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Negative Effect Of Education
Effects of communism
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Introduction
Education and social change is really broad spectrum of opinions which can be viewed from many points of view. I was mainly interested in one specific side of the education which is the negative side and negative side effects of education. Therefore, I am going to focus on education as a main tool to manipulate and gain benefits.
Does society shape education or education shapes society?
I am going to start with an example of the post-Communists Czech Republic. Actually, I did not live during this period however I can say, I am still affected by this period of time and I know a lot. We have learned about this regime in school and what is more important, we have heard many true stories from our parents and relatives.
Before I will start I have to explain: what does the word society mean for me. Society is some aggregate of people who are living together in certain place, for instance, in a state. Thus, all the people living in a state form certain society.
Based on the meaning of society and on the example of post-Communist country, the answer is that education shapes society. The explanation is following: just communist elite with a centre in USSR had a power to establish the rules. And one of the first change what they did, was, they intervened in education. They changed education to their advantage to benefit from that. For instance, the authors, who wrote their books about anything what was against regime, were persecuted and their books could not be published. The reason is that they wrote either about better systems outside the regime or about the defects of communist regime. These authors had written the actual truth. In schools, they mainly taught about the best way of Communists and if they talked for examp...
... middle of paper ...
...le tool how to manipulate, too. Integral part is also subjectivity, competition and many other latent functions which can produce plenty of negative impacts on society.
Works Cited
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Schiffrin, Deborah; Tannen, Deborah and Hamilton Heidi E, eds. The Handbook of Discourse Analysis. Oxford: Blackwell Publishers Ltd., 2001.
Rose, Gillian. Discourse Analysis; in ‘Visual Methodologies: An Introduction to the Interpretation of Visual Images’. London: Sage Publications Ltd, 2007.
According to Helen Sword (2012 pg.48), “A carefully crafted sentence welcomes its reader like a comfortable rocking chair” and “helps its reader navigate tricky terrain like a well-hewn walking stick”. Therefore, varying styles and methods of sentences are an important construct in the written language. Hence through examining Julia Gillard’s and Rebecca Sloan’s use of sentence structure and grammar, this rhetorical analysis will attempt to explore how differing mediums and cultural contexts of writers portrays their credibility which are effectively used to convey a particular agenda to their intended audience.
Longaker, Mark Garrett, and Jeffrey Walker. Rhetorical Analysis: A Brief Guide for Writers. Glenview: Longman, 2011. Print.
A rhetoric analysis can be defined as the breakdown of components used to make a persuasive argument or judgment on a particular subject or topic. The ability to make a conclusion or decision on a given thought or idea in a moment of seconds is a result of rhetorical analysis. “Because media rhetoric surrounds us, it is important to understand how rhetoric works. If we refuse to stop and think about how and why it persuades us, we can become mindless consumers who buy into arguments about what makes us value ourselves and what makes us happy”. In Carroll’s essay “Backpacks Vs. Briefcases: Steps toward Rhetorical Analysis”, she discusses the nature of rhetorical analysis, how it affects our everyday lives and explains the role context plays.
In order for something to be a Discourse Community it has to fulfill many requirements including a broadly set of common goals, communication between members, a way to provide feedback, possesses at least one genre, has a specific lexis, and has a threshold of members with a suitable degree of relevant content and discoursal expertise (Swales). After observing this group of people I have come to a decision that they do in fact represent a Discourse community. The groups broad set of goals woul...
The traditional method is incredibly contextual, meaning, it looks deeply at the source, message, and audience as they interact within a give time span. Furthermore, this method is a critique of the assumed interaction between a speaker, text, or artifact and its intended audience. In contrast, a narrative criticism examines all facets of any rhetorical artifact for its form, structure, and pattern, treating it as a dramatic story that unfolds and reveals itself for a certain purpose. Additionally, narratives are primarily utilized as a cognitive instrument for comprehending significance.
When joining a discourse community, it is important that one learns how those in the group use effective ways of communicating. In most discourse communities, they share a distinct genre or way of writing. Members are usually held to certain standards regarding their contribution to the group. Those in the community provide vital feedback and information that is ultimately responsible for the growth of the group. In the following paper, I will discuss the discourse community of “UTEP Blast.”
Downs, Doug. "The Concept of Discourse Community." Writing about Writing: A College Reader. By Elizabeth A. Wardle. Boston: Bedford/St. Martins, 2011. 466-78. Print.
To examine various discourses, it is crucial that the idea of discourse and the way in which discourses operate is clear. A discourse is a language, or more precisely, a way of representation and expression. These "ways of talking, thinking, or representing a particular subject or topic produce meaningful knowledge about the subject" (Hall 205). Therefore, the importance of discourses lies in this "meaningful knowledge," which reflects a group’s ideolo...
You belong to a discourse community! Whether you know it or not almost everyone belongs to some type of discourse community, but how does it affect you as an individual? From the studies of multiple authors, it has been established what defines a discourse community, what effects intertextuality have on a discourse community and even the overall dynamics, but even with all this research there is still something missing. Elizabeth Wardle, John Swales, and James Porter all make very good discussion points and arguments in their research, but none of these writers stop to examine the effects that these communities could possibly have on the individuals that make the community what it is. Just as it’s the simple stone block that when combined become
Parker, I. (2005). Lacanian discourse analysis in psychology: Seven theoretical elements. Theory & Psychology, 15: 163–82.
He argues that one may be able to note the intentionality but he/she may not be able to know the intention, and this makes it important to differentiate between text and discourse. Discourse is responsible for finding the intention of the text by relating its content to the extralinguistic reality. The process of relating the text to the extralinguistic reality, which is the discourse, results in the text. Widdowson thus defines discourse as “the pragmatic process of meaning negotiation” and the text as “its product” (p.8). Other scholars who distinguish between text and discourse in terms of product and process are Brown and Yule (1983). They state that “the discourse analyst treats his data as the record (text) of a dynamic process in which language was used as an instrument of communication in a context by a speaker/ writer to express meanings and achieve intentions (discourse)’ (Brown and Yule, 1983:26). It can be noted that Brown and Yule’s description of text and discourse is similar to that of
What is society and how did it help shape me into the person I am today? First, society is the state of living in organized groups of people. These organized groups of people are the ones that made me who I am today and will continue to shape me, as I grow older. My version of society is white middle class people who grow up going to catholic schools. These white middle class people are only associated with other white middle class people, and very seldom venture out of this little society. As stupid as that sounds to not associate with other people it is true. The reason this is true is because of where I live, where I go to school, and who my friends are. I guess it is just like Emerson said, “the virtue in most request is conformity.” So, the three social forces that have played the biggest impact on my life are my community, my friends (family) and my education.
Social institutions are an important element in the structure of human societies. They provide a structure for behavior in a particular part of social life. The five major social institutions in large societies are family, education, religion, politics, and economics. While each institution does deal with a different aspect of life, they are interrelated and intersect often in the course of daily life. For example, for schools to be able to exist they rely on funding from the government. This is an intersection between politics and education. Social institutions affect individual lives through other aspects of society such as culture, socialization, social stratification, and deviance. This paper will focus on the social institution of education, and how it affects individual lives through socialization, deviance, and social stratification.