Teacher, I Planted A Seed

Rhetorical questions induce an emotional appeal from educators. Emerson’s use of rhetorical questions attacks the educator in such a way that they question their original methods. After describing the current systems militaristic ways, he asks the educators “What reformer will it nurse? What poet will it breed to sing to the human race?”(105). He condemns the current system and asks how it could possibly benefit students. Furthermore Emerson provides an analogy comparing the patience needed to teach a student and the “dint of obstinate sitting still” to arouse animals. He then goes on to ask the educators, “Can you not wait for him, as Nature and Providence do” to taunt the educators of their definitive ways of teaching(107).All of these methods gear the audience toward a path of naturalistic standards.

Gerald Graff’s article “Hidden Intellectualism” asserts that academic settings, such as public schools, need to incorporate students’ personal interests into the school policy so that students are more inclined to engage in an academic mindset. The problem, however, is that the school systems do not attempt to tie non-academic material with academic assignments, therefore neglecting students the opportunity to engage in intriguing, intellectual conversation (Graff 245). Targeting students, educators, and administrators, Graff makes an effective explicit, qualified claim of policy as he utilizes the rhetorical strategies of ethos, logos, and pathos.

In Lukianoff and Haidt’s essay, “The Coddling of the American Mind,” the authors contend today’s college students want to be protected from any words that might harm them. The authors argue doing so harms them in other ways.

Through several dialogues Plato gives readers accounts of Socrates’ interactions with other Athenians. While some may think of him as a teacher of sorts, Socrates is adamant in rejecting any such claim (Plato, Apology 33a-b). He insists that he is not a teacher because he is not transferring any knowledge from himself to others, but rather assisting those he interacts with in reaching the truth. This assistance is the reason Socrates walks around Athens, engaging in conversation with anyone that he can convince to converse with him. An assertion he makes at his trial in Plato’s Apology is at the center of what drives Socrates in his abnormal ways, “the unexamined life is not worth living for a human being” (38a). Socrates, through aporia, looks to lead an examined life to perfect his soul and live as the best person he can be. This paper looks to examine the ‘unexamined life’ and the implications rooted in living a life like Socrates’.

Education, a most powerful tool of use in today's world and one that we probably take for granted, could possible be at risk as far as how knowledgeable we are becoming on the material at hand. A mind is a terrible thing to waste, and because of agonism in academics, students now might not be getting the full potential out of their mind simply because of the way they/we are being taught. Deborah Tannen, a professor at Georgetown University, in the article “Agonism in the Academy: Surviving the Argument Culture” (2000) argues that discussion rather than debate is a more proficient way of teaching our students, likewise, collaborating ideas instead of tearing down material can

In the case scenario provided, Jeff Bliss though that the teacher was not teacher as it is expected of her. According to Bliss, students need to be taught on a face to face basis in order for them

“A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense” (Lukianoff and Haidt 44). Colleges are sheltering their students from words and ideas that students do not like or are found to be offensive. Affecting their education and cognitive skills, scientists are warning colleges to refrain from coddling the students and allowing other viewpoints to be spoken. People are speaking their minds, saying their own views; however, some people are over sensitive and take these viewpoints offensively. In the article “The Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt successfully argues using rhetorical questions, specific examples, and affective visuals that protecting college students from words and ideas deteriorates their education and mental health.

* But he says the unexamined life is not worth living (does not want to live without philosophy)

“Is the unexamined life worth living?” (The Apology, 2016, para. 48). This question has been asked by people since the time of Socrates. Many people delve into the quandary of this question seeking a greater understanding of their purpose. Often times, people live on the surface and never truly strive for self-examination, whereas others believe it is crucial to deeply examine one’s true self. Every life is worth living. However, the difference between simply existing in an unexamined life versus living life as God intended is momentous. An examined life is lived for the benefit of others more than oneself. Socrates’ question has revealed several different truths, including the value of self-examination, the importance

Socrates put one’s quest for wisdom and the instruction of others above everything else in life. A simple man both in the way he talked and the wealth he owned, he believed that simplicity in whatever one did was the best way of acquiring knowledge and passing it unto others. He is famous for saying that “the unexplained life is not worth living.” He endeavored therefore to break down the arguments of those who talked with a flowery language and boasted of being experts in given subjects (Rhees 30). His aim was to show that the person making a claim on wisdom and knowledge was in fact a confused one whose clarity about a given subject was far from what they claimed. Socrates, in all his simplicity never advanced any theories of his own

In literary education, from childhood to maturity, individuals are taught how to write not to improve themselves as critical thinkers, but to fulfill the requirements given to them in a prompt. Whether to analyze or argue, this form of writing has led to a cease of literary improvement in students today, making many question the effectiveness of writing classes. Mike Bunns, in his article “To Read like a Writer”, explores this topic and stresses the necessity for young readers to critically examine the author’s choices in order to improve their own pieces of work. Bunns effectively argues to his audience of college students that improved comprehension comes from focusing on the rhetorical choices authors decide to make in their compositions by tying personal narratives with repetitive questioning throughout his article.

In his editorial, “The Year of the Imaginary College Student,” Hua Hsu asserts that “alarm about offense-seeking college students say[s] more about critics than the actual state of affairs.” Hsu begins his article by discussing James O’Keefe’s attempt at Vassar College to depict that college students are as politically sensitive as they appear. He goes on to demonstrate that college students are getting increasingly more “hypersensitive.” Hsu then questions the “surge of interest in campus life,” wondering why people who are not in college are questioning the behavior of those in college. Next, Hsu states that this panic about “offense-seeking college students” says more about the people criticizing rather than the system. Elucidating, he

In Socrates’ mind education is not simply an information exchange; rather it is a painful experience, since all that one had previously believed is typically wrong. This painful experience can be seen as the “philosopher” turns around and stares into the light and eventually learning that everything he had experienced in life were just shadows.

Dr. Gosby’s Comments: This student did an excellent job of applying the ideas we discussed in class relating to the obedience to authority

Socrates, a Greek philosopher, once said that “the unexamined life is not worth living” (Apology 38b). Like Socrates, Albert Camus believed that a man needs to live meaningfully.