Argument Evaluation
"We should cherish our childern's Freedom to Think"
Essay I " Freedom to think without freedom to know?"
Xanthi Papadopoulou
Language Development
08/13/2010
In his article "We should cherish our children's freedom to think" Kie Ho aims to weaken complaints concerning the American education system by stressing that contrary to all other educational systems it is the only one which offers children the freedom to think and work creatively.
According to Ho this is the main impulse leading to the fact that America is the country of innovation.
The idea of freedom to think as a meaningful and indispensible part of education is a point one can definitely agree on with Ho.
Still, a problematic aspect of his essay is the fact that he restricts this idea to America, claiming that it is the only country which realizes this freedom.
Also, Ho reduces the importance of factual knowledge stating that creativity is the main skill which should be encouraged at schools.
In order to support his argument he integrates some personal and not verifiable reports of immigrants who complain about the American education system, as it does not teach their children factual knowledge sufficiently.
In regard of the fact that those people have no expertise knowledge of the subject , the counter side of Ho's argument is not represented appropriately.
To decrease the meaningfulness of those complaints, Ho reports about a personal experience at the Laguna Beach Museum where some creative artwork of schoolchildren was exhibited.
He regards this exhibition as representative for the American education system as a whole.
But can a special exhibition presented in a museum be seen as a general concept?
Rather, this is a very limited image of his argument which cannot be regarded as representative.
Besides, can students’ creativity exclusively be found in America?
Certainly other countries encourage their students’ fantasy in a similar way.
Thus, Ho’s argument draws an idealistic picture of the American education system while ignoring the systems’ of many other countries which might work in a comparable way.
Also, Ho tends to generalize and cast sweeping judgments.
This becomes apparent in his statement "unlike his counterparts in Asia and Europe" (p. 113) he claims, his son has the freedom to think.
This assertion is subjective as no data is provided which supports his argument.
In addition his final conclusion stating: " our public education certainly is not perfect, but is a great deal better than any other" (p. 114) gives evidence for Ho's ignorance of other educational systems and his tendency to exaggerate.
As Ho’s argumentation is strongly one-sided , he presents the opposing view in a sarcastic manner aiming to devalue it:
“ Would we, however, prefer to stuff the developing little heads of our children with hundreds of geometry problems, the names of rivers in Brazil and 50 lines from the Canterbury Tales” (p 113).
By using irony Ho ignores the importance of factual knowledge completely.
But doesn’t factual knowledge, when it is taught to an appropriate amount, help to enforce creativity and broaden one’s horizon?
Concludingly, it can be said that Ho's article lacks credibility as no verifiable data is provided which proves his claims.
In my opinion, Ho tends to degrade the educational systems of other cultures while placing the American system at the top without reasonable evidence.
I like his passionate idea of the freedom, still, in my opinion a compulsory amount of factual knowledge is necessary, as I do not think it is acceptable to put Dostoevski in the same category with Mussolini.
Thursday, August 12, 2010
Wednesday, August 11, 2010
Language Technology Workshop
Podcast
http://www.learnitalianpod.com/
Dear Gina,
as I did not find any nice Podcast about Greek language I decided to take one about Italian which I am also very interested in.
What I appreciate about these series of podcasts is the way they are structured.
For each session there is an introduction given which summarizes the content of the podcast.Thus listeners can decide in advance whether they are interested in the material which is offered.
There are podcasts focusing on grammar whereas others focus on meaningful expressions and vocabulary.
The audio material can be downloaded in written form too.
For beginners dialogues can be found which are embedded in meaningful everyday life situations in Italy.The activities are centred on circumstances one will definitely encounter in case of visiting Italy for some time.
Mainly, there are two characters speaking in a dialogue.
At first, the dialogue is spoken in natural speed in order to make the listeners aware of its authentic use. Later, the dialogue is translated into English and repeated several times in Italian.
As the listeners are offered some time to repeat the words and sentences themselves there is interaction offered.
The sessions are designed creatively as they do not only focus on language learning but also on Italian culture and history.
For example there are sessions which deal with cultural activities one can do during all seasons: visit Rome and the Isle of Capri in the summer,enjoy the atmosphere at a village fair in autumn or do some skiing in Cortina d’ Ampezzo in the winter.
The language used varries from session to session, the introduction usually informs the listeners about whether the language of the session will be rather colloquial or formal.
In case some listenrs want to deepen their language concerning some vocabulary a glossary can be dowloaded. The knowledge one has aquired can be tested in a quiz.
Thus, a variety of ways to interact are offered.
As language learners can decide on their own which podcasts they are interested in and when they want to learn about them, they can work autonomously without the help of an actual teacher.
Furthermore, podcast series for all language levels are available.
Thus, in case one wants to deepen his or her konwledge, intermediate, upper- intermediate and advanced levels of podcasts can be used.
The podcast series "5 minutes a day" which can be found on the same homepage focuse on Italian culture and traditions and inform the listener in an appealing way about the country and its people.At the same time meaningful vobulary is emphasised.
While listening to some of the podcasts I felt the Italian summer entering my room and awake my fascination for its wunderful culture.
You should listen to some of them and I am sure you will smell the aroma of a freshly baked Italian pizza.
http://www.learnitalianpod.com/
Dear Gina,
as I did not find any nice Podcast about Greek language I decided to take one about Italian which I am also very interested in.
What I appreciate about these series of podcasts is the way they are structured.
For each session there is an introduction given which summarizes the content of the podcast.Thus listeners can decide in advance whether they are interested in the material which is offered.
There are podcasts focusing on grammar whereas others focus on meaningful expressions and vocabulary.
The audio material can be downloaded in written form too.
For beginners dialogues can be found which are embedded in meaningful everyday life situations in Italy.The activities are centred on circumstances one will definitely encounter in case of visiting Italy for some time.
Mainly, there are two characters speaking in a dialogue.
At first, the dialogue is spoken in natural speed in order to make the listeners aware of its authentic use. Later, the dialogue is translated into English and repeated several times in Italian.
As the listeners are offered some time to repeat the words and sentences themselves there is interaction offered.
The sessions are designed creatively as they do not only focus on language learning but also on Italian culture and history.
For example there are sessions which deal with cultural activities one can do during all seasons: visit Rome and the Isle of Capri in the summer,enjoy the atmosphere at a village fair in autumn or do some skiing in Cortina d’ Ampezzo in the winter.
The language used varries from session to session, the introduction usually informs the listeners about whether the language of the session will be rather colloquial or formal.
In case some listenrs want to deepen their language concerning some vocabulary a glossary can be dowloaded. The knowledge one has aquired can be tested in a quiz.
Thus, a variety of ways to interact are offered.
As language learners can decide on their own which podcasts they are interested in and when they want to learn about them, they can work autonomously without the help of an actual teacher.
Furthermore, podcast series for all language levels are available.
Thus, in case one wants to deepen his or her konwledge, intermediate, upper- intermediate and advanced levels of podcasts can be used.
The podcast series "5 minutes a day" which can be found on the same homepage focuse on Italian culture and traditions and inform the listener in an appealing way about the country and its people.At the same time meaningful vobulary is emphasised.
While listening to some of the podcasts I felt the Italian summer entering my room and awake my fascination for its wunderful culture.
You should listen to some of them and I am sure you will smell the aroma of a freshly baked Italian pizza.
Tuesday, August 10, 2010
We should cherish our Children's Freedom to think
Journal 3
Language Development Course
Xanthi Papadopoulou
"Freedom to speak or write can be taken from us by a superior power, but never the freedom to think!" Immanuel Kant
Kie Hos' concern with students' freedom to think reminded me a lot of Kants' philosophy.The freedom to think is an essential right of all human beings.Sadly this can not be taken for granted everywhere...
Freedom of thinking should be, as Ho states, part of all educational systems as it enables students to form their identity and work creatively by giving expression to their inner thoughts.
There are certainly many educational systems which neglect this essential need, and attach importance to factual knowledge while restricting their students' creativeness.Students should be part of the teaching process and communicate their thoughts on how they want to learn.
Despite the fact that I totally agree with Ho concerning the issue of freedom, I still think that an appropriate amount of factual knowledge is indispensable.
Learning factual knowledge can help to enforce creativeness and broaden one's horizon.
Another point I would like to point out is Ho's way of comparing the American educational system with the ones of other countries.
Without using empirical data he places the American educational system above the ones of the other countries he refers to, claiming that it is the only one which gives expression to the idea of freedom.
Thoughj I believe that creativeness and the right for self-expression are part of the American educational system, Ho should should have given empirical research examples in order to prove his assertion.
Language Development Course
Xanthi Papadopoulou
"Freedom to speak or write can be taken from us by a superior power, but never the freedom to think!" Immanuel Kant
Kie Hos' concern with students' freedom to think reminded me a lot of Kants' philosophy.The freedom to think is an essential right of all human beings.Sadly this can not be taken for granted everywhere...
Freedom of thinking should be, as Ho states, part of all educational systems as it enables students to form their identity and work creatively by giving expression to their inner thoughts.
There are certainly many educational systems which neglect this essential need, and attach importance to factual knowledge while restricting their students' creativeness.Students should be part of the teaching process and communicate their thoughts on how they want to learn.
Despite the fact that I totally agree with Ho concerning the issue of freedom, I still think that an appropriate amount of factual knowledge is indispensable.
Learning factual knowledge can help to enforce creativeness and broaden one's horizon.
Another point I would like to point out is Ho's way of comparing the American educational system with the ones of other countries.
Without using empirical data he places the American educational system above the ones of the other countries he refers to, claiming that it is the only one which gives expression to the idea of freedom.
Thoughj I believe that creativeness and the right for self-expression are part of the American educational system, Ho should should have given empirical research examples in order to prove his assertion.
What true education should do
Journal 1
Xanthi Papadopoulou
Language Development Course
To me this is one of the most beautiful and most enlightning views on education I have ever read about.
I wished this believe in the hidden pearls in each one of us would be spread more widely.
I experienced myself the horrible feeling of the animate sausage casing, and to me this is not what true education should be about.
The idea illustrated in this text, recognizes the capacities in each one of us and esteems the value of human beings.
To some extent, this approach is extreme. It gies further than the constructivist approach which says that a teacher should build on his students' existing preknowledege.
According to this approach ALL knowledge can be found within students and just needs to be brought to light.
Although this is a challenging view which is hard to realize, I will take it seriously and will try to reveal the inner beaty of my students' worlds.
Xanthi Papadopoulou
Language Development Course
To me this is one of the most beautiful and most enlightning views on education I have ever read about.
I wished this believe in the hidden pearls in each one of us would be spread more widely.
I experienced myself the horrible feeling of the animate sausage casing, and to me this is not what true education should be about.
The idea illustrated in this text, recognizes the capacities in each one of us and esteems the value of human beings.
To some extent, this approach is extreme. It gies further than the constructivist approach which says that a teacher should build on his students' existing preknowledege.
According to this approach ALL knowledge can be found within students and just needs to be brought to light.
Although this is a challenging view which is hard to realize, I will take it seriously and will try to reveal the inner beaty of my students' worlds.
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