CRITICAL RESPONSEI agree with Tagg s allegations , that the assembly line transferring of the knowledge d wiz the atomized curriculum characterized by the molecular three-unit course does non make headway the synthesis of knowledge from and with mixed matters . As Tagg says , each discipline competes with the some others , and does not seek to fuse together the bits and pieces of knowledge or to place it in an overarching schema or grand formulate where the learner will better appreciate the connection and linkages of various disciplines with one another . Instead , we are herded off from one class to another , sitting through lectures listening to profs , not educatorsHonestly , what is frustrating is that I know how much I allowance for my tuition , and yet I feel as though I am barely learning anything from my professors . Yes , I assimilate information , but knowledge I am not sure Wisdom ? Out of the question . Would a perspicuous curriculum result in more connection and practise ? I doubt it . I think what must be done is to reassess what we mean by educating - are we solely transferring what we know ?
If that is the case , then professors are operators of knowledge and information , they dispense them , but they do not care whether the student has learned or understood the significance of what has been taught . There is no real learning , only a show of do a piece of knowledge available , without explanation of its relevance to the student s life . For example , a friend of mine who is a Political Science major told me that his Trigonometry professor confessed that his subject has no bearing to Political Science students other than that they need to complete it to graduate . More than being a structural problem , I believe that professors should also production their role as educators more seriously and at to the lowest degree attempt to make their disciplines relevant to students lives , if not to their respective majors...If you postulate to get a full essay, order it on our website:
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