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Sunday, March 22, 2009
Saturday, March 21, 2009
Monday, March 16, 2009
Equality on the Micro Level
Sometimes the best examples of some of the most controversial issues comes in the forms of simple circumstances.
Take equality for instance:
I had entered my class today expecting to receive my test results from the previous week (One of those tests you don't want to see, but must face head on). Upon sitting in my desk, I had noticed that the board indicated that our test was to be given at the end of class. Having that knowledge I gladly accepted, and welcomed the next 3 hours of note-taking.
During the first half of the hour, our teacher had given us the reason for why he/she decided to withhold our tests till the end of class.
"My intentions of giving you your tests back are because I don't want to disorient your note taking (Keep in mind this teacher is prudent about sharing his degree in education). However, your class received the most A's out of all of my classes."
And my teacher began to read the students who received A's on the test.
Student 1, Student 2, Student 3... and so on.
Now in the midst of this welcomed silence, I had suddenly realized that my own teacher had committed a mistake. In the aftermath of the name calling for the A recipients, there was a chaotic atmosphere that filled the room. A once neutral and equal room had shifted into a classroom that consisted of two opposing elements, comfort and stress.
Comfort because those who had earned their A's were now clear of stress; and were then able to carry on with the torturous note taking without problem.
Stress because those who had not had their named called were now taken from their temporary comfort and forced into a zone where their grades were now limited to lesser degrees.
I turned to my classmate and asked if I was crazy about this quick little theory, and if it was justified enough to raise my hand and call my teacher out for.
Just the look in his face gave me the answer I needed.
I assertively raised my hand and politely spoke:
"Not that I am bitter about not receiving an A, but don't you(the teacher) believe that by calling out the A's you have now disoriented your students?"
In which my teacher replied:
"I'm glad you asked that question (sound like many of our politicians?). I simply gave out the A's because it would allow the rest of the class to locate the students who they could possibly study with." The rest of his response, in respect, was completely off the target of answering my inquiry.
Now let me just remind you, the question I raised was NOT a question of important degree. Rather, it was a legitimate question that aimed to support my teacher's initial theory. My aim was not to belittle my teacher, to humiliate him/her, or disrupt class. It was meant to clarify what his/her theory actually meant.
My teacher's response was illogical and somewhat depressing.
I looked at all the students in the room and found most silent, yet pleased to know a student other than him/herself felt subordinate.
I didn't follow my teachers response with another question, rather I simply knew from his response and physical actions that I had made my point clear and understood. Also our "mini breaks" are five minute breaks, which probably only allow one question and answer to be addressed.
For the next 2 1/2 hours, I wrote my notes, watched a video about mud, and thought about whether or not I had received a B, C, D, or F. My notes were unreadable, my eyes wondered away from the television and into my thoughts, and for a good period of time, I was a paranoid student. It was discomforting.
Towards the end of class, my teacher laid out the tests upon the counter and told us to pick it up. There were those who confidently rose and headed towards the counter, and those who hesitantly awaited an unknown future. Again, there was an inequality.
After class, numerous students confronted me and thanked me. They explained how for a lack of a better word, "shitty" they felt up until they had received their test. I simply thanked them for letting me know, and said it allowed me to feel a little more sane for raising and questioning my teacher.
In the beginning we were all equal.
However, somewhere along the line an authoritarian source (the teacher) segregated and gave privilege to those with favorable traits (Those with A's), which was justified on the grounds of an illogical belief.
These favorable trait carriers leisurely carried on with their plans, confident and comfortable.
This created a micro-level of chaos within those whom did not carry these favorable traits. Giving way to negative feelings and emotions, which could have deprived them of the activities and dampened their confidence of carrying on.
Ironically in the end, we all ended up where we were in the first place, equal.
We had all received our grades.
It didn't matter whether we had received an F.
It mattered that we received our tests at the same time.
Could this be how equality is experienced on the macro level?
Thankfully, in my example, we are eventually equal in the end.
But for some, this equality takes years, decades, or even generations to occur.
Lesson learned.
Question authority, Demand answers, and Advocate for what is of Justice and Equality.
Eventually, Liberty will not be a trait for the few, but a natural right for the many.
And if you're wondering if I wrote this because I received a bad grade, I got a B-.
Take equality for instance:
I had entered my class today expecting to receive my test results from the previous week (One of those tests you don't want to see, but must face head on). Upon sitting in my desk, I had noticed that the board indicated that our test was to be given at the end of class. Having that knowledge I gladly accepted, and welcomed the next 3 hours of note-taking.
During the first half of the hour, our teacher had given us the reason for why he/she decided to withhold our tests till the end of class.
"My intentions of giving you your tests back are because I don't want to disorient your note taking (Keep in mind this teacher is prudent about sharing his degree in education). However, your class received the most A's out of all of my classes."
And my teacher began to read the students who received A's on the test.
Student 1, Student 2, Student 3... and so on.
Now in the midst of this welcomed silence, I had suddenly realized that my own teacher had committed a mistake. In the aftermath of the name calling for the A recipients, there was a chaotic atmosphere that filled the room. A once neutral and equal room had shifted into a classroom that consisted of two opposing elements, comfort and stress.
Comfort because those who had earned their A's were now clear of stress; and were then able to carry on with the torturous note taking without problem.
Stress because those who had not had their named called were now taken from their temporary comfort and forced into a zone where their grades were now limited to lesser degrees.
I turned to my classmate and asked if I was crazy about this quick little theory, and if it was justified enough to raise my hand and call my teacher out for.
Just the look in his face gave me the answer I needed.
I assertively raised my hand and politely spoke:
"Not that I am bitter about not receiving an A, but don't you(the teacher) believe that by calling out the A's you have now disoriented your students?"
In which my teacher replied:
"I'm glad you asked that question (sound like many of our politicians?). I simply gave out the A's because it would allow the rest of the class to locate the students who they could possibly study with." The rest of his response, in respect, was completely off the target of answering my inquiry.
Now let me just remind you, the question I raised was NOT a question of important degree. Rather, it was a legitimate question that aimed to support my teacher's initial theory. My aim was not to belittle my teacher, to humiliate him/her, or disrupt class. It was meant to clarify what his/her theory actually meant.
My teacher's response was illogical and somewhat depressing.
I looked at all the students in the room and found most silent, yet pleased to know a student other than him/herself felt subordinate.
I didn't follow my teachers response with another question, rather I simply knew from his response and physical actions that I had made my point clear and understood. Also our "mini breaks" are five minute breaks, which probably only allow one question and answer to be addressed.
For the next 2 1/2 hours, I wrote my notes, watched a video about mud, and thought about whether or not I had received a B, C, D, or F. My notes were unreadable, my eyes wondered away from the television and into my thoughts, and for a good period of time, I was a paranoid student. It was discomforting.
Towards the end of class, my teacher laid out the tests upon the counter and told us to pick it up. There were those who confidently rose and headed towards the counter, and those who hesitantly awaited an unknown future. Again, there was an inequality.
After class, numerous students confronted me and thanked me. They explained how for a lack of a better word, "shitty" they felt up until they had received their test. I simply thanked them for letting me know, and said it allowed me to feel a little more sane for raising and questioning my teacher.
In the beginning we were all equal.
However, somewhere along the line an authoritarian source (the teacher) segregated and gave privilege to those with favorable traits (Those with A's), which was justified on the grounds of an illogical belief.
These favorable trait carriers leisurely carried on with their plans, confident and comfortable.
This created a micro-level of chaos within those whom did not carry these favorable traits. Giving way to negative feelings and emotions, which could have deprived them of the activities and dampened their confidence of carrying on.
Ironically in the end, we all ended up where we were in the first place, equal.
We had all received our grades.
It didn't matter whether we had received an F.
It mattered that we received our tests at the same time.
Could this be how equality is experienced on the macro level?
Thankfully, in my example, we are eventually equal in the end.
But for some, this equality takes years, decades, or even generations to occur.
Lesson learned.
Question authority, Demand answers, and Advocate for what is of Justice and Equality.
Eventually, Liberty will not be a trait for the few, but a natural right for the many.
And if you're wondering if I wrote this because I received a bad grade, I got a B-.
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