Teachers Brainwashing Analysis

This meaning that schools are still missing the chance to tap into the intellectual skills that students possess. An even deeper meaning to this would be the overall fact that students come already equipped with these argumentative intellectual skills. Graff even shows that he agrees with another author named Meier, who believes students should “fight with ideas” instead of “fighting with fists”. This being another point that Graff makes that I would agree with. This being because I use argumentative skills constantly within my own life. Within my family, we often discuss various topics which causes arguments very easily. An example that comes to mind when using these skills would be discussing political viewpoints with my grandma. Both of us would on occasion, sit down and argue about our own points bases off the knowledge that we possess on the specific topic. Usually most arguments resulted in one of us with the beginning argument and the other presenting a counterargument. Within my personal beliefs, I feel as if students often use these skills which is why I agree with Graff.

In the well-known case of of Tinker Verses Des Moines Independent Community School District, the Supreme Court remarked, “it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” While shedding your thoughts and freedom of speech or expression at “the schoolhouse gate” can be difficult, the district did have the right to not renew the teacher’s contract. I think that it is important to keep my mind what the judge stated in the facts above, “teachers … do not have a right under the First Amendment to express their opinions with their students during the instructional period.” The teacher gave her opinion and an idea of her political view by stating

In order to better interpret this scenario, we first need to look another case that resembles this scenario. The case related to this scenario, Pickering v. Board of Education (1983) upheld that teachers’ speech, just like that of any other citizen, is protected when the interest of the speech does not cause harm or create false statements. Overall, the

The following cases are utilized: Pickering v. Board of Education, Mt. Healthy City School District v. Doyle, Connick v. Myers, Hazelwood v. Kuhlmeir, and Garcetti v. Ceballos. The case, Pickering v. Board of Education, the Supreme Court acknowledged teachers have the right to voice personal views as they relate to issues of public concern (Cambron-McCabe, McCathy & Eckes, 2014). More specifically, “The Pickering case is one of the most influential court cases concerned with the balancing of teacher’s First Amendment right to freedom of expression against the state’s interest in promoting efficient schools” (DeMitchell & DeMitchell, 1990, p 385). If a teachers voices personal views that are damaging to coworkers, school procedures, ones’ occupational performance, and does not directly relate to public concerns there will be grounds for disciplinary actions (Cambron-McCabe, McCathy & Eckes, 2014). This constitutional rights stands both inside and outside of the classroom, as educators can utilize various methods of communication, such as social media, written artifacts, visual relics, and expressive language. In the case, Hazelwood v Kuhlmeier, a teacher’s personal opinion can be expressed within the contours of a classroom when applicable to pedagogical reasons. More specifically, “Reasoning that the teachers was speaking for the school, the court concluded that teachers are not entitled to express views in the classroom that are counter to the adopted curriculum” (Cambron-McCabe, McCathy & Eckes, 2014, p. 242). If the topic discussed within the classroom is controversial in nature it must be censored, thus deeming appropriate to a youthful audience. In conclusion, it is imperative for educators to ‘think before they speak,’ as their actions can have detrimental impacts on key stakeholders as well as their

Listening to another’s point of view is a grossly under-appreciated skill of which is essential to win arguments and debates. Listening and truly understanding what another has to say allows you to exploit areas of limited knowledge, a bad argument, etc.; whereas, if all you intend to do is spew vacuous grandiloquence, you’ll never touch on their opinion, therefore heavily undermining persuasiveness.

On the Fox News website, they are taking a poll for the general population to vote on their opinion on the trending debate. Out of everyone who took the poll only 5% said yes, educators should have the right to express their opinions in the classroom. 77% said no, and 18% said it depended on the situation. So the general population (in this survey consisting mostly Fox News audience) says that classroom instructors should not say anything about their personal beliefs in a classroom setting.

There are many more examples that I could cite, but you get the idea. Education is about learning and debating the truth. No one point of view should be allowed to take precedence. Students as early as elementary school should be allowed to develop their own opinions, based on their experiences as well as what they have learned from

Free speech on college campuses has been a widely debated topic in recent years. Because of this, the opinions held on this subject vary. In the editorial, “Defending Free Speech on College Campuses”, the Editorial Board of the Chicago Tribune defends the idea of education and free speech. The Editorial Board states that students today are not receiving as useful of an education because of the barriers put on free speech. In addition, they argue that in not allowing students to feel uncomfortable, they are not receiving a true education. [A little more summary here would be helpful—how does the author support these claims?] The editorial, “Defending Free Speech on College Campuses,” introduces a valid logical argument on education through describing instances in which students experience uncomfortable learning situations, and the ways in which they were handled. [Hannah, your reasons here are about content, not about rhetoric—what rhetorical reasons is the argument strong?]

One who is posing an argument is a great deal more likely to persuade the audience if one has the proper authority. For example, if a driver is speeding down the freeway, that driver will be much more likely to pull over if there is a police car in pursuit, as opposed to an ice cream truck. Why will the speedster pull over for the police car? Because the policeman in the car has the proper authority and is able to uphold the law, unlike the ice cream truck driver. Arguments work similarly to the ice cream truck example. If one tries to motivate people to change, one must have the proper authority. While one may be a well-researched scholar on the matter, it does not make a difference to the audience if one does not have the proper position.

The subject property a two story residential in an average quality built in 1969. The structure has 1959 sq. ft. in above grade living area with attached garage area of 420 sq. ft. The house was built of frame with vinyl exterior wall with some brick in the front section of the house. It is typical house for the neighborhood built with average quality materials. Interior and exterior inspection of the house shows that it is well maintained and it is in average condition for its age. The house received update in terms of new built-in appliances and change in roof cover in the past seven to ten years. There have been no major additions or modifications to the structure. In addition, there is no indication that the structure was damaged from any natural or man-made causes.

Giving students freedom in their academic lives encouraged students to form their own opinions. Teachers had biased feelings towards those who denied students the right to the whole truth because of specific religions, because it raises an uneducated generation. Fundamentalists needed to realize that as times changed9 modernization of education is necessary, regardless of religious beliefs so students receive the full truth and become liberated people. If students are restricted from certain topics and are only taught one view on a few subjects then there will be no new or different ways of thinking, rendering education pointless. “Without freedom in the intellectual life, and without the inspiration of uncensored discovery and discussion, there could ultimately be no scholarship, no schools at all and no education.” The American Federation of Teachers expressed their fear for the future of education and how it would be constrained due to traditionalism, in contradiction of Sparks and other creationists.

Education is a very important part of society. I feel that it should teach children how to function in a society, and learn the basics they will need to expand on for the rest of their life. I feel that it is used to teach moral, and ethical standards of living. The schools are used to help the children learn to function in life, and achieve the goals of their choosing. Education is important because without it I firmly believe that society would be a very savage institution. With the things that we teach in today’s schools we give the power to know the basics such as reading, writing, and math but we also give them the ability to function in a society. As a teacher I hope to set my student of fire. I want to see them come alive with a desire to want everything that is out there for them. I want to be able to make a difference in just one person’s life. If I can do this I would feel I have done what I am supposed to do. I want my students to know the world is theirs to take and do with it whatever they may choose.

It is the duty of the educator to prepare students to live lives of quality and purpose. Intellectually, a life of quality involves being reasonable, adept, and thoughtful, and enables people to be good citizens of their community. Skills that will prepare students to live such a life include the ability to reason carefully, to think agilely, and to reflect deeply. These skills are attained best when students evaluate how others express their thinking and precisely what thinking is expressed. The students themselves attempt to express substantive ideas in clear and convincing ways. The teacher is foremost a model of that which is taught, which obligates the teacher to live that life of quality and purpose. As a model, the teacher is therefore able to act as a guide for others, serving occasionally as a source of knowledge but mostly as one who points the way for fellow explorers.

Everybody witnesses numerous rises and falls in their lifetimes. Kino is a character from John Steinbeck’s The Pearl, a realistic-fiction novel, who retrogresses thoroughly throughout the plot. Michael Jackson was known as The King of Pop. However, the record-breaking artist’s career took a major fall as time went on. Throughout their lives, both Kino and Michael Jackson made numerous, unfortunate decisions driven by greed and power that led to their downfalls.

Almost any person would at first assume that if another person admitted to a crime, that reasonable doubt is gone, and that person is guilty. They think, “Why would anybody innocent admit to a crime they did not commit?” Statistically, according to the Innocence Project, a foundation that stands to exonerate the wrongfully convicted, says 23% of people who have been exonerated were in prison for false confessions. It has also been proven that even individuals free of psychological issues and of average intelligence are susceptible to making a false confession under the right interrogation technique. False confessions are an important ethical dilemma and any person serving on a jury or being accused of a crime, should be aware of the possibility.