Show Learning vs Education garde Avant-garde Philosopher The only thing that interferes w with th my learning g is my education Albert Einstein The way in which education in our case higher education ought to be is a diverse and complicated subject for inquiry or claim It is a multifaceted and super- super conceived edification of transcendence Being as such there is no possible way for me to convey a fully developed concept within this cage of the Globes Globe's pages without undermining my attempts and I would no something significant t although it probably is so regardless But nevertheless in this poeticized piece I will willbe willbe willbe be critiquing current educational practices as they far too often appear to hold in the defining co-defining conceptions erected of the student student- teacher-administrative teacher creative projections from froma a very narrow standpoint Moreover although I willbe willbe will willbe be making a proposition in the face of academic addictions not all is of my myown myown myown own original convictions though I may subscribe Ji a cases I am just a messenger of wisdoms It Itis Itis Itis is not so much important nor quite my intention that I change peoples people's impressions on what ought to be expected of quality education or what is wrong with our current model as much as it is that people at least to start off with truly feel and earnestly think critically about what education means and what it ought to proliferate i in ones one's life on ona ona a micro macro and meta scaling The issue I will cover coveris coveris is whether many of the American values narratives norms and collective identities' identities influences are subliminally if not forthrightly self- self refuting and ultimately degrading to the experience and growth of students not only in the context of institutional educational practices but also in erudition in- in itself The main areas of concern that this essay will be covering are first most schools are run for profit at the expense of education second intellectual laziness is disseminated in education through a teachers-students teachers disparity third there is isa isa isa a false dualism between the discrimination of importance of career oriented schooling and humanities education and finally the ideal of education Education is marketed as a product imbuing values of success and independence as a package deal to buy into a job one with benefits and a blindfold Net profit and distributed royalties rise with sweatshop pedagogy While the bottom line is considered the beginning of decision- decision making in a school of learning edification will always be replaced with indoctrination Surrogate teachers and shadow supplies at the bargain price of a stagnant development People are obscured as resources or faceless consumers to tobe tobe tobe be tended to to the extent that they can consume or reinvest The domination of the administration as asa asa asa a figurehead to the self- self consuming social value and the entitlement they arbitrarily demand is coercively corrosive inthe in inthe inthe the way of governance toward teachers teacher's practices Lessons are now administered through an I. I IV LV V and the instructor is just a panoptic enforcer of approved budget curriculum Subsequently through the noise of everything unsaid but expected and the ruse of ofa a business as a school students are molded into submissive soldiers that guard the ideology that spawned them perpetuating their own oppression and striving to tobe tobe tobe be promoted to oppressor The propaganda that is created in this ideology embodied within the teacher-student teacher relation is the value of indifference to the essence of enlightenment promoting intellectual laziness as a prerequisite to a misguided meaning of our endeavors Do we not desire meaning and liveliness expressed discourse without domination instead of estranged relationships in our heads Alas meaningfulness is a luxury we pay for foron foron foron on our deathbeds and immediate gratification is best spoon fed on a full belly of lethargy Our apathy is exaggerated by the powerlessness to engage the absurd and is mirrored by the functional application of our educationalists educationalist's desire to escape from the same absurdity of life that enslaves us We are a teacher- teacher student relations relationship ip interdependently con co- co n narrating each others other's search for meaning not independent objects on ona ona a hierarchical scale of entitlement As long longas as a disparity of the teacher-student teacher false dichotomy exists creative understanding will be dismissed Teachers are seen to transfer their pretentious information onto the rasa of the students student's docile receptacles banking dead dogmas while mechanically validating both of their existences with movement as if it was creative intelligence What is transferred is a stagnant evanescence of information without any substance or significance associated with it and even if it is given definition the associations are still alien to one another Performance is based not on the creativity or analysis but on how well one is able to fill the machine and on the machines part how submissively it lets itself be filled The teacher acts and the students havethe have hav havethe the illusion of acting through the action of the teacher The teacher is the subject of the learning learning- process while the pupils are mere objects Students conform to this method and simultaneously reinforcing the teachers teacher's repression We are not in school for learning but for proper etiquette within a disciplines cultures culture's mores Intellectual laziness could ask for no better passengers than docile bodies Moreover we as students do nothing to renounce hegemony but more so encourage it for the easy attainment of a passing grade and its implications and not that of edification for Most students only see school as training for a ajob ajob ajob job but teachers seldom discourage this thought If asked what youre you're going to school for would you not posit a response in the shadow of a career to be bought into indentured- indentured slavery Too often becoming a contributing member of the economy is the beginning point of a students student's educational decisions Moreover the humanities education is is' is written off as a pass timeto time timeto to masturbate to on your days off Consciousness is the curse of condemned freed freedom m and endowed are we with the responsibility to the absolute or the absurd demanding of the gods dignity be preserved We need to act as active agents engaged within our realities and not just passive observers washing over the scenery The ideal goals of both disciplines are not entirely estranged but another false dichotomy supporting cultural values misplaced Were We're all aU talk and no action or all action and no talk To neglect one is to accept none We mechanically hum along to the noise of formalities in bad faith while we long for escape from a self- self fulfilling prophecy of oppression veiled in crass success and allusions of kindness nevertheless measured by bythe bythe bythe the degradation of others' others regrets of self-respect self and andow how ow green the grass is on the graves we step This is coercive self-expression self of a monotonous split personality's obsessions Our false double consciousness through the cross eyes of a dimly enlightened desire for meaningfulness we we bought for half price is the catalyst of our lazy economic domination of fear and our political nausea Like the snake eating its own tail we are the mundane product of a perpetuated estrangement of ourselves as a means to a misguided end compartmentalizing our exuberance while drilling a void in our heads The oppressors of the world throughout history have never willingly given up control it has to be demanded What makes you think that this is any different What ought to tobe tobe tobe be the point of education behind the veil of ignorance The Garde Avant-Garde Philosophers Philosophers' Society is an all student club whose mission isto isto is isto to promote a genuinely examined life while applying an e evolving understanding of the Philosophical Good as active agents engaged with the community cons |