those who are unable obtain it themselves. Mr. Kozol delivers this bluntly to keep the attention of his audience and to make sure he gets his point across, he give numerous
Ronald Reagan was the 40th president of the United States of America during the Cold War era. On January 28th, 1986, he gave a speech to discuss the tragedy of the Challenger Space Shuttle, which exploded in atmosphere. The speech was delivered in the Oval Office during his State of the Union Address. He was attempting to inform and comfort America about the disaster. The author uses multiple rhetorical devices in his speech. The importance of these devices is to convey a goal of the author to persuade the reader to a certain perspective. A speaker uses these devices to give the speech more impact. Rhetorical and persuasive devices can make a speech more effective since the devices can use emotional and logical appeal. In this speech, Reagan does not use very many complicated devices, but he does use appeal, anaphora, repetition, and allusion.
Have you ever listened to a speech after a tragedy that was so good, that it affected you and even though something traumatic happened it helped you feel better? That indeed is a style of speaking called rhetoric. Rhetoric is the study of effective speaking and writing, and the art of persuasion. Many people are not able to speak and convey that art of rhetoric that helps with grief or sentiment. Today, I will show you an example of two different speeches delivered after tragedies, by two of our nation’s presidents. The first, President Obama’s address to the nation after Sandy Hook Elementary Shooting and the other Ronald Reagan’s address after The Space shuttle “Challenger” tragedy.
Changes need to be made in American school systems. In fact, once American schools are reformed it would make it easier for those who want to learn receive an education. In the essay, “Lets’ Really Reform Our Schools” by Anita Garland, Garland explains why schools need to be reformed. Garland claims that American schools are in trouble and that they are a disaster. Garland also mentions that we need to restructure our thinking about the whole purpose of going to school and what one should expect from students. To start off, attendance shouldn’t be mandatory and one must stop forcing everyone to attend school. Next, cafeteria lunch is always a big problems with students. Students are hyped up with all
John Marsh, Ph.D., shares his epiphany, that his sharing the popular belief that higher education was the answer to bringing about economic equality and curing poverty, was in fact wrong; in this short selection, “Why Education Is Not an Economic Panacea”, taken from his book, “Class Dismissed: Why We Cannot Teach or Learn Our Way Out of Inequality”. Marsh had felt that gaining a higher education himself worked to bring him to a level of economic equality, so, it should work the same way for everyone else. His change of heart comes after perhaps stepping down from the pedestal that many, with lots of letters after their name, sit on, or are put upon by others, and witnessing first-hand the dismal rates of graduation of students in the single course he teaches for The Odyssey Program. Serving as good Public Relations for the University of Illinois at Urbana-Champaign, the program’s purpose was two-fold; it was to provide, at no cost, college level course(s) for low-income adults and look good for the University. In this excerpt, Marsh’s narrow vision seems to have opened up somewhat, however, it does not demonstrate that his visual field widened enough to see that there is much, much more than simply economics or education that is at play in determining where people end up in the spectrum of being considered successful in the United States. (Marsh 914)
Many individuals have been affected negatively by trouble makers in school. Troublemakers have either disrupted classes or bullied other students. Yes, trouble makers may harm one’s learning environment, but should they be kicked out of school? Though many individuals argue that troublemakers will not change and hold the class down, they should not be kicked out because they need help. Most of these kids that are disobedient do not know the distinction between right and wrong. We should not withdraw trouble makers from school, rather, we should help these troublemakers and teach them right from wrong. In the article “Let’s Really Reform Our Schools” by Anita Garland, she states that American high schools are disasters because there are troublemakers (694). She asserts that the withdrawal of troublemakers in schools would make the learning environment peaceful for students who want to learn
It’s considered a rarity now days to walk down a major city street and not come across a single person who is fighting to survive poverty. The constant question is why don’t they go get help, or what did they do to become like this? The question that should be asked is how will America fix this? Over the past year, Americans who completed high school earned fifteen point five percent more per hour than that of dropouts (Bernstein, Is Education the Cure to Poverty). According to Jared Bernstein, in his article “Is Education the Cure to Poverty”, he argues that not only do the poor need to receive a higher education, but to also maximize their skill levels to fill in where work is needed (Is Education the Cure to Poverty). Counter to Bernstein’s argument Robert Reich expresses that instead of attempting to achieve a higher education, high school seniors need to find another way into the American middle class. Reich goes on to say “the emerging economy will need platoons of technicians able to install, service, and repair all the high-tech machinery filling up hospitals, offices, and factories” (Reich, Why College Isn’t (and Shouldn’t Have to be) for Everyone). Danielle Paquette, though, offers an alternative view on higher education. Paquette gives view that it doesn’t matter on the person, rather it’s the type of school and amount of time in school that will determine a person’s
Many people believe that “having an economy that places a greater value on skills and education is a good thing” and that is the thing that is needed to improve people’s lives and futures (Baicker, Lazear). If what our economy is trying to do a good thing they why are so many students still suffering? The main issues are the low-income education that many students have. Many schools are getting money from the government but that is not enough to pay for everything students need. Educational standards have continued to increase throughout the years but that does not help the students who are unable to pay for the better education. These students who cannot pay for the better education are stuck barely getting by with a low education. A low-education can affect many areas of regular schooling. The students who are at low-income schools do not know what type of disadvantage they have compared to other students across the country. These students believe that they are getting the best education, but there are many students who are getting a better education at a school that has the funds to pay for everything their students need. Low-income students are suffering due to the environment they are in at school and they continue to suffer throughout their life due to it. These students will continue to suffer unless something is done about the low-income schools and improve them for the future. Improvement has to come from all areas, not just one aspect of schooling but from all aspects. Although education has improved along with technology many low-income students still suffer from the vast inequalities. These inequalities will take many years to find a way to fix and even more years to actually fix, until this happens the students will...
Most people have a natural soft spot for children. Krugman begins to talk about how children’s education is affected by economic status. Middle class families buy houses and take on more debt than they can handle because they want to have their children to go to a school where they have a better chance to have a better education- the inequality facing the middle class means the good school areas are going to be more expensive to live in ( Krugman 590). All parents, who care about their children’s education would relate to this statement. The desperation of parents trying to do better for their children is uplifting, but it’s sad to think they would have to go in debt to do it. Here, Krugman appeals straight to parent’s hearts triggering emotions. Then, he goes on to give facts on how bankruptcies have risen because middle class families are spending less on luxuries and more on trying to get into a good school district. Middle class families are not just being competitive for just to be greedy, but they are trying to give their children as much as a chance as possible in this unequal society (Krugman 590). This is another example where Krugman is appealing directing to people who have been going through a struggle to have their child advance in life. It is almost as if he is trying to tug on the reader’s heart
Albert Einstein once said “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that is it stupid.” Sir Ken Robinson stated that schools are destroying children 's creativity with their curriculum, there are many facts that support this idea. Students are required to think a specific way, prepare the way teachers want them to be prepared. Students also have their own opinion, because they are not afraid to be wrong, and need a way to move forward.
Both authors want what is best for society overall, which in their views are individuals that are “socially well-adjusted and educated citizens who are industrious…[and] benefit society” (Ray par. 1) by creating a stronger work force. This issue is not only important for each student’s future, but over time it has become a focus of parents as they try to ensure the absolute best education for their child. As Cox found, “an increasing number of parents are recognizing the battle that is waged for their children’s hearts and minds” (Cox p. 34) and it is important that their children are equipped with the best hearts and minds so they can effectively function in society. Both of the authors for these articles acquired advanced education which may explain their bias toward the importance of education. However, evidence shows that education is one of the factors responsible for the success of a nation. Workers, who after graduation are able to “enter the working world equipped with the same basic education,” have a step up from those who were not able to fulfill those educational standards. While society says that it values education, it is apparent that actions are not being seriously taken by the educated population to effectively keep public education as a focus in policy holder’s hands.
In this notable Ted Talk video "Do schools kill creativity?", Sir Ken Robinson discusses how public education systems demolish creativity because they believe it is essential to the academic growth and success of students. Robinson created a broad arrange of arguments to persuade the viewers to take action on this highly ignored issue, and he primarily focuses on how important creativity is. There are classes within schools that help utilize creativity, but they are not taken seriously by adults in society. Therefore, the value of creative knowledge decreases. Robinson uses an unusual combination of pathos and ethos to make an enjoyable dispute for implementing an education system that nurtures rather than eats away at creativity.
“Changing Educational Paradigms” is a video where Sir Ken Robinson explains why he believes the current educational system has to change in order to stop the rise of American students being treated for ADHD. Robinson reveals that schools haven’t changed since the 18th century where the enlightenment and the industrial revolution had a lot to do with how American schools were designed to work. American schools are still organized based on the production line mentality, and intelligence was based off deductive reasoning and knowledge of the classics, all of this is deep in the academic gene pool. Robinson states that while they are trying to change the educational system they are doing so by doing what they did in the past. Which is something