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Writer, David Foster Wallace, in his speech “This is Water” implies that the way schools teach kids to think these days is wrong. this is in result of his opinion on how most people think during their normal day. Explaining that most people only look at their lives, they never think about how other people’s days could be going or how they live their lives. He refers to the point that you should not get mad during traffic with a bunch of big SUVs because “It's not impossible that some of these people in SUVs were in horrible driving accidents in the past, and now find driving so terrifying that their therapist has all but ordered them to get a huge, heavy, SUV so they can feel safe enough to drive.” He later reviews his points to try and persuade you to change your way of thinking, maybe to keep you from being selfish and thinking of others. …show more content…
Wallace implements the use of pathos in the beginning of his speech by going on and relating himself to the students he's speaking to in his speech by revealing that the liberal arts degree they are about to receive does actually have value because it helps teach you how to think instead of just teaching you certain facts.
He also points out that when he was a student he “never liked hearing this, and you tend to feel a bit insulted by the claim that you needed anybody to teach you how to think.” To interpertate what he says, he meant that most people believe they know what they are doing when it comes to thinking about something and being told you're thinking wrong or someone trying to teach you how to teach my offend someone thinking that they were calling them ignorant or uneducated. But he expands on his point in order to relate to the students by looking at some of their values and desires in their adult lives and this also pertains to
pathos. Wallace applies ethos in his speech and he does this by using larger more intelligent words to try and show that he knows what he's talking about, He uses these words to also try and show the audience he is speaking as a credible and trustworthy speaker. He uses stories about how some people think and their different viewpoints to theorize his viewpoints on thinking. He goes on to say “the exact same experience can mean two totally different things to two different people.” He uses these points to not only improve and show his views but to show he can back them up. Wallace demonstrates logos by keeping the point she makes completely clear and reasonable. He also supports both sides of his points. For example he goes to talk about the two different viewpoints some people could have. He uses a grocery store to show these examples by suggesting “you can look differently at this fat, dead-eyed, over-made lady who screamed at her child in the checkout line, maybe she's not usually like this; maybe she's been up three nights holding hands with her husband who's dying of bone cancer, or maybe this very lady is the low-wage clerk who just helped your spouse resolve a nightmarish red-tape problem through some act of bureaucratic kindness. Of course, none of this is likely, but it's also not impossible.” He's trying to imply that most people will just think that woman is normally like that and people almost never consider the best in people. He uses both sides of people's views on others in their daily lives to do this which supports his clear and logical opinions. David Foster Wallace in his speech “This is Water” shows how the way schools teach you isn't exactly correct. Throughout the speech he explains the ways some people should think and uses many examples to show this.
Many people would go as far as to say that a professor’s job is to deliver knowledge to students, and a student’s job is to absorb it, without reservation. Pirsig emphasizes how this relationship can fail through his description of Phaedrus’ time in the interdisciplinary Ph.D. program at the University of Chicago. One student in Phaedrus’ philosophy class questions Aristotle’s views of rhetoric stating that within the text, “‘There are some dubious statements,’” and the professor responds, “‘We are not here to learn what you think…We are here to learn what Aristotle thinks,’” (Pirsig 371). Basically, Pirsig is saying that there is a problem with the conventional professor-student relationship. This is because when a professor begins to feel vulnerable, like in the situation above, the professor transforms into a sovereign leader. When students live under an oppressive regime in the classroom they find themselves incapable to learn on their own terms. I agree that this relationship does need to change, a point that needs emphasizing since so many believe that if the system has operated this long, it can continue to work. I think Phaedrus is mistaken because he overlooks the real reason why the student is struggling with the professor. The issue that this lone student and Phaedrus both experience is that they are confronting the knowledge that the Professor has avowed individually. Instead, to gain more use out of the knowledge John Henry Newman would argue that these students should work with others. This will enable them to, “to adjust together the claims and relations of their subjects of investigation,” (Newman 77). Newman would surely extend this same argument that collaboration must take place between opinions on a certain subject matter, such as Aristotle. The adjustment of claims, which Newman discusses, improves education for the student. Their
He creatively conveys this idea by using an example of various people in their unique cars with different bumper stickers to represent their diverse beliefs. By doing so, he paints an image that portrays all of these people in their cars, with their passionate opinions, are normally traveling through traffic, not caring who believes what. This descriptive portrait show the author’s ideal versions of society, where people don’t blow things out of proportion just because they hold different opinions. In the example he adds that, of course, “there will be a selfish jerk who zips up the shoulder and cuts in a the last minute” to represent a “real” problem of America and stating that the individual “is scorned. This crazy driver is meant to highlight that, yes, there will be some real threats in the world, but America will be more apt to dealing with them if Americans put aside their minor differences and focus only on the problems that are a real danger to the country. Stewart’s traffic example contributes to his purpose by displaying every day people that get along just fine, despite what they might believe, thus showing his viewers that different people are able to get along just fine on a daily
In this passage, Augusten has finally made it into college and he is working in his first English class. This class is focusing only on the technical parts of the language and less on writing. Augusten would go on to be a published writer, which makes it all the more ironic that he is failing at midterm. This supports the idea that we shouldn’t try to force every person into one kind of instruction. Just because Augusten was failing English, that did not mean that he was incapable of learning, it simply meant that the class was not reaching him in the right way. I will learn to understand that not the same kind of therapy will work for every patient just like this teacher was teaching one way and he could not learn for his style of teaching. Making changes to my style of therapy will help me to gain trust and confidence from my patients and will reassure them that I and there for one thing and one thing only: to help
Essentially students were afraid that the professor would irrevocably confirm their academic inadequacy.” She was speaking upon professors who have an “I am better than everyone” attitude. Students feel as if they cannot reach out for help because they will feel unintelligent. Students fear they are not meeting with the teachers wants for turning in assignments and as if their work is not good enough, feeling almost too embarrassed to submit assignments. They feel looked down upon by professors and are scared to speak up or ask questions about assignments. So instead they fall between the cracks and struggle their way through college. I was able to relate to that statement because there have been moments in college where I have had a fear to ask a teacher questions. A fear that they will tell me “I explained that topic in class already.” or “Were you not paying attention during the lecture?” I have heard teachers answer students with those exact words therefore I never wanted to ask questions about anything if I really did not understand the material. That alone can make a student feel as if they do not want to be a bother to the professor. A students own fear is what continuously inhibits them from college
In the article Martin Luther King Jr purpose of education is to make men's reach their life goals he also believes that purpose of education is to “teach one to think intensively and to think critically” because a man who has been gifted with wisdom but has no way to distinguish right from wrong it's a threat to society. It can be a threat to society because with a good amount of knowledge he or she can create different things to harm the society it can also involve strategies. He also states that many have to start thinking outside the box what I think he means is to not only be more careful with the things you do but to also be careful with the things you have say to others for any reasons because being educated is not a way of being respect
David Foster Wallace, the author of This Is Water, mentions a theory about oneself in his commencement speech. The theory consists of oneself to think that I am the center of the world.
James Scurlock strongly emphasizes this problem throughout the whole documentary. Students, ranging in ages from 18-22 primarily, are young, and naive. They are out from under their parent’s rule and free to make decisions on their own. This means that many are going to take certain steps necessar...
In Tovani’s Chapter 9, “Did I Miss Anything? Did I Miss Everything?” Last Thoughts, she concentrates on explaining the importance of teachers focusing on their learning to be in touch with students’ learning. Tovani opens the chapter with a story about a time she felt stressed out about what to teach, and how she established that she should take the advice she gives to her students. Throughout the chapter, Tovani proceeds with the importance of realizing as educators that giving students the opportunity to think should be supplied every day. To conclude, Tovani writes that every teacher should follow their instinct of what is right for their students because they have the essential tools.
I appreciated how this notion can correlate to the law of the heart, which goes to demonstrate how your ethos and pathos can make class inviting and as a result, students will be motivated to do their best to learn. However, I did interpret his passage in regards to thinking differently. I believed he was claiming there was only one correct way of thinking. I understood how thinking could change behavior and still believed thinking was important in order to develop a worldview. “People accept what they feel disposed to accept, and they reject what they feel disposed to reject”. I agreed with this notion and also agreed with the fact that at times individuals can resist change in their ways of thinking. However, I did not agree with this following statement: “if I have negative feelings about you, I will reject what you’re saying because I reject you.” If I were to know a person I absolutely was not fond of but that person gave evidence for his claims then, there’s a chance I may agree with him because he conveyed his thoughts well. I may not like him as a person, but I may agree with some of his thinking. What was disheartening for me to be reminded of whilst reading this book is America’s public school/university’s education. Public school teachers and professors simply teach subjects and don’t “bridge the gap” or get personal with their students. Hendricks’ methods are unlikely to be applicable to these areas, except for thinking. More public
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
Just as a fish can 't climb a tree as well as a monkey, and a monkey cant swim as well as a fish; everyone learns differently. Each person on the earth is unique and has their own way of processing information. Wouldn’t it make sense that every person learns differently? Throughout your years in a public education system you are taught to memorize information and replicate it. This is what measures your intelligence, your grade point average. But it isn’t a proper way to measure intelligence or a proper way to to determine who’s smart and who isn’t. Not that someone who excels in school isn’t smart, it’s that the education system is failing to recognize the intelligent people who don 't learn the same as others and don 't excel in school. So ask yourself, “What does it mean to be smart?”
Socrates, a famous philosopher, once said, “I cannot teach anybody anything; I can only make them think.” This quote is interesting in the fact that in modern times it is mandatory to go to school for a certain length of time to be taught in order to learn. We have teachers that share their knowledge with their students so that the generations to come can continue to grow and develop. When a student is asked what their teachers do at school they will most likely respond with something along the lines of, “they teach.” This response is both true and false to an extent. While the teachers can provide their students with knowledge, it is important for the students to do their part by using their minds to understand it for themselves. Socrates
...uppose that it is as easy to fall into a routine while teaching as it is while working an assembly line. I mean, for crying out loud, who is a teacher but a worker on an assembly line who gets to touch a student for a relatively short time before he or she moves along the educational conveyer belt to the next teacher in line. Some teachers recognize that things may not be as they should, but rather than slow down the flow of the line, they watch as misinformed and under-educated students are conveyed in front of their eyes. As educators, it is our responsibility to recognize when the line should be slowed down or even stopped. It might seem as though we are taking up the slack for other workers who have not done their jobs properly, but teaching is a challenge, which cannot be evenly distributed. A teacher not up to challenge, perhaps, has chosen the wrong occupation.
In the studies made by Cheney, she discovers that many students are no longer able to express and expand their minds because of the barriers placed upon them by their teachers and peers. Cheney wrote that one must conform to the teachers way of thinking because if you do not, you are taking a chance in receiving a bad grade. Even though one must compromise one's own opinion to satisfy a teacher, it is worth it because you only need to take that course once if you follow the style and beliefs of your teacher. Then again, if you donUt follow the pattern of your teacher, you may end up taking that same course many times until you finally surrender to the beliefs of your instructors. The teacherUs opinion in the classroom can be overpowering in many cases and it can make you forfeit your own opinion even if you feel that you are right. Such intimidating methods of the teacher can repress the creativity of the student. Therefore, making the student into a uniform thinker, which is not the best way in acquiring knowledge. As Socrates would say, one must ask questions and challenge them to find the truth (the truth being knowledge) and that is the best way to acquire knowledge. I have gone through a similar experience in courses that I have taken in college. For example, When I did assignments for a feminist class I only wrote what the teacher wanted to see and kept my own opinions to my self. Even though I felt that my explanation would be a better one, all I was thinking about was getting a decent grade and moving on, which was something I really regret because I felt that I did not learn anything.
education is life itself." This philosophy truly emphasizes the importance of education in one's life, and that they are indeed interrelated, not separated. I believe he was expressing, in part, the notion that education should serve us throughout our lives, constantly empowering us to achieve our greatest potential through self-realization. Learning, is a life-long process, by which we are all constantly searching for meaning through reflecting on our experiences to make sense of, and better understand the world in which we live in. I am humble enough to say that I too remain a student, not just in the literal sense, but in life. As teachers, I believe it is our responsibility to provide an educational experience that motivates our students to discover their own hidden potentials and to hopefully achieve self-realization. This is especially important for young children, for it is with the combination of their innate learning ability and the influence of great educators that can account for their marvelous capacity of potential.