Descriptive Essay : Unifying Diversity

1114 WordsNov 10, 20175 Pages
Unifying Diversity in Education Classroom dynamics is a notorious topic in education.The concept was created to investigate the classroom community. Understanding classroom dynamics is advantageous to teachers, as it enables them to run a class successfully. This helps them learn how to set up a positive classroom atmosphere. Deborah Tannen, author of How Male and Female Students Use Language Differently, Mark Edmundson, author of On the Use of a Liberal Education, and Michael Wesch, who gave a TED talk on From Knowledgeable to Knowledge-Able provided theories about some of the shortcomings of contemporary education. From these three education specialists, it can be gathered that students need diverse…show more content…
Wesch would agree with this method because he understands that everyone is different so we need to create diversity to make everyone feel comfortable enough to participate. “For at the base of this ‘information revolution’ are new ways of relating to one another, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating”(Wesch). Using the media to teach creates equal opportunity. The various aspects in the media can be advantageous to both genders. For example, a timid female may be able to communicate more openly in an online class forum as would a male. Edmundson argues that there is consumerism in education, specifically Universities. According to him, Universities use sports and extracurricular activities to draw students in nowadays. This sends the wrong message to the consumer; the student. Instead of pursuing knowledge, they are now going to school because of the great basketball teams etc hence they might feel as if participation is not required. Tannen would argue that sports is great because students bond through these programs. Hence they would be able to participate in a class with students they are familiar with from these programs. Edmundson wants students to use consumerism to turn their knowledge into products. “I don’t teach to amuse, to divert, or even, for that matter, to be merely interesting. When someone says she “enjoyed” the
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