“Rewards and punishments are the lowest form of education.”- Chuang-Tzu Should the child be treated like a pet when it comes to education, rewarded when doing something right or punished when doing something wrong? Chuang-Tzu believed that individuals should transcend their desire for success and wealth, as well as their fear of failure and poverty. Therefore, education should not be enforced on a child- the desire for learning should come naturally to one. When a pupil is being forced into learning something because of the consequences it will bring if they dont, rather than learning something for the simplest pleasure of knowledge, it becomes impossible for the child to remember the information. A pupil will study to memorize the information …show more content…
Board of Education. Throughout her memoir she uses different rhetorical strategies and literary devices. When Melba began attending school at Central High, she had no idea of the hardships she would face. With Grandma India’s help, she learned how to become a warrior. Grandma India acts as Melba’s steely rock during her struggle to integrate Central High School. In terms of education, Grandma India symbolizes the teacher and Melba symbolizes the student. Every time Melba considers abandoning the struggle of integration, Grandma India encourages her to persist, reminding her of the purpose for which she was integrating at Central High, and how it 'll all be worth it at the end. She fortifies Melba with faith and stubbornness as she is able to provide Melba with a sense of purpose. In chapter 23 of “Warriors Don 't Cry” Grandma India suggests Melba to model her behavior in school after Mahatma Gandhi’s methods of passive resistance in India. “Change the rules of the game, girl, and they might not like it so much.” (Beals, 242). She is advising Melba to confront her attackers with kindness as a way of empowering herself. This helped Melba overcome her opposers and develop an emotional barrier so that the aggressive acts …show more content…
In her essay “School” she reflects the difference between the American and Japanese education systems. She claims that the education in Japan isn 't as effective for the pupil because of the harsh educational system they are submitted to. Rhetorical strategies and comparisons are techniques Mori uses to create a strong, convincing essay. Mori uses the rhetorical strategy of logos throughout her piece to appeal to the audience of her experiences in both the Japanese and American approaches to education. “On the timed tests we had every day, i could finish only half the problems before the teachers stopwatch beebed, telling us to put down our pencils. The results were put up on the wall, and my name was always near the bottom. i was told to “try harder,” but none of my teachers spent extra time with me to go over what i was doing wrong. Since i wasn 't given a real chance to improve, i decided after a while that i didn 't really care how i did.” (Mori, 133) Mori explains that her teachers method of teaching in Japan did not help her education. She was punished for “not trying hard enough” although she wasn 't told in what was it that she needed to work on. Mori uses the appeal to logos as she describes how the education system she was submitted to, affected her schooling. Most of her essay is based on logos as she describes the difference between American and Japanese school system. Mori bases her argument on the structural
In the book Warriors Don't Cry, Melba has a very strong support system. Her mother, and her grandmother are very big supporters in this book. In the segregated south, white people had power and black people didn't. These nine black student that entered an all white school had very many people discourage them. Whites talked about them, looked at them, and made fun of them. Melba was one out of the nine black students that attended Central High school, but since she had a very supportive family, she didn't let anyone get to her. With this and many other acts, integration such as Melba showed that the white segregationist was a fragile illusion. Melba's story makes clear that the power of whites lie, to some extent, in the consent of the black
In May of 1954, the landmark Brown v. Board of Education Supreme Court case had declared the racial segregation of American public schools unconstitutional. The Supreme Court had called for the integration of schools, so that students of any race could attend any school without the concern of the “white-only” labels. The public school system of Little Rock, Arkansas agreed to comply with this new desegregated system, and by a year had a plan to integrate the students within all the public schools of Little Rock. By 1957, nine students had been selected by the Nation Association for the Advancement of Colored People (NAACP), chosen according to their outstanding grades and excellent attendance, and had been enrolled in the now-integrated Central High School in Little Rock, Arkansas. But, the Little Rock Nine, consisting of Jefferson Thomas, Thelma Mothershed, Carlotta Walls LaNier, Elizabeth Eckford, Minnijean Brown, Ernest Green, Melba Pattillo Beals, Gloria Ray Karlmark, and Terrence Roberts, faced the angered, white segregationist students and adults upon their enrollment at Central High School. Thus began the true test; that of bravery of the students and that of the ethics of the white community.
The metaphorical idea of "school is work" produces the artificial world that fosters homework, working harder, earning grades, and managing classrooms (Danesi 108). These artifactual signs, in turn, perpetuate the controlling metaphor. Metaphors, then, are at the heart of understanding the way we view aspects of our culture while we simultaneously build that culture. Umberto Eco stresses that culture is a collective experience.
India Anette Peyton is the grandmother of Melba Pattillo Beals, she was the biggest figure in Melba's life, and she is a major character in Warriors Don't Cry. If anyone was there to save Melba in a time of predicament, it was her. When Melba was younger and used a white bathroom, India came in and helped her out of there, and she told her to hold her head up high and do not be afraid. India was there to help Melba become stronger, remind the family of God and his miracles, and protect them in peril. During the time that Melba was trying to get into Central High, danger was at its worst. Her house was ambushed often and they received endless threatening calls, but India was not afraid, she was brave. She stayed up countless nights with a gun
Throughout this article, the author David Kirp claims that students who want a better future for themselves, will take advantage of any oppurtunity given to them. He further explains how students can only achieve their goals if these oppurtunities exsist for them. In paragraph 22, David states, “Students who come to see themselves as the masters of their own destiny can take advantage of opportunities to learn, but only if those opportunities exist.” This quote further supports David’s claim of making oppoutunities available so struggling students can prevail. To sway the audience, and further convince them of his claim, David uses the rhetoical device logos. Logos is a literary device that can be defined as a statement, sentence or argument
All through the mid-1900s, numerous African American subjects were still not secured equal rights inside America. A crisis in 1954, in Little Rock, Arkansas, Arkansas' Governor Orval Faubus resisted the decision of the Supreme Court's choice to put an end to isolated schools illustrated the profound segregation (Melba Patillo Beals 1). One individual who strived to roll out an improvement, and end isolated schools was Melba Beals. She and eight other of her companions, known as "The Little Rock 9”, went to an all-white school, making an enormous, dynamic, venture advance in the Civil Rights Movement. Beals confronted angry, white mobs oppressing her day after day, despite these obstacles she still managed to go to school, in this manner making
The Little Rock Nine was a group of African-American students who enrolled in Little Rock Central High, a previously segregated school. On September 4, 1957, the first day of school, Governor Orval Faubus of Arkansas called in the National Guard to keep the black students out (defying the federal government). The nine had made plans to go to the school together, but Elizabeth Eckford had not gotten the message. The white mobs would have killed her if one of the women had not led her away to a near by bus stop. Calling the mob’s actions ‘disgraceful’, President Eisenhower called out the 101st Airborne division to escort the children into the school. Although the children were escorted to their classes by federal troops, they still suffered through
The rhetorical analysis played a role in this, because I was required to use the various rhetorical appeals to compose a strong argument. Using the appeals definitely helped in trying to persuade the reader to acknowledge the opposing view.
In John Taylor Gatto 's writing the general message that is trying to be passed, is that the national education system (focuses on the United States but also speaks about the UK) is not placed to help children excel in their school. The author explains to his audience that school isn 't preparing children for what 's so called to be "real world" but rather putting the children in situations where they 're prone to failure and complication. The author expresses these ideas in seven distinct ways.
Throughout the summer of 2016, I read many books including, Peak by, Roland Smith and, Warriors Don’t Cry, by Melba Pattillo Bates. The two books have very different plots, but connected and shared a common interest in reaching their goal. In Warriors Don’t Cry, the main character and author Melba was chosen to take part in integration process at Central High School, and her goal was to be involved in the first group of African American students to integrate into an all white school. Melba and the other eight kids approached and experienced many problems throughout this movement, involving physical harassment, name calling, and violence directed towards Melba and her friends and family. Although Melba struggled through these setbacks as being one of a
As such, a logical subject demands logical considerations in order to further the system and make changes beneficial to those involved. Gatto effectively uses logos in his argument to cement that his ideals were not simply based on a whim without supporting evidence by mentioning credible people’s ideas and organizing his topics in an effective manner. He first mentions Henry Louis Mencken, a well-known American culture critic and satirist, who says the main goal of public education is to put as many people as they can at the same level of advertence, and dissuade any freedom of individuality (668). The second instance names Alexander Inglis, who is credible enough to have a Harvard lecture named in his honor, and states six basic functions of modern schooling, one of which involves an integrating function, “…its intention is to make children as alike as possible. People who conform are predictable, and this is of great use to those who wish to harness and manipulate a large labor force” (669). Lastly, as previously mentioned, Gatto names a contrast to these two men. James Bryan Conant, who held the title of president of Harvard for twenty years, is directly named by Gatto as the culprit of standardized testing and unsuitable conditions for teaching (669). There is a correlation in this line of thought to Gatto’s thesis because their ideas have proven to be true with his experience as a school teacher. His logos usage solidifies his argument, and is shown to be the most effectively used rhetorical device in the
They must form lessons that should aid students in understanding composition, definitions, transition words, and symbolism. There is no denying the significance these lectures bring; however, for some students, it is not enough to repetitively apply the mentioned rules to discussions they find disinterest in, deciding for themselves unwilling to participate in the conversation teachers beg for students to join. As mentioned, Fish proclaims that to diverge from teaching subject matter any other way that is not specifically academic, deviates too much and distracts from the correct process of intellectual thought. In his The New York Times piece, "What Should Colleges Teach?", Fish states his stance expressing one must "teach the subject matter" alone and not to "adulterate it with substitutes". He continues praising "the virtue of imitation," asking students to "reproduce [great author's] forms with a different content". Already, Fish demands from students derivative mimicry in which they must glean an understanding of another's process. I echo Fish's own question: "How can [one] maintain... that there is only one way to teach writing?" As students, we desire to express ourselves, and to follow the principles Fish speaks of, to "[repeat] over and over again in the same stylized motions", confines us from discovering the beauty and potential writing can bring. Rather, students are taught we must so closely follow fastidious rules and decorative wording, teaching English may as well, as Fish writes, "make students fear that they are walking through a minefield of error," and to use such a method makes students believe to write any other way will cause them to "step on something that will wound them", the odds of students learning anything are diminished (Stanley Fish, "What Should
The essay will compare and contrast how the two works explore the modernity in this era, to show the goal of the modern Japanese individual, and reveal how the modern Japanese society might appear.
Racism makes up most of the story and is the main obstacle for Melba. Racism still goes on today and 10th graders need to learn the history of it so they can grow up knowing what problems can come from racism. They need to grasp the idea of how racism can ruin lives and how it divides communities.In the memoir, a man attempted to rape Melba and this type of assault happened regularly in the 1960s. This happened because if a disagreement ensued, it would usually go the white person's way. Grandma India tells Melba to “pray for that evil white man, pray every day for 21 days, asking God to forgive him and to teach him right“. grandma India tells Melba to pray all throughout the book when she struggles with the people who do unforgivable things
I chose to compare the essays of Paulo Freire and Richard Rodriguez. Paulo Freire’s essay “The Banking concept of Education” talks of how education is mostly one sided and oppressive. He sees this as something that is detrimental to society’s future as a whole, and in his essay describes in detail how the “banking” concept is faltered. However, in Rodriguez’s essay “The Achievement of Desire” he is the model student that thrives in the kind of system that Freire was describing in “The Banking concept of Education”. Richard Rodriguez describes in “The Achievement of Desire” how his educational experience is a point of separation from the rest of the people and relationships around him. Though, this makes Rodriguez more connected and dependent upon his teachers for support and approval than his parents or peers. Both men write essays on their views on the benefits of education, and on the disadvantages of the current educational systems. I will be discussing the different points that both authors address by comparing one essay at a time. I will also be using outside sources to further examine what both authors were saying in each of their essays.