It is not the responsibility of empty vessels to create the motivation to learn, but rather, the prerogative to teach, the very responsibility of it, must be entrusted to the teacher. It can be so, that according to a child’s social-economic status, a affluent upbringing can be infused with a ‘comfort space’ of human development not generally experienced in the life of the child who hails from a low-income community. This juxtaposition in the human development and daily experiences of the affluent child and the child who lives at or near the poverty line bring a different array of positive and negative forces which impact their general well-being. As these two general sets of children age, the difference becomes more contrasted and is clearly evident at the time both reach middle school years. One need only look at children who receive private schooling as opposed to those who receive public school education in low-income neighborhoods. A child who attends private schooling and then e…
updated 2:24 pm est 11/10/17
The idea of cultivating critical thinkers is easily a lofty ideal purported to be achieved throughout academia and espoused as the hallmark of journalistic integrity. Achieving the critical thinking mind requires a certain bravery, wherein, once our ability to tap into our own knowledge of content matter is done, we must require it upon ourself to contrast our assessment and infer from an ‘outsiders’ point of view what is true and right and what is inaccurate and, even possibly, the propagandization of a special interest.
For the critical thinker, the affinity to discern is attached to our decision to look at the hard truth and favor this over our viewpoints, our political inclinations, and our stance on any given subject. This is hard to do.
In the following essay, I ask what exercise in democracy is achieved if political forces practice varying levels of indoctrination, in effect swaying public interest towards their ‘camp,’ rather than promoting …