Do Not Learn as a Machine Essay Example for Free

Do Not Learn as a Machine Essay It’s twelve at night. Tons of papers and a cup of coffee on the desk prepared for pulling an all-nighter. Studying for the exam tomorrow, cramming tons of class-notes and materials. Students are fighting for an A. However, what do we expect them to learn from it? Is it even beneficial to them? After all, most students forget almost everything as soon as they finish the exam. Apparently, there are some fundamental problems in our current educational system. In the three essays, â€Å"The ‘Banking’ Concept of Education† by Paulo Freire, â€Å"Against School† by John Taylor Gatto and â€Å"The Achievement of Desire† by Richard Rodriguez, the authors realize different problems of the educational system and have different opinions about it. In my point of view, the main problem in the current educational system is that it encourages students to receive information meekly, without doubting, questioning or even understanding the material. As a result, these students resemble machines which acquire many facts but can barely develop their own critical thinking. The three aforementioned authors have differing opinions on the current educational system, but they all describe it as a system where students merely receive information but do not undergo critical thinking. In â€Å"Against School,† Gatto states that the educational system is a scheme the government uses to make people more â€Å"manageable† by reducing their critical judgment. To achieve this, school provide answers of every question to the students. It works because â€Å"Easy answers have removed the need to ask questions† (Gatto 155). It is true. Since students were taught in their early life that teachers are absolutely right, and that they should obey the authorities, as a result, most of them do not judge the teachers’ explanations. As they grow up, students tend to find the answers from books or teachers instead of figuring the answer out by themselves. Thus, their critical and original thinking have been obliterated completely under this educational system. Moreover, the boredom of schooling successfully removes the students’ curiosity which drive them to ask questions. A similar idea appears in â€Å"The ‘Banking’ Concept of Education. Freire uses the term â€Å"banking system† to describe the educational system where the teachers deposit a large amount of knowledge on the students. Students soon become receptacles which â€Å"extend only as far as receiving, filling, and storing the deposits† (Freire 1). These students do not understand how the information related to the real world, and can neither apply the knowledge to the real world problem nor develop their own critical thinking. In â€Å"The Achievement of Desire†, Rodriguez mainly describes his early life as a successful student. It gives a concrete example to support Gatto and Freire’s opinion. As he describes himself as a â€Å"great mimic; a collector of thoughts, not a thinker† (203), it fits Gatto and Freire’s description about the educational system, that even a considerably â€Å"successful† student could not perform critical and original thinking. Under this type of educational system, students try to find their way to achieve high scores. However, it turns out that the best way to be successful in this system isn’t the best way to learn. In the essays, the authors describe how the â€Å"successful† student is like. According to Freire, â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are† (1). In order to be considered â€Å"good† under this system, students need to receive a large amount of facts on a superficial level. The best strategy is not to think, not to question, just believe and memorize it. Freire observes a phenomena in which teachers talk about contents â€Å"which are detached from reality, disconnected from the totality that engendered them† (1). In this way, students acquire tons of facts and maybe enhance their memorization ability, but fail to understand how these facts are connected to the daily life. In â€Å"The Achievement of Desire,† Rodriguez realizes that he was the â€Å"worst student,† even though he was considered â€Å"successful† in the system. â€Å"He becomes in every obvious way the worst student, a dummy mouthing the opinions of others. But he would not be so bad—nor would he become so successful, a scholarship boy—if he did not accurately perceive that the best synonym for primary ‘education’ is ‘imitation’† (203). The scholarship boy noticed that the best way to succeed in this system is to borrow and copy the ideas of others. Clearly we know that this is not the way to learn, as learning requires original processes. Therefore, it can be concluded that being successful in the educational system is not the same as being successful in learning. My experience supports this. Some teachers in my high school ask students to memorize all the model answers to every possible question that might be asked on the standardized test, but do not give explanations or have activities which could actually help students understand. The aim of teaching would then become merely the test scores. My physics teacher kept reminding us how many students got an A in a standardized test under his training, which emphasized becoming â€Å"machines for solving problems. † Being these machines could improve our performance on a test; however, we did not retain any substantial knowledge throughout the class, some even losing the motivation to learn afterwards. Solutions to a problem can be simple once we understand the cause of it. In the essays, the authors suggest their individual solutions. Freire suggests to oppose the â€Å"banking system,† by implementing a â€Å"problem-posing system. † In a problem-posing system, teachers pose some problems related to the world and ask the students to attempt to solve them without a straight forward answer (Freire 7). Students would then have the chance to explore the respective topic by themselves, think about every possible solution creatively. It takes time for all students to figure out the answer, and some of them may even fail to do it, but at least each student has tried to think about the problem. In this way, students are learning the material cognitively, and hence they will understand it more deeply and be able to apply the knowledge to the real world. Moreover, this system can motivate students to learn. According to Freire, â€Å"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge† (8). When students try solving the problem, they are not being narrated by the boring materials and instead use their creative brainpower. They will find it fun to learn in this way and grow an enthusiasm to continue learning. In â€Å"Against School,† Gatto suggests to do the retrograde of the school’s mediocre influence on children. â€Å"School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively teach your own to think critically and independently† (155). To do this, we can educate children not only by books, but also encourage them to join different kinds of extra-curriculum activities such that they can grow interest in all areas. As an international student, I always compare the educational systems in America and Macau. I found that the educational system in America is relatively more â€Å"problem-posing† than my early education in Macau. Professors always give us chance to discuss and have more in-class activities. I fit in this problem-posing system and thus I can learn better and understand concepts more clearer. In conclusion, in order to learn cognitively and acquire the true knowledge, students should try to understand the materials before they decide to believe and cram it. Doxa means common beliefs and facts, while logos means the principle of knowledge. When students deeply understand it, they will attain the level of logos, not only doxa. It gives the students knowledge as well as the skill to derive other truths. To avoid being a machine, we should have our own thought and creativity. In the ideal problem-posing system, students can explore it in their way but not copying others’ ideas because they do not need to worry about their grades. They would then have their original opinion and thought, instead of meekly receiving information, being a mindless machine.

Comparing Saint Augustine and Charles Taylors Ideas of Authenticity Es

Comparing Saint Augustine and Charles Taylor's Ideas of Authenticity The notion of authenticity is one of self-fulfillment and Charles Taylor recognizes that there are dangers in accepting modernity’s drive toward self-realization. However, he is not willing to give up on this idea of â€Å"authenticity.† In The Ethics of Authenticity, Taylor lays out a system of thought and morals that connect our search for self-realization with our desire towards self-creation. He is attempting to keep a form of individualism while still operating under objectivism. He will point out the good and damaging aspects of the modern development of an authentic self and mention the importance of some moral measurement system. Taylor claims that St. Augustine initiated a concept of inwardness, a turning towards the inner self to find truth and the idea of authenticity is simply a further development of Augustine’s inwardness. In this paper I will discuss in detail Taylor’s idea of authenticity: the pros and cons. I will lay out some of his arguments as to why he thinks this idea originated with Augustine. I will talk about Augustine’s view on the inner man and how this is connected with knowledge and memory. I will then talk about some of Augustine’s views. Freedom is also an important aspect to moral conduct so I will explore both Taylor’s and Augustine’s view of freedom. Finally, I will argue that the ideal of authenticity (although it contains some truth) is not an ideal that Augustine would promote. Three Modern Worries Taylor begins the book by discussing three worries of modern society. The first is individualism which is selfish and self-centered. The modern concept is bothersome because people see freedom as loosening the chains of traditional notions of hierarchy. We have become a society where we are breaking away from â€Å"older moral horizons.† Everything in creation is connected in some way and when there is a loose hierarchy there follows a loose meaning of life. The â€Å"dark side of individualism† the focuses on the self in such a way that it flattens and narrows the framework which give significance and meaning to human life. The second trouble is the dominant attention given to instrumental reason. Instrumental reason values efficiency above all other goods. Nothing else is considered sacred or has intrinsic value, only extrinsic value. The question is how usef... ...y for us humans. I think it is, but only to the extent that we open ourselves to God, which means in fact, overstepping the limits set in theory by exclusive humanisms. Taylor’s idea of authenticity does give way to many warnings. It is analogous to walking a tight rope. If one leans too much to one side (which in all reality may not be much at all) it can lead to disaster. He adopts a lot from the Romantics and the focus is too much on the individual. Although he does try to get away from too much emphasis on the individual by mentioning the â€Å"horizons of significance† he still does not give us an idea of what this hierarchy consists. People may look inside themselves to formulate this hierarchy but this again can lead to subjectivism. It seems to suggest that there could be a variety of heirachies and who is to say that one is better than the other. Also the ambiguity of his idea of freedom only leads to more ambiguity on his idea of authenticity. These are all problems that Taylor must address if one is to get a clearer concept of his project. If Saint Augustine were to read Taylor I think he would find these worries and suggest that Taylor’s central focus should be on God.

Case Study Hard Core Cartel

CASE STUDY: HARD CORE CARTELS Cartel refers to a group of firms producing substitute goods that collude or conspire to increase prices and its own profits, by lowering production and/or sharing markets or customers. Figure 1 below shows examples of recent price fixing cases from various countries. (Figure 1) These industries either have a market structure in which a small number of inter-dependent firms dominating the industry, that of a oligopoly, or are firms that is the only seller of a good or service that does not have a close substitute, characteristics of a monopoly. Oligopoly and/or monopoly arise for four main reasons: government restriction to the entry of more than one firm into a market, an individual firm commands control over a key resource essential to produce a good, there are externalities in supplying the good and economies of scale are so large that one firm has a natural monopoly. A monopoly and/or oligopoly can produce lesser of the goods and charge at a higher price as compared to a competitive market industry producing the same good, due to the need to stay competitive. This usually leads to lower costs, lower prices, and consumer demanded goods. However, due a market structure like that these industries, price conditions are such that competition is likely to lead to higher prices. Furthermore, governments intervene by regulating these industries and externalities, provide public goods, control the use of common resources and reduce income inequality. It is uncommon for monopolies to be fined with the exception, such as Microsoft, for illegal monopolistic practices. However, fines for companies operating in oligopoly markets that abuse market power through collusive agreements are more common. Traditionally, the power cable industries in the European Union have been state-owned monopolies. During the 1990s, countries such as Germany, Sweden and the United Kingdom, privatized these industries and imposed price regulation to restrict market power. Power cable industries in Germany are highly competitive market and over the past decades, dramatic changes are observed in the way the government regulated the European economies. Cartel members engaged in market sharing, price setting, bid rigging, coordinated predation and delaying of innovation. Hard core cartels can reduce the economic welfare and consumers' surplus because of the manipulation of market prices and/or quantity of goods. Consumer surplus is the difference between the highest price a consumer is willing to pay for a good and the price the consumer actually pays. (Figure 2) Depicted by Figure 2, consumer surplus is measured by the area below demand curve and above the market price, P1. Therefore, the higher the market price, the smaller the consumer surplus. By increasing price and reducing the quantity produced, the monopolist reduces economic surplus. This reduction in economic surplus is called deadweight loss, which is a result from a market not being in competitive equilibrium. As indicated in the earlier section, cartels arise in market structures characterized by a small number of inter-dependent firms competing against each other. Factoring in this inter-dependence, the firms can enter a collusive agreement to manipulate market prices in a bid to achieve monopoly prices. While this may be the case, high prices may also be an incentive for the cartelists to breach the agreement by undercutting their rival firms and/or increasing production output, to attract consumers. Cartels can have significant adverse effects on global economy. As with the case of Spain’s domestic sugar cartel, the firms had detailed price-fixing and collusive agreements (e. g. import and export) that restricted the supply of sugar, in order to achieve maximum monopoly profits. As a result, for many years, Spanish sugar prices were 5 to 9 per cent higher than the rest of Europe. This illustrates how cartels can manipulate market prices and exploit the buyers of their products. Since sugar is considered a basic staple, this indirectly constitutes to greater economic loss.

USS Yorktown (CV-10) in World War II

USS Yorktown (CV-10) was an American Essex-class aircraft carrier that entered service during World War II. Originally dubbed USS Bonhomme Richard, the ship was renamed following the loss of USS Yorktown (CV-5) at the Battle of Midway in June 1942. The new Yorktown took part in the majority of the Allies island hopping campaign across the Pacific. Modernized after the war, it later served during the Vietnam War as an anti-submarine and sea-air rescue carrier. In 1968, Yorktown acted as the recovery vessel for the historic Apollo 8 mission to the Moon. Decommissioned in 1970, the carrier is presently a museum ship in Charleston, SC. Design Construction Designed in the 1920s and early 1930s, the U.S. Navys Lexington- and Yorktown-class aircraft carriers were constructed to conform to the restrictions set forth by the Washington Naval Treaty. This agreement placed limitations on the tonnage of various types of warships as well as capped each signatories’ overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions worsened, Japan and Italy left the agreement in 1936. With the collapse of the treaty system, the U.S. Navy began creating a design for a new, larger class of aircraft carrier and one which drew from the lessons learned from the Yorktown-class. The resulting design was longer and wider as well as included a deck-edge elevator system. This had been used previously on USS Wasp. In addition to carrying a larger air group, the new design possessed a greatly enhanced anti-aircraft armament. Dubbed the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by USS Bonhomme Richard (CV-10), an homage to John Paul Joness ship during the American Revolution on December 1. This second ship began to take shape at Newport News Shipbuilding and Drydock Company. Six days after construction began, the United States entered World War II following the Japanese attack on Pearl Harbor. USS Yorktown (CV-5) under attack during the Battle of Midway, June 1942. US Naval History and Heritage Command   With the loss of USS Yorktown (CV-5) at the Battle of Midway in June 1942, the name of the new carrier was changed to USS Yorktown (CV-10) to honor its predecessor. On January 21, 1943, Yorktown slid down the ways with First Lady Eleanor Roosevelt serving as sponsor. Eager to have the new carrier ready for combat operations, the U.S. Navy rushed its completion and the carrier was commissioned on April 15 with Captain Joseph J. Clark in command. USS Yorktown (CV-10) OverviewNation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding CompanyLaid Down: December 1, 1941Launched: January 21, 1943Commissioned: April 15, 1943Fate: Museum ShipSpecificationsDisplacement: 27,100 tonsLength: 872 ft.Beam: 147 ft., 6 in.Draft: 28 ft., 5 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsRange: 20,000 nautical miles at 15 knotsComplement: 2,600 menArmament4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber gunsAircraft90-100 aircraft Joining the Fight In late May, Yorktown sailed from Norfolk to conduct shakedown and training operations in the Caribbean. Returning to base in June, the carrier underwent minor repairs before practicing air operations until July 6. Departing the Chesapeake, Yorktown transited the Panama Canal before arriving at Pearl Harbor on July 24. Remaining in Hawaiian waters for the next four weeks, the carrier continued training before joining Task Force 15 for a raid on Marcus Island. The crew of the US Navy aircraft carrier USS Yorktown (CV-10) stands at attention as the National Ensign is raised, during commissioning ceremonies at the Norfolk Navy Yard, Virginia (USA), on 15 April 1943. Yorktown is freshly painted in Camouflage Measure 21. US Naval History and Heritage Command   Launching aircraft on August 31, the carriers planes pounded the island before TF 15 withdrew to Hawaii. Following a brief voyage to San Francisco, Yorktown mounted attacks on Wake Island in early October before joining Task Force 50 in November for the campaign in the Gilbert Islands. Arriving in the area on November 19, its aircraft provided support for Allied forces during the Battle of Tarawa as well as struck targets on Jaluit, Mili, and Makin. With the capture of Tarawa, Yorktown returned to Pearl Harbor after raiding Wotje and Kwajalein. Island Hopping On January 16, Yorktown returned to sea and sailed for the Marshall Islands as part of Task Force 58.1. Arriving, the carrier launched strikes against Maloelap on January 29 before shifting to Kwajalein the next day. On January 31, Yorktowns aircraft provided cover and support the V Amphibious Corps as it opened the Battle of Kwajalein. The carrier continued in this mission until February 4. Sailing from Majuro eight days later, Yorktown took part in Rear Admiral Marc Mitschers attack on Truk on February 17-18 before embarking on a series of raids in the Marianas (February 22) and Palau Islands (March 30-31). Returning to Majuro to replenish, Yorktown then moved south to aid General Douglas MacArthurs landings on the north coast of New Guinea. With the conclusion of these operations in late April, the carrier sailed for Pearl Harbor where it conducted training operations for much of May. Rejoining TF 58 in early June, Yorktown moved towards the Marianas to cover Allied landings on Saipan. On June 19, Yorktowns aircraft began the day by mounting raids on Guam before joining the opening stages of the Battle of the Philippine Sea. The following day, Yorktowns pilots succeeded in locating Admiral Jisaburo Ozawas fleet and commenced attacks on the carrier Zuikaku scoring some hits. As fighting continued through the day, American forces sank three enemy carriers and destroyed around 600 aircraft. In the wake of the victory, Yorktown resumed operations in the Marianas before raiding Iwo Jima, Yap, and Ulithi. At the end of July, the carrier, in need of an overhaul, departed the region and steamed for Puget Sound Navy Yard. Arriving on August 17, it spent the next two months in the yard. The US Navy aircraft carrier USS Yorktown (CV-10) during the Marcus Island raid on 31 August 1943. US Naval History and Heritage Command   Victory in the Pacific Sailing from Puget Sound, Yorktown arrived at Eniwetok, via Alameda, on October 31. Joining first Task Group 38.4, then TG 38.1, it attacked targets in the Philippines in support of the Allied invasion of Leyte. Retiring to Ulithi on November 24, Yorktown shifted to TF 38 and prepared for the invasion of Luzon. Striking targets on that island in December, it endured a severe typhoon that sank three destroyers. After replenishing at Ulithi late in the month, Yorktown sailed for raids on Formosa and the Philippines as troops prepared to land at Lingayen Gulf, Luzon. On January 12, the carriers planes conducted a highly successful raid on Saigon and Tourane Bay, Indochina. This was followed by attacks on Formosa, Canton, Hong Kong, and Okinawa. The following month, Yorktown began attacks on the Japanese home islands and then supported the invasion of Iwo Jima. After resuming strikes on Japan late in February, Yorktown withdrew to Ulithi on March 1. After two weeks of rest, Yorktown returned north and began operations against Japan on March 18. That afternoon a Japanese air attack succeeded in hitting the carriers signal bridge. The resulting explosion killed 5 and wounded 26 but had little effect on Yorktowns operations. Shifting south, the carrier began focusing its efforts against Okinawa. Remaining off the island following the landing of Allied forces, Yorktown aided in defeating Operation Ten-Go and sinking the battleship Yamato on April 7. S Supporting operations on Okinawa through early June, the carrier then departed for a series of attacks on Japan. For the next two months, Yorktown operated off the Japanese coast with its aircraft mounting their final raid against Tokyo on August 13. With the surrender of Japan, the carrier steamed offshore to provide cover for the occupation forces. Its aircraft also delivered food and supplies to Allied prisoners of war. Leaving Japan on October 1, Yorktown embarked passengers at Okinawa before steaming for San Francisco. Postwar Years For the remainder of 1945, Yorktown crisscrossed the Pacific returning American servicemen to the United States. Initially placed in reserve in June 1946, it was decommissioned the following January. It remained inactive until June 1952 when it was selected to undergo a SCB-27A modernization. This saw a radical redesign of the ships island and well as modifications to allow it operate jet aircraft. Completed in February 1953, Yorktown was re-commissioned and departed for the Far East. Operating in this region until 1955, it entered the yard at Puget Sound that March and had an angled flight deck installed. Resuming active service in October, Yorktown resumed duty in the western Pacific with the 7th Fleet. After two years of peacetime operations, the carriers designation was changed to antisubmarine warfare. Arriving at Puget Sound in September 1957, Yorktown underwent modifications to support this new role. The US Navy aircraft carrier USS Yorktown (CVS-10) at sea off Hawaii (USA), some time between 1961 and 1963.   US Naval History and Heritage Command Leaving the yard in early 1958, Yorktown commenced operating from Yokosuka, Japan. The following year, it helped deter Communist Chinese forces during the standoff at Quemoy and Matsu. The next five years saw the carrier conduct routine peacetime training and maneuvers on the West Coast and in the Far East. With the growing American involvement in the Vietnam War, Yorktown began operating with TF 77 on Yankee Station. Here it provided anti-submarine warfare and sea-air rescue support to its consorts. In January 1968, the carrier shifted to the Sea of Japan to as part of a contingency force following the North Korean capture of USS Pueblo. Remaining abroad until June, Yorktown then returned to Long Beach completing its final Far East tour. That November and December, Yorktown served as a filming platform for the film Tora! Tora! Tora! about the attack on Pearl Harbor. With the end of filming, the carrier steamed into the Pacific to recover Apollo 8 on December 27. Shifting to the Atlantic in early 1969, Yorktown began conducting training exercises and took part in NATO maneuvers. An aging vessel, the carrier arrived in Philadelphia the following year and was decommissioned on June 27. Struck from the Navy List a year later, Yorktown moved to Charleston, SC in 1975. There it became the centerpiece of the Patriots Point Naval Maritime Museum and where it remains today.