According to Charles Tita, “Our students must be led to the understanding that thinking passionately and critically about ideas is the pathway to intellectual growth” (Tita, 2010) Why should we go to something we clearly don't care about? Or Why should we go to an event that is opposite of our own views? The reason why we should go to events is because its in our interest. Some teachers disagree, that we go to these events to grow an interest of the issues and show school spirit.
Endorsing protests on campus positively constructs the belief that students have to create their own ideas and take responsibility unto themselves to improve society whether it’s
Today’s college students are becoming more sensitized to the harshness of the outside world. Instead of learning to be resilient to others’ comments, they are being taught to take offense to any little word that could in some way be connected with a bad experience they might have had, and college administrators and professors are aiding this childish behavior. They are backing this movement to make adults into children. With this new movement to rid college campuses of any speech that may make anyone feel uncomfortable, students are being treated less like adults, and more like elementary children.
However, the culmination of the lunch-counter protest in Greensboro, North Carolina was the initial start of the organization wanting to create a new social change in the United States. Although, there were some students whom were reluctant to expand the organization’s political agenda from a campus based committee to a regional movement in the South. With great leadership such as Ella Baker (executive director of SCLC), she was able to rally black students to participate in student activism while remaining independent from other third parties and adult control. Baker initiated sit in protests because she recognized the lack of leadership among the black students and how little they were prepared to demonstrate successful nonviolent
By saying ` With students feeling increased pressure to succeed and little obligation to turn in their peers, honor codes have fallen out of step with values of the modern college student. Today, earning an “A” is a greater motivator than being deemed “honorable.” the author is generalizing students with not clear datas, most of her arguments about students and honor codes nowadays are based upon her opinions and not based on a clear datas Morton starts her speech by welcoming the new students. She also tells them about how passionate she is about her job, and how she prepared herself to talk about honor codes. The author tell her audience that she has a college student.
Are Trigger Warnings Doing More Harm Than Good? The biggest question that we see spreading across a number of universities today is whether or not we should require trigger warnings in the college classroom. Within universities and colleges, trigger warnings are the idea that professors should caution their students about any potentially upsetting material that they are about to be exposed to. Developing into a movement lead mostly by students; college campuses are now being demanded to “be scrubbed clean of words, ideas, and subjects that might cause discomfort or give offense (Lukianoff,1).”
The sixth amendment essentially states that the accused enjoys the right to a speedy and public committee as well as formal informant of the crime committed (class notes). In order for the school to follow the constitution, they needed to inform the suspended student prior to the suspension and state the grounds of the suspension. However, the public school officials making this an unjust suspension did not provide that right.
For instance, David Horowitz proposed the Academic Bill of Rights which is called to “restore academic values” by “removing partisan politics from the classroom.” ( Source D). In fact, when teacher express their political views, and opinions in the classroom it creates educational biases in the classroom and therefore reduces the learning. The main purpose of professors no matter their political views is to teach students how to think, and not what to think by providing them with different viewpoints on a controversial matter. In addition, Source F emphasizes that “professors have a duty to inject some degree of controversy into the classroom” to “stimulate a healthy intellectual debate” (Source F).
As a result they subvert the schools culture to gain access to a higher status. Some also argue that anti-school subcultures are used as a coping strategy for the constraints placed on the different group. These different processes result in individuals being disruptive and challenging due to the subverted culture, which leads to them being excluded from the institution, creating inequalities within class. Teacher expectations within educational institutions can also impact social groups achievement. Becker talks about the ideal students.
Student Ethics On Cheating High School and Colleges all around the United States have seen a dramatic increase of cheating and dishonesty from the students. The reasoning behind the recent outburst of dishonesty in the classroom are still unclear, but with recent research on this activity, many people have pointed fingers to these three things: relieving stress, easier, or even just pure laziness. Many students even have the audacity to use the internet as a free source of plagiarism. Wei Gu tries to explain the reason of cheating in academic lifestyles in the article “Cheating in School:
In fact, the prospect of guns in the classroom is more likely to cause professors to keep the conversation tepid and avoid certain controversies; everyone else will watch what they say, how they say it and to whom. This would be quite the opposite of the open and transformative exchange that universities have made it their mission to offer. There is a further point. As we saw in the aftermath of the Ferguson and Staten Island police incidents, and earlier with the Occupy Wall Street movement, university campuses are places where political protest takes root. Perhaps colleges are not quite the haven for political protest that they once were -- like, say, in the 1960 's. But universities have traditionally been places where students practice protest -- where they practice articulating and voicing political concern, and engaging in productive, demonstrative assembly.
The pressure of the Vietnam war, played a more crucial factor in determining the outcome of the vote. This was partly due to the “Don’t ask don’t tell” (Colford, Sugarman) law, wich excluded homosexues from serviing in the military. Resulting in changed attitude on the campus that provoked people to justify actions of excluding the military from college campuses due to the law constituted illegal discrimination (Colford, Sugarman). It is fact that the number of active duty men in the military has dramatically decreased due to the establishment of the all-volunteer force in 1973. However the numbers for women serving as active duty military has grown since 1973 (Patten, Fry) .
In the Article “The Year of the Imaginary College Student” Hua Hsu, a teacher at Vassar University does his best to create a case to see if the tension that stems from the fault finding college students say more about those who criticize political correctness more than it does the actual situations revolving around the true state of affairs. He states that the imaginary college student is a character created by critic’s cynicism. An easy target because current students are known as being a selfish, egotistical, and entitled generation also known as the millennial generation. Hsu sites several examples where students were seeking trigger warnings when in reality it is rarely the intention of a student or teacher to say something offensive.
In Persepolis, Satrapi uses comic relief to express the underestimated effects of fear during violent times. Three examples of comic relief occur in “The Key”, “The Wine”, and “The Cigarette”, three consecutive chapters where rebellion against the regime takes place. In these chapters, the fear of authority and punishment is evident. In “The Key”, Marji and her friends make fun of fundamentalist rituals in their school. Although the teacher threatens them with suspension and expulsion, Marji, her friends, and their parents remain “completely united” (97) because in order “for a revolution to succeed, the entire population must support it” (17).
In the essay “No books, please; we’re students” writer, John Leo compares students decades ago with students from 1995; their willingness to become engaged in academic experiences. Overtime, a larger proportion of students haven't taken education seriously. For example, chemistry professor Henry Bauer has kept “charts for 10 years” to show that his students had “progressively worse on the finals,” knowing that the questions are exactly like the ones that showed up on the “mid semester quizzes.” Clearly, over the years, a chunk of students willingness to work has declined. Students has become “progressively more ignorant, inattentive, inarticulate,” according to Penn state professor; because students didn't ever look back at the explanations,