tag:blogger.com,1999:blog-55538965121390852362024-03-08T08:34:07.287-08:00Greg's Blog SpotGBolanoshttp://www.blogger.com/profile/08173797845653862891noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5553896512139085236.post-79613627622320948722012-09-19T01:11:00.001-07:002012-09-19T01:11:11.434-07:00Ted’s Thesis/Theses/Thesis' (1-4)<br />
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">“Forest Primeval to Park Avenue”: Conover most
heavily uses Process Analysis, Compare/Contrast, and Narration.<span style="mso-spacerun: yes;"> </span>There are consequences for both action and
inaction, just because something seems like a good idea does not mean it is actually
beneficial for everyone; also don’t rely on Oreste on the river banks.<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">“Road or Not a Road”: Conover mainly uses
Division/Classification, Definition, and Compare/Contrast. <span style="mso-spacerun: yes;"> </span>As the old cliché goes “Don’t judge a book by
its cover (because although you may see a road, others may see a path their
ancestors would worship as sacred, believing the souls of the dead travel long
it on their way to/from the Underworld).”<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">“Slipping From Shangri-La”: Conover employs
Cause/Effect and Narration.<span style="mso-spacerun: yes;"> </span>Although
change is not always for the better, the world will continue to aspire to
“advance” more “primitive” peoples; despite the side-effects of gaining the
ideal of having lost Shangri-Li, a concept that’s inception will only come into
our realm of thought after “advancements” have already been made.<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><span style="font-family: Calibri;">“Road Ecology”: Conover uses Argument.<span style="mso-spacerun: yes;"> </span>Roads allow human beings to come into contact
with one another, but also assist us in ending the lives of countless scores of
animals; we, as the dominant species, must atone for these unintentional acts
of violence any way we can big or small (including checking the driveway for
toads before we back up).<o:p></o:p></span></div>
GBolanoshttp://www.blogger.com/profile/08173797845653862891noreply@blogger.com0tag:blogger.com,1999:blog-5553896512139085236.post-52498357645291306152012-09-18T18:33:00.000-07:002012-09-18T18:33:08.133-07:00"Learning as Freedom" Precise<br />
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<span style="font-family: Calibri;">In “Learning as Freedom”—an editorial published on September
5, 2012 in The New York Times—Michael Roth argues that rather than structuring
education around specific vocations, “making the grade,” and turning people
into “robots” designed to complete certain tasks, education should allow
individuals to be free to grow and learn while gaining necessary skills and
finding their purpose and significance in life and work.<span style="mso-spacerun: yes;"> </span>Roth touches on the issues that are affecting
students learning in university settings today and warns us not to allow these
issues, no matter the level of urgency, to interfere with the truth of learning.<span style="mso-spacerun: yes;"> </span>He also quotes philosopher John Dewey for
having similar, if not identical ideals; such as the idea of “plasticity”, or
an openness to learning by experience and, in turn, continuously learning from
everyone we come in contact with as they simultaneously learn from us simply by
living.<span style="mso-spacerun: yes;"> </span>The key to blending the ability
to learn real-world skills while learning by doing is to form learning habits
that will allow for this type of educating, allowing for students to both grow
as individuals and citizens.<span style="mso-spacerun: yes;"> </span>Learning by
doing is freedom, Michael states, and that freedom should be integrated into
our societies so as to strive towards democracy; this type of learning would
allow for individuals to become highly satisfied and aware of their
significance not only in the work place, but within their family, society, and
themselves.</span></div>
GBolanoshttp://www.blogger.com/profile/08173797845653862891noreply@blogger.com0