@maple leaf:
I'll thank you for your adviCe as soon as you learn to spell it properly...come on, man, if you're going to knock me for spelling error's in a 10,000 word response, the least you can do is get your tiny post right...
@kislikd:
That sounds like a very poignant point you're making...tell me, what do you think about such people?
Also, on the subjecy of anarchy:
Huh...I had just barely heard of that design idea, ie, designing something so all of it faces a watcher's building like a guard tower, but I didn't know that was Foucault, I haven't read much of him (though I will say that while I do like his literary theory that the author, rather than domineering over his work, is merely a sort of creater of discoursivity and the first voice and a very poignant voice to speak in such a way, rather than being the last word on everything, and I DON'T like his identifying himself as "a Nietzschean," I love Nietzsche and even I won't dop that, to announce that you group yourself in with Nietzsche like that and follow his ideas to the point of it becomina group, that's contrary to what the old Ubermensch wanted, he wanted independent thought from his readers, not his readers to stop mindlessly following one ideal and to start mindlessly following him.)
But certainly it does speak to the sad state of education that schools are, in fact, roughly structured that way in many places...
Out of curiosity, to those interested, tell me if you approve or disapprove of the following, currnt educational conventions:
-bells to mark periods in the day a la a factory
-standardized testing
-grouping students' grade-wise by age
-traditional classroom alignment with one teacher in front of rows of students
-standardized requirements to pass
-An equal turn at activities regardless of talent
Because aside from the first one--it's really not that detrimental--I LOATHE those conventions.
I think standardized testing and standardized curiculum is a JOKE--kids learn merely what to bubble in on a test, not what to DO with that information besides, or, more importantly, why they should CARE about that information. Everyone here knows I love Shakespeare even more than I love Nietzsche, but given the choice between a kid having "Hamlet" shoved down their throat with study questions and bubble-in tests and required, standard essays in standard format about a standard topic relating to the story in a standard way or the kids not reading Shakespeare...I'd rather the latter. It puts kids off Shakespeare, the way it's taught in school that way, and then they lose interest and lose Shakespeare--and possibly a good deal more of literature after him--and all that which within those works can make life so much more fulfilling or contemplative or just plain entertaining. I think that this lack of interest in Shakespeare at the high school level outside of drama programs--guess what I did in high school, albeit very so-so...I was pretty good at playing comedic characters and very good at improv, but that was part of the thing, I couldn't remember lines or blocking as well and had to improv lines a lot, lol--is also due to the plays they teach and the presentation of said plays as well; "Hamlet" and "Romeo and Juliet" SHOULD NOT BE TAUGHT IN HIGH SCHOOLS ON THE WHOLE. Most kids are going to have a hard enough time learning Shakespearean English--I never did, but then English is just really my thing, on the flip side I'm wondering if I failed basic Algebra in college AGAIN lol--and starting them off with "Hamlet," one of Shakespeare's msot complex works, is just a bad idea; "Romeo and Juliet" was considered somewhat cliche even in its day, and nowadays, as every other love comedy or tragedy tries to borrow from it in some capacity, most teens will just laugh at it...not a bad play, but not one that will work to get kids into Shakespeare. "Macbeth," in my opinion, is a far better choice, as it's one of Shakespeare's shorter works, still one of his Top 10 best, and has a TON of gore and violence, so that'll attract kids...on the flip side I'd like comedies taught a bit more, as the language is less elevated--making for a good point for kids to break in--and the stories still poignant, but "A Midsummer night's Dreamn," the most-often-taught comedy, SHOULDN'T BE, not because it's good, but, again, the kids are trying to break into this, and now they have to learn both Shakespeare AND all the conenctions the story has with Ancient Greece AND follow one of the wackier plots in Shakespeare's canon, which is hilarious...if you already know how to read Shakespeare or if you see it live. I'd suggest instead "Much Ado About Nothing." And finally...KIDS MUST MUST MUST MUST MUST SEE SHAKESPEARE PERFORMED LIVE IF HE'S GOING TO BE TAUGHT! It's absurd how many teachers teach him out of a book and that's it..that's not how Shakespeare meant his plays to be experienced! That's like reading the script for the original "Star Wars" instead of watching it as a kid...so much is lost. Anb it must be seen LIVE--we all know kids nod off in the back of the class during films (I did so plenty in my day, though usually not in English class, I loved that...conversely, I still DO nod off most of the time in Math 070...I don't even want to, I just literally get put to sleep by hearing that stuff for two hours on end) or talk or pass notes, and besides, it's just not the same, not the same energy and electricity. Not enough kids have ever gone to live theatre, either, something Europe trounces America on...they still appreciate theatre over there, whereas the mainstream here does not. I guarantee if you take kids to a GOOD, LIVE production of a rolicking Shakespeare comedy, they're going to enjoy the energy, the time out of school, and really get something out of it...rather than bubbling in "C" on their answer sheet.
And all the rest of those I hate as well, those current conventions...