<blockquote><font size=1>In reply to:</font><hr><p>I would have to blame modern liberilism for yor plight. Sensibilities were lost along the way.<p><hr></blockquote><p>What is this, flamebait night at Mojo's?<br><br>
we just went through our NCATE (accreditation process) for my department (the college of education). as part of this process, we had to demonstrate that we have a system in place to track student learning and that we are tracking this learning across the entire program. there was much more of course. anyway, this site visit and the annual membership cost somewhere around $8,000 -$10,000 this year. this is one unit in one public university. how much bigger would our federal gov't have to be to oversee what is being discussed in the linked article? <br><br>i believe every university professional school (e.g., engineering, business) has to be accredited. i wonder what the folks in the linked article realize there is a process in place for the vast majority of universities out there. hmmm.<br><br><br><br>--<br>"I am mindful that diversity is one of the strengths of the country" --president bush on 9/27/05
i live 2 blocks from <a href="http://www.calvin.edu/about/mission.htm">calvin college.</a> president bush spoke at their graduation last year, which is the only school outside of military schools that he's spoke to for graduation. i live within a few miles of another 2 smaller conservative colleges. one half hour to the west is <a href="http://www.hope.edu/admin/president/vision.html">hope college</a>, which is another conservative college. conservative schools far outnumber liberal institutions in my neck of the woods. in fact, there are zero liberal institutions in the sense that i am referring to the other mentioned institutions as conservative.<br><br>you do know that you and/or your children had choices. <br><br>--<br>"I am mindful that diversity is one of the strengths of the country" --president bush on 9/27/05
Excuse me for somehow forcing you to do that. If you don't like the "liberal drivel" schools, there are plenty of alternatives, you know. You barely have to look around. You can get a fantastic education about the world without any drivel.<br><br><br>oops, missed Sean's post. I guess driveling minds think alike.<P ID="edit"><FONT SIZE=-1><EM>Edited by Trog on 02/10/06 00:12 AM (server time).</EM></FONT></P>
#265508 - 02/09/0609:17 PMRe: College and Univ. teachers
<blockquote><font size=1>In reply to:</font><hr><p>how much bigger would our federal gov't have to be to oversee what is being discussed in the linked article?<p><hr></blockquote><p>Don't worry, Sean. The whole thing will be privatized.<br><br><br>[color:blue] But he (Miller) said public reporting of collegiate learning as measured through testing "would be greatly beneficial to the students, parents, taxpayers and employers"</font color=blue><br><br><br>Uh, no, it wouldn't. But it would be greatly beneficial to the burgeoning educational testing market.<br><br><br><br><br>[color:blue]And I'm the one that jaded you . . .</font color=blue>
It is called a liberal education, precisely because what gets taught are the arts and sciences necessary to be free, which is the root meaning of liberal. If you would rather that universities taught what the government wants, or what is generally accepted and held to be true, then perhaps we should resuscitate the USSR and see how that works. I don't give a good excremental experience what exactly my students end up concluding politically. I do care that they come to those conclusions on the basis of careful thought, logical reasoning, and reliable sources. When it's appropriate, I always make reference to current events. Since you say you like Shakespeare, then you might recognize that the central crisis in Measure for Measure is duplicated in the Anita Hill incident, and when that was a current event, I made reference to it so that students would see that the ethical problem in the play is not something that disappears after the early 17th century. But you can also associate the play with the Monica Lewinsky affair, and when that was current, it was to that incident that I made reference. When I teach Henry V, I always make reference to Ronald Reagan's masterful use of stage setting for his acts of communication, and I always suggest that the rhetorical power of stage setting has an obvious political pay off, in Henry's 14th century, Shakespeare's 16th century, and Reagan's 20th century. Does that make the class "liberal drivel" or does it encourage the students to think about the mediated world they live in in critical terms? When I teach The Tempest, I always tell the story of the student in my graduate school days, a Puerto Rican kid, who stood up in the middle of class one day as I was talking about the allegory of flesh, spirit, and human will in the play, and loudly said, "Don't you see, I am Caliban!" And I tell the kids now that since then I can't read Shakespeare's play without having as my companion Aime Cesaire's A Tempest, a post-colonial intertextual masterpiece, a play I often have the students read in tandem with The Tempest. Is it wrong to do that to the students, to have them think about the price that gets paid by other peoples for the civilization of Europe? You may be surprised to know that what the students find the most difficult to understand is my position, that Shakespeare recognizes the price, and asserts that the "civilization" Prospero produces is well worth the cost, that in fact anything worthwhile has a very high price, and that it's incumbent on a liberally educated person to recognize the price, and to come to a considered judgment about whether the price is worth it or not. You cannot get students to the point where they are obliged to think complexly about their own world--about what they value and why they value it and what they're willing to pay for what they value--without what you call "liberal drivel." It's my job to discover and to point to cracks and fissures in arguments, to make a problem of what we take for granted, to try to demystify the rhetoric of mediation that we all live in as if it were reality. If that's liberal drivel, then thank God for liberal drivel.<br><br>. . . . . Here's lookin' at [color:red]you</font color=red> kid.
_________________________ MACTECHubi dolor ibi digitus
<blockquote><font size=1>In reply to:</font><hr><p>It's my job to discover and to point to cracks and fissures in arguments, to make a problem of what we take for granted, to try to demystify the rhetoric of mediation that we all live in as if it were reality. If that's liberal drivel, then thank God for liberal drivel.<p><hr></blockquote><p>Keep it up !! Cheers to the teachers and teachings of Liberal Drival <br>For you <br><br><br>
Loc: Syracuse, NY
I should have been more specific. What frustrates me is when I hear from my children that professors are interjecting outragous political statements that are not relevant to the course. <br>I came across a web site called Students for Academic Freedom and have forwarded it to both my kids.<br>I particularly found the article from David Horowitz informative. "Is it Teaching or is it Venting?"<br><br>
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