As a philosophy major, there are in-numerous, quite literally in-numerous avenues one could take it creating a topic.
We often, well always use language in many forms as our sole communicator. Think of multi-modal, this is all language.
So, I propose to think of the way we as beings use WORDS, and how they are infidel to our idea, our meanings, our hearts words.
What kind of language should be examined?
→ Language of Death, how and what we way, what it means, why it’s insufficient.
Language as in sufficient for explaining cosmological properties.
→How can you explain fully and concept that is felt? Think religious ways, Zen Buddhism the no-mind no-thinking concepts.
→Language is inconsistent between different languages!
Ideas, thoughts, concerns are greatly appreciated! Anything you would like to know or are interested in? I’m seeking to find a very specific avenue within the fallacy or infidelity of language to our true meanings.
“NEVER LET SCHOOL GET IN THE WAY OF YOUR EDUCATION”-Albert Einstein
Often times we sacrifice numerous hours, efforts and trials, tribulations and celebrations too in school to gain and acquire an education.
Often times education, is as I assume, what we Western thinkers consider a “right” a “norm” that is derived or “earned” from the public, and private systems we have in place.
Often times schooling and education become an inseparable entity in our minds. That knowledge is given to us from an institution, but it should be known . . .
WE ARE KNOWLEDGE. YOU ARE AN ACCUMULATION OF
You do not have experiences, you are experiences. What we are told to see and what we see are obviously distinct, or at least should be.
Knowledge is out there, it is the mind we bring to the very
specific situation we are present with. School is a tool, not a life source of knowledge. APPLY YOURSELVES. use what you know, and use it towards creating more. Always create more, and remember to be like Einstein and never let School hinder you from acquiring knowledge, from gaining more from others and life.
1. adherence to moral and ethical principles; soundness of moral character; honesty.
2. the state of being whole, entire, or undiminished:
to preserve the integrity of the empire.
Administration, as we have seen below, seeks to assess value numerically. This means that many contingent teachers are unable to express their knowledge and help scholars develop their own, in a free flowing peaceful atmosphere. There are REQUIREMENTS to be met.
UNFORTUNATELY . . .
These requirements do not always allow for professors to act accordingly. I mean so suggest that the integrity of their style, their values and moral character are at jeopardy for the sake of the hierarchy. (What an ever-occurning problem in our world).
Administration basically tells non-tenure professors what “goals” need to be met and basically how, a curriculum.
In the link we see the position of non-tenure faculty and its role in
academia. Now the question of how does a non-tenure risk their job to keep academic integrity?
Click to see clearly→
Teachers could have small tests that are structured toward each individuals learning style that are accumulated each week generating numbers to show administration.
Students could asses peers based on logs, this would encourage logging students work as well as provide information for others to look into and assess.
We could protest the system, however this is a break down of a very large scale in place. We need immediate.
Really the best way in my opinion is to give respect in order to recieve it and assume the best of ourselves, seeing ourselves as scholars and not struggling students. If Administration gave us this trust and outlook maybe the numbers they’re searching for would appear.
Within the academic community there exist numerous programs, all of which are an audience to the other, interactive and often clashing.
PROGRAMS IN ACADEMIA
Administration Values (as told by Bill Mangrum)
Quantification of learning
→ Personally I think the actual administrators are simple human attempting to complete a task. However, the system in place is really whack. I assume it’s rather obvious that numbers DO NOT represent fully the development or knowledge of a scholar, but DO PROVIDE a way to earn money or decide where and how to place rules. Quantifying as a value is a value placed not on the betterment of education, but to me, the betterment of ranking for funding. It all comes down to money with large institutions.
Take a gander at Jordan Benton who claims to have been at a university where specific courses were advised for him as an athlete to receive an more easily obtainable grade. Schools get funding for sports, they need athletes to have a specific GPA so they do what’s necessary to achieve this, which means quantifying.Many students slack off and don’t show up to class, but attain great grades. Others show up do well and test poorly. I could go on and on, let’s make it curt, here are some ideas form fellow scholars from class 10/24/2014.
Anna Chambers-Each person has different qualities, there’s “more to us than a test score” and many are not accommodated when the mainstream model doesn’t suit.
→Again, demonstrating the opposing values of Administration and Scholar Community or Professor.
Bill Mangrum- How does a professor in the writing program engage students and allow freedom in creating knowledge when the Administration demands weekly scores? How to give quantifiable data with freedom for students to learn and grow?
→Blog Post 1,2, 99 Problems discusses possible solutions.
Student values clash phenomenally with administrative. Especially scholars at FLC “a place where we choose to go for the small community and growth that comes with” – Mitchell Donley. We choose it for the intimacy that is often lost in bigger schools whose Administration is seeking even more numbers, unconcerned with personal growth (which comes with academic growth!) It’s not just getting A’s, but learning to work with one another, to create a community, to develop deeper, lasting knowledge. Not a number to generate $$$.
Program Area Values
Ability to provide a claim, warrant that claim, address the rebuttle of such claim and the qualification of it. CHECK IT.
Make connections between programs →Other disciplines
Program Area aligns itself, in my opinion with the Scholar Community as it seeks to further education on a very personal engaging level, with “contact time” – Bill Mangrum. The program area and Administration clearly clash as we can conclude from above.
This is all dependent upon the professor in my eyes. Often times, like Bill, they are a part of a program or contingency and have to abide by administrative rules in order to keep a job. However, many teach in ways that do not align with the admin. and this creates a problem, especially of how to keep the integrity of your teaching style and values.
HOW DO WE ACCOMODATE THE ADMINISTRATION AND KEEP OUR ACADEMIC TEACHING AND LEARNING INTEGRITY?
After attending the Dead Man Walking Talk with Sister Hellen I was made aware, of how unjust the legal system can be, especially when It comes to under representation for “lower-class” folks especially of African American decent.
This mis-respresention, under represent ion or what have you leads to individuals legally being murdered. CHECK IT OUT.
“deprived of life, liberty, or property, without due process of law”
When we sentence someone without the proper defense, it is like tossing two people who can’t swim into the ocean, one with a raft and one with duckies on their arms.
The justice system is entirely rigged to benefit the wealthy, as is any system in place in this Western world. Benefits of upper class.
Yea probably, the wealthy can afford tough lawyers who are paid enough to go after public defenders and wear them out, draw out the legal process, make it living the case for ever and ever.
The system is made of people, there are “rules” that are followed in order for these folks to go about their business, but in the end, the humanness in us is ultimately what we see. A public defender cannot sustain the power an attorney with the resources and money motivation can. This is how so many are incarcerated and even punished to death wrongly.
A quick post to get your wheels turning, as a good argument develops their ideas early.
Below are six categories followed with their sub-catergories demonstrating the main points how to learn significantly. Each sub- category should have a distinct value for the learner. These concepts do not function in a hierarchy, but rather in motion, interactive and relational. They are as follows;
Learning how to Learn
By utilizing these concepts and their sub parts one is able to develop and hold onto more meaningful, useful knowledge. In making knowing useful and meaningful, one can then begin to dissect it’s parts and create fully with these parts. That is to say that breaking down the parts can create a more solid sum.
Think of it this way, a dessert is yummy usually, however, it is delectable when whole, natural ingredients are used. Apply this method to arguments and you get the Toulmin Method.
The chart below demonstrates how to create an argument according to the aforementioned method. By having specific knowledge of the small details and parts that are whole (Ingredients) the outcome (argument) is delectable!
In class, we discussed how the act of writing itself is allowing the had to give language to the brain. In doing so, we focus, we tune out the surroundings and focus on our minds.
Currently I have been reading Tom Robbins ( a wonderful author I highly suggest). The novel I am currently reading is titled, Even Cowgirls Get The Blues, I had very recently read a section that spoke to rituals, personal, singular rituals. Below is an excerpt that may give insight to why rituals can be valuable.
“Ritual, usually is an action or ceremony employed to create a unity of mind amoung a congregation or community. the Clock People see the keeping of the clockworks as the last of the communal rituals. With the destruction of the clockworks,that is, at the end of time, all rituals will be personal and idiosyncratic, serving not to unify a community/cult in a common cause but to link each single individual with the universe in what ever manner suits him or her best. Unity will give way to plurality in the Eternity of Joy, although, since the universe is simultaneously many and One, whatever links the individual to the universe will automatically link him or her to all others, even while it enhances his or her complete separate identity in an eternal milkshake unclabbered by time. (p 191)
It seems, that by tuning out, we tune into the universe and as we are all stardust and part of this universe we are tapping into a greater whole. This seemed relevant to our discussion in class of developing a ritual and making it sacred for ourselves. In making a sacred time or action, we are essentially making time for others. It seems paradoxical at first, read on as the paragraph continues;
Thus, paradoxically , the replacement of societal with individual rituals will bring about an ultimate unity vastly more universal than the plexus of communal rites that presently divides peoples into unwieldy, agitation and competing groups. (p.191)