Counterclaim pt 2
12:13PM Jul 30, 2019
audio recordings are not?
Does anybody used it? Now? Do you know how to get to them? So if you can get the J Ryan garner.com, or I think on the homepage of DQL, I have something right there on the announcement says that you can go to lecture transcripts here. So you can click that, too. So It does, have I shown you this already. Okay, so you know that it's there. All right, Oh, shoot, of not
always have to have my own cup left in my car.
So What I want to do really, in in simplest terms, as I just want to do a disputation in front of you. What I want to do is I want to move from the article that we read yesterday, all the way through my own personal submission. But This is what's key. I'm not showing you this in order for you to replicate what I'm doing in order for you to say, Okay, this is the thing that we're supposed to be doing. This is the assignment. I'm doing it to demonstrate the skill of analytical thinking and synthetic thinking. Does
that make sense?
So I don't know how to say this. Any other? I've said it 1000 different ways. Maybe I can say it 1001. But that I use the cooking shelf? I cook and Chef example yesterday or no? Okay, so maybe I might have mentioned it obliquely. So The cook confuses themselves for the chef, Right. But The cook follows patterns, The cook is given a recipe, you do this, then you do this, then you do this, and you make this product. Even if you're a cook at some kind of restaurant like chilis, you're still following instructions, You're still following patterns, you're not creating, You're not really critically developing food, You're not a food artist, as it were. And to move from the cook to the chef, You actually run the risk of getting worse. Right, because with the cook you as a cook, you have all the the patterns in place, you have all of the cookware in place. And then all of a sudden, you take the risk of trying something on your own, you're not going to be able to replicate what the chef gave you. So The chef said, do it this way you did it this way. But to become the chef, it's a risky endeavour. Now, the chef could take you and train you. And The chef would say, you know what, try salt here, or try like the whatever the four main pieces are like salt, butter, whatever. They're like these basic acids and bases and all this other stuff. They say, try different combinations of these. And if the chef is training you to do that and you're watching, you're the cook watching the chef, your first instinct is going to be okay, in order to be a chef, I do exactly what he does. But that's not what he or she is trying to do. He or she is trying to show you a process of creativity and exploration that will become your own. So when I show you a disputation, it's not to say this is how you need to write and every single one of your English classes. This is how every assignment will look. It's me saying this is the process of becoming an independent thinker and contributor in a collegiate environment. Does that make sense to you? Or no? Because if it doesn't, it's okay. I'll go super slow. I'll be super calm. Not too animated. Not too intense. Watch me I can do it. Don't do that. I'll lose you. Yeah, then Andrew, you're liking that. Winnie The Pooh? You know, I hear like slipping off into honey land and having weird dreams, elephants. There, I get it. I get it. Y'all haven't seen Winnie the Pooh, The original, the original. As in the 70s. I'm Good for you. Good for you. You're strange, but good for you.
so I want to do that I want to go from I want to go from beginning to end. But what I'm going to do is I'm going to actually record my screen, I'm recording my audio as well. I'll piece them together. And I will put them as a tutorial so that you can see what we've done here. So that it doesn't, I don't want it to operate as something that you come back to later and say this is how I'm supposed to write a paper. What I want you to do is come back to it later and say this is how I should be thinking. If you're having trouble in a geography class or something like that, anything, how do I process this? How do I conceptually move through this idea? What is what can I do? You can always come back to this. Like I said, I'm only teaching you a certain set of conceptual skills, a small set of conceptual skills, Right? I sound like that guy. And what's the Liam Neeson movie where he has the daughter? Who gets kidnapped, taken? I'm like that guy have a certain set of skills. Right? So What is it really? Does that make sense? But what what you can't, here's what you don't want you to do? I don't mean just sit there and watch me do all the thinking. Because if we think this together, this will be fruitful exercise. If we don't, it'll be you trying to fight sleep. That makes sense. So it's important to me that you all engage this. Now I'm using the text from yesterday. So The first thing I'd like to do before we press on into any actual writing. I'd like to map yesterday's argument or map yesterday's claimed before we map yesterday's claim, Does anybody have a response to yesterday's piece? What did you think? The Goodman article?
over your instincts?
How did you sort of
think about its merits? What did it make you feel? What did it make you sense? Don't underestimate the role of feeling by the way? Don't ever underestimate that have I told you before? What I think about high school students and emotions, you only have three, I told you this, right? So for so long and high school, you were told don't feel about the things you think about and don't think about the things you feel about. Like right now feeling bored, or tired is not what I mean. When those things are there. I'm talking about other things, it's hard for you to feel. Let's say you're in here, right now, You're disengaged because you're sleepy, or you're just not with it. It's eight o'clock. It's hard for us to generate feeling. It's hard to generate desire to generate care. That's why I give you texts. So it's important to be able to find those things and to bring them to life. I know it's difficult. But that's kind of what I'm aiming for. That's kind of the starting point for everything is you have to care a little bit or you have to feel something. So I gave you the Goodman article hoping you might feel something about that whole grade cycle. What are your feelings on the matter?
You want it you don't want it?
Okay. Do tell.
Oh, she an ex girlfriend. Oh, man is reading better? Okay. Okay. Yeah.
She unleashed it.
Right. Right. Okay. Right. Right. Interesting. Right.
Yeah, that sense of?
If we could do it differently, we would, but I'm not sure we can. Yeah.
I don't think people would care as much. Yeah.
Right. Now, just some people, almost all of us, right. I mean, would you walk over here if it didn't have a mark? Yeah. Well, maybe after a certain period of time, you know, after we had established a friendship, and after there had been conversation and so on, you know, maybe, maybe in a second hour, mean, we had that that same conversation of Miss people's was saying that, you know, even she said, I made my way through high school. And I got by, and I got the grades. And she said, even if you looked at my high school, and you tried to look past my grades, and look at who I was, as a student, you still wouldn't find anything else about me, because my whole pattern was always just to get through what I needed to get through with. And so she was talking about the same sort of experience that if that wasn't there, I'm not sure I would have done it. And what's really weird is there's like this moral sense of failure if we admit that, like, I'm not sure I really want people if I said, school is strictly for the love of the good of the thing itself. Like, the good of the thing you're studying, you just study biology, just because it's good for its own sake. Most people are going to be like, I don't know if I want to do that. But if they say, I don't want to go to college, everybody looks at them, like, what happened? What's wrong? There's some like moral failure. You know, it's weird. So you're sort of forced into adopting the grade, the grade model? What else? What else? were your thoughts?
Maybe It's nuts.
It is for me. I'm allergic to tree nuts. Yeah.
You know, the rough.
What else about grades?
What did you think about the claim that testing? If testing was unlinked from grades and testing? made you aware of the things you fail that? Would it have merit? Would you take those kinds of tests? Okay. What if those tests were what if the whole structure of testing changed? Or tests were what they were formerly they were examinations of things you didn't know? Like, you got to test but it was not stuff we covered it was.
Right. To see where you Yeah, to kind of check where you are.
Right, right. And
even though you haven't got the feedback from me on your expectations, yet, that's kind of the idea there is like, I want you to explore new territory that you're not familiar with. And a new model that you're not familiar with, so that you can kind of get a sense of how you think can get an awareness of what your processes. Okay, so let's map it. What would you say his overall claim is fairly simple, right? What? Right, We should abolish them? And What kind of claim is it?
Okay, and let's talk about data. I still have those questions up there. But let's talk about data really quickly. Hold on a second. I'm going to turn on my screen recorder just to make sure everything is in play.
Me two seconds.
Okay, screen recorder should be live there. Okay.
So let's talk about data. Okay. Now, none of you. Thank you. Miss, your man has the text in front of her. But that's the way you're mistaken. Thank you for having the texture in front of you not gonna be mad if you don't have it. But we have to rely on the text to establish the data. What are the sort of the data points that validates or what data is he pulling together to suggest that we should abolish grades?
Right, so and who says that particularly?
Right. Professors say grading is bad.
All right. What else?
What other sort of data points are there?
Okay, good. grades, cheating.
Say it again?
Okay, what was the other? Was that what you were saying? Bad spirit. Okay. She couldn't hear you.
Okay, diploma over learning. Is that fair to say? Yeah. Okay.
Okay, keep going.
What's the objection? He's addressing? What do people say?
We need grades for what?
Tonight, the third paragraph first column.
He says to me and said, let me address this objection.
Maybe The fourth paragraph, I don't know. But it's in the first column.
People say we have to have grades. And if we didn't, how would the right? How would the scouts and the what?
Yeah. How would the corporations know who to hire? I mean, that it? That's the big one. Right. That's why you're all here. That's why grades have their grip is because you're convinced that there's something that it will affect for in your career?
What else in those paragraphs?
Like if they do it will do it? Yeah. So trans evaluation. Okay. They're important for graduate schools. I think that's an interesting point, you basically say them says the monster creates the monster, like who really values your grades, other schools. And it's you're starting to see that happen, The students can't get work, the only place that will approve them, you know, this idea, you might say that again, second, schools will approve them. So if your grades come out, and your companies don't care about your grades, who does care about your grades, other schools, so you just keep going back, which is kind of interesting. Which leads us to another issue. Second to last parent that article paragraph right hand column first page. Grading creates what kind of relationship?
Right? So let's what what we're Alice simplifies starts with the F, and you think of them as Greek societies? Well, does it starts with pm sorry, but it's in that world, fraternities, sororities what's the other words I'm looking for means moms and dads, right, paternal relationships, They make you have a paternal relationship to the Master. I look at the paragraph above that. examinations were originally intended for what? What kind of societies use them? Good. They were for guilds. Alright. So we've got a multiplicity of data. Cx. What did he say the good things that can come from testing?
What was wobbly testing? The good now on the backside? Was that
I said we're on the backside of the paper. Why was testing good? was it again? Discover weakness?
And What does he say about
parents objection to no grades?
It's on the turnover, rise, you're turning the page.
Kill back a sentence?
More. I mean, it's literally split between the front in the back? Pardon? They've done a lot of damage. So What should we do with the parents concern?
Yeah, ignore the parents. They don't know what they're talking about.
Which is interesting. Because Do you see these two relationships? Right, You have a paternal relationship with the professor. And so at some level, he's saying throw off your parents, both of them, both the ones you have at home, and the ones you have at school. Now, the reason I highlight that is because my instincts are starting to be aroused with that connexion. I'm looking at it and thinking, that might be an interesting area to write about, that might be something that cause that brings me some concern, that there's this weird relationship, This parental sort of situation that's written into schooling. So I'm going to leave that there. I'm going to come back to in a minute, but I'm going to plot the rest of my data. Why am I plotting all this data? Because it's not good enough for me to write a paper just with this half. If I only wrote a paper with this habit says, I think we should abolish grades too. But man, they're bad. That's not thought. That's just childish response. You any of you have younger siblings? Yes. I've been around younger people, like people in third grade. When you're around a third grader who goes to a movie, when they come back to talk about the movie, all they do is quote lines from it. What they ultimately do is they repeat the entire film to you. And then this happened, and then this happened, and then this happened, and then this happened. And what you're thinking is I don't care. That's not what I was asking. I asked you Did you like it? Well, they think they need to tell you the entire experience of the film in order to convey their, their understanding of the film. That's What a third grader does us a 16 year old the same question. And they're like, yeah, it was okay. I mean, I thought that one person was stupid. Right? It usually is whittled down to about two lines. And it's pure, like It's all it's How should I say this carefully without being offensive? It's you all you know how to do is post. part? Well, what I mean is like, a high schoolers don't know how to converse. They know how to post. Those are two different things. So when you ask a high schooler, What do you think they post to you? It's like they give you a two sentence post version. This was really interesting. Oh, how cool. Jeff, move on. Right? Like for that the Jiff is when they like, quote, a line to you? Oh, yeah, I thought the movie was really funny. At one point, they said, blah, blah, blah, blah, blah. And they're like laughing to each other because they saw it, right. Like they shared it. And like, that's like, they're clicking like to each other. Especially, we asked to high schoolers who just saw the movie, they like laugh, and then they move on, and you somehow feel stupid. But that is not thought that's not a critical response, you ask a college person, a similar question. And you get a snooty, kind of washed up version of criticism. Well, I thought that right there trying to be smart, and give you a critical response. Here's my point. My point is that when I asked you to dispute, I don't want a third grade version, which is just repeat to me everything that the text said, That's only this. I don't want the high school version, which is only this, I thought, blah, blah, blah. I don't I want something closer to the college. But even further, where these things are brought together. The reason I'm spending my time plotting this out, is because I want to keep it all in front of me. I want to fairly address the text and fairly address the claim. So What else is he saying the backside? What else is he saying the backside? That? What's The problem with students? What should tests do for students? They didn't show their weakness because students tend towards what? Oftentimes they are very what
can there's a lot of stuff faking it bullied in the past, somebody said something else. Lazy. Yeah, that's a big word he uses. They're lazy. And lazy, causes them to sort of fake their way through it. cheat, whatever. He also says that lazy is a character defence, Right? Which means they're weak people. And so laziness is a coping mechanism. It's a way of doing less in order. It's like you are new Jim Galligan is the comedian is like the ever have so much work? You just want to go take a nap like that? Yeah, absolutely. Right. The more burdensome it is, the more you just want to like, just do less. Which is a lot of times what happens with students, they see the weight of this. And they think, Oh, my gosh, I can't do it. So they just become lazy. And lazy is a character defence, it can mean I don't want to do your work. It can mean I don't feel capable. So I'm going to half assed it in order to protect myself from feeling like I failed, You do understand the relationship between half passing and failing, right? Like, the lower you try. You take the grade less seriously, because you think Well, I didn't really try. So I don't have to feel bad about myself. It's a protective mechanism. So he points out, is there anything else there? That was worth note?
One thing we forgot a big one. What else two grades create? It's actually in the second paragraph on the front page. He says it's the essence of schooling now.
It's not just grades, but a certain thing kind of grading.
Right? Competition is huge.
I don't know if I said this in this class that I talked about gamification in here yesterday. Do you know what this term means? gamification is the idea that a an app that's not an app or practice, it's not intended to be a game, it's turned into a game in order to solicit your loyalty. So Take, for example, reward systems. So you have a Kroger card, or you have a chase card, you get these like emails, you see these commercials about chase rewards. And so the idea is that if you swipe your card, you're going to be building points. They use terms like points, right? And, and things that are usually associated with games. So in order to increase your spending, you get this sense that when you're doing this, you're playing something, right, that you're doing something and you're getting feedback, you're getting something that makes you feel elevated, this reward type, Pavlovian response and creates like a dopamine rush for you. It gives you a sense of pleasure whenever you win something. And So you'll notice that a lot of times elementary school teachers will do this with students, right, they'll make something into a game in order to convince the students that Well, sort of to trick the students into doing the work, Right. And now that's happening, higher levels and higher levels and higher levels. in some senses, grades become like a game. And This competition is not just between people, but it becomes this internal competition. So you have on the one hand, you have the games, like Oh, I guess games where you compete against each other, you have the Mario karts, you know, a Mario Kart is, Okay, where you're racing against each other. That's one grade model, you're competing with each other. And then there's this other model where you're trying to beat your personal best score. So you play the level 52 consecutive times with a mountain. Do you know what I'm talking about? Or No? Do any of you all play video games? Or have you ever played video games? Okay, or on your phone? Or like, my wife is constantly playing games where you're like moving little yellow balls, and red balls all over the place. And things explode? I have no idea. But they're all exactly the same. You know, the ones I'm talking about? It looks kind of like, yeah, there's slide this and then these blow up in the in the slide these this way. And these down? I don't know what that they're all looked like, they all look like that. Oh, yeah, She is a junkie. She is a junkie For these games. Now that I mean, there are reasons for it. But my point is, it gives her a sense of pleasure, and a sense of achievement when she beats that level. In fact, we come in the middle of talking and I get what what happened, She just beat the level, whatever it was. What's happened is that gamification process has come over into academia. So if I can create a, some kind of its come over into all your buying reward system points, mobile law. Okay. That being said, that's one of the things he points out in the 90s. That competition is at the core of the grading process. Right. And we talked about this a little bit yesterday, go ahead and jump in. saying like,
30 or higher?
Yeah, Yep, Perfect. Tuition or scholarships, because have been turned into reward systems. So you think you're like training for a game, preparing for this a CT. And then if you beat the level, you get, you know, the cookie? It's, it's amazing. It's highly, highly successful. We do we talk about brain hacking once in here before about Twitter and all that kind of stuff. And Instagram. Yeah, those companies like I told you how they withhold your likes to drop them at a certain time to read it to increase your usage. Ironically, you might have been on your phone at the time. Oh, and I mentioned it. The point is this, when you have, what happens is these companies like these app companies, they want to increase your usage, right. And they're good at gathering data on your usage. They're logging how long you're on it. And when you're on it, They're not necessarily tracking your content, they're not going to look at which pictures you like, or which boy you did, thumbs up or thumbs down. They're not tracking that. They're concerned about when you're using it, because that's how you sell it to. That's how you sell to third party, you know, sponsors. So the sponsor comes to Coca Cola says, Well, we want to, we want to put an ad on your service. But, you know, the data shows that people only use your service about 20% of the day. And they usually use it around between 10 o'clock and 12 o'clock at night where people are not going out and getting drinks, Right? We want people to be using your machine or your application at two o'clock in the afternoon when it's hot. So what these companies learn to do is they figure out how to manipulate and get you on it, too. So what they do is they withhold certain things. And they buzz those notifications at two o'clock when you don't normally use it. Because the notification gives you a dopamine rush, and you're like,
you don't have that feeling good to know. Like, right now, if your phone buzzes, you have massive anxiety, you have to look at it. It's created an addiction feedback loop that if you don't look at it, you feel like there's something bad. That's not that's happening. But most of time, it's not an emergency text. It's usually like, Hey, girl, right? But you've got to look at it. And you respond, Hey, then you wait for the next notification. While these companies realise that and they notify you at certain times in order to increase your usage. And you do it obediently. The gamification process is turned into a neuroscience process of like, human manipulation, how we can get you to behave in a certain way. And most people aren't thinking about it. Right? If you're interested in in seeing how this works, There's a 60 minutes episode on brain hacking. It was put out, I don't know, maybe two years ago, and it's it's excellent. If we have time here at the end, I'll put it on. You can see it. it's astounding. But all of that, just to say that that's how grades are now working. Right? We did that to third graders. But now we're doing it to 19 year olds. And now we're doing to 40 year olds with Capital One, no hassle, turning into a comedy turned into a laugh fest and with rewards, and you'll go into massive debt. Right? Okay. So that's how it works. So we're looking at this, we're looking at this, and I'm, and I'm thinking, I'm looking for where my gut wants to respond. This is the part that I can't teach you. I can't teach you what to feel about this. You need to pay attention to your responses. And you need to find a spot in here, where you think the conversation is important. If it were two o'clock in the morning, and you're arguing about which professor is better Garner or
cat will not come jack who's the other one?
No, not recording who's the other one. You all have recording? Massey, Massey are recording video. Massey, she's saying is Garner recorder Massey, who's better. If you're arguing about that, and one of you has genuinely strong feelings about it, you're naturally going to be inclined to talk about it. Or if it's which TV show is better. We're about to watch something on Netflix at two o'clock, You'll hone in on the area that you think is decisive for the for, for what we need to do for it. So let's just watch this, you're feeling we need to go to bed the next hour. So let's not watch something that's going to ramp us up. So you say no, let's watch that thing. Because it's relaxing, you found one spot in the conversation that you think is critical to move the conversation forward. Whatever that spot is, I can't tell you what that is. You have to find a spot to put your foot put your foot down. So for me if I'm watching this, I'm looking at this was one more thing I want to fill out what's the warrant? He's all he's assuming this one thing all the way through? That there's some kind of relationship between these two things. Right, right, that there's some relationship between college and career. Now The question is, should those be further apart or closer together? Right? He doesn't really address that. Right. But we might want to in here, what draws your interest for you personally?
What do you think is important here?
Any any spot on the map that you think if I'm sitting around with 40 other college students talking about this, this part right here? Are you a sports fellow? Okay. So you know, the Brady Manning debate? Fine. If they're having you're having that debate, at some point, you're going to say no, this is the critical matter, This is going to settle the score, This is going to turn the conversation, you can identify that instinctively, it's not very hard. We've been around that long enough. Same thing here is like you're looking at this, there's something you see that I don't. Or maybe sometimes we see the same thing. Right now my instinct is going towards parents, I think that's really interesting. Only because the shift from high school to college has a lot to do with parents. So My mind is going that direction. Because I would be thinking about my audience. I'd be thinking about my students, and what do my students need to know about the grading parent sort of complex in order to move forward? So that's where I would go, where would you go? Looking at that just jumped just throw out? Okay, what what sort of question would you ask?
Why competition? We just ask it that way. What draws your attention to competition?
You were talking about the games.
Right? beer drinking turns into a competition. Yeah,
boom, boom, boom, boom. Right. Right.
Yeah, it's a it is, I mean, you think about it, It stretches all the way up into men in their 50s. Let's go to the bar have a beer. we're bored list of darts. You know, it's interesting, because a lot of times, you go to the game because you don't know how to converse. I remember I dated a girl when I was in one of my graduate school, she was the University of Florida. I'd never been to a big black booze hound college party. wasn't my thing. So I go with her. She wants to go to this, this thing, University, Florida, and I'm still walking around with a cup. Hey, I'm the nerdiest dude in the room. I'm like, Hey, tell me about what you're studying. That's really interesting. Like, I wanted to sit down and talk. No, nobody had time for that. Not interested. So I had to play these really silly games that forced me to drink things. And I think I would just rather sit here and drink the beverage and talk to you like, I don't need you to force me to I don't get it. So I was very much on the other side of that. I did not understand the competition aspects. But but the rest of you, would you What would you like hone in on or home and on either one really is. It's fine to say
it's competition gangway.
The deploy the emphasis on the certifications. Yeah. Right.
I also, I should also say that I think that's a huge point in adulthood, is you hear in a room like this, when when students respond to a question they'll say, people do blank. Rarely do they say I do this. So appreciate that. Next year, Right. Right. I'll remember this class. I remember learning this. How you say that now? just teasing. I'm teasing because I've had several students move on that. But you're right. I, I'll See you in the library year and a half from now be like, Oh, yes. Hey, what's up? What are you doing? You'd be like, I'm making straight A's. God save your soul? Kidding. No, no, I tease me.
If I could see myself graduating here. Just
feeling the same,
versus leaving in a year?
Right. over four years.
Okay. So It's, I think it's interesting to think about how so many people go to these schools.
Okay, so let's go with Mr. ensigns idea. Okay, for the second time, If I'm Okay. By the way, at this stage, If we have two kinds of thinking and all of academia and their analysis and synthesis, what have we just done? Which one moves them apart in two parts and which one moves them into holes? I talked about this last week. right this is analysis is separates out. Okay. It splinters If you need to remember the distinction? synthesis sy in? How many of you familiar with synchronised swimming? SYN always means together or with or at the same moment? So seeing Kronos means time, synchronised swimming means at the same time? So if you're thinking about synthetic synthetic would mean putting them together? Right, is that moving from parts of holes or holes, two parts, parts, the holes, you're pulling the parts together. So synthetic is together, analytical split. Now, if we've done analysis, Last week, I said, here's how we step towards synthesis. The first thing we want to do before we write our paper, is we want to formulate our response as a question. So I'm going to take Mr instance, direction, and I'm going to ask
I could ask us could say is, I could say, should I can do a lot of stuff. Are you following me so far? So in my paper, My concern is or my contribution to the conversation is going to be to narrow in on this question of competition and how that's really rooted in the academic practice, or should not be rooted in the academic practice. Now, in order to do this, what's my next step?
is very simple. ask myself a question. So I'm going to answer it. And I'm going to answer it yes or no? Now, what I'm doing at this stage, is I'm collecting data and collecting data, in order to I'm converting this data into my own data for my own claim. Okay. So What I'm essentially doing is right here,
is doing this.
Do you see that or no?
That's what I'm doing is I'm creating my own response to this little piece. I'm only contributing to a part of a conversation, Okay? Yes, Every day I leave here, I usually go like over to usually get to go to the library. But I'm going to library I go to the house and building you know, the Einsteins is downstairs. Okay, so I walk in that back courtyard, and their business classes in there. And I'll always look in these business class windows and see what's like up on the screen. And I saw this.
Right, you have some like numbers going up here, numbers going up here, you've got these strange dotted curves that are in here and whatnot. And to many of you, It looks mathematical, it looks geometric. And what I realised is I thought, you know, what, how do I help my students prepare for that. And it dawned on me that all of this is all this is, is one tiny little.on, a data map. All that graph is is one explanation of how one thing causes another thing. So What happens is, when you walk into class, A lot of times, all you're saying is that much. That's what you can't see all of this. So when you go into an economics class, and you're dumbfounded about whatever algebra you have to do, and you're mad about it, All you can see is this one little sliver, you know, looking at the larger. So that's all that is, is one, one part of a bigger question about how people you know, purchase and sell and trade and whatnot. Anyway, that's a little side note. Now, I'm going to answer yes or no. Does anybody see what I'm doing? Anybody object at this point? I'm happy to stop and re explain. But I want to make sure everybody's on board.
Okay, So I'm going to start with Yes, it's a competition. And How do I answer these questions? I can use some of this data. But what's Why don't I use this data? Only?
Because it's linked to whose claim
Right, good mins? This is good man's data. I'm contributing to the conversation. So I kind of want to create some my own thoughts. You following. So because remember, I give you the the third graders example of responding to the movie. All The third grader does is just repeat the data that they saw all the high schoolers repeat the claim that they saw, you're doing something different. you're contributing to the conversation. So What are some reasons that education is a competition? Why would you say yes to that? Tell me.
better knowledge. What do you what do you mean?
Better college? Oh, okay. So ranking. Can I say that? Okay, good. Say it again. Okay.
Was that? Okay?
class rank GPA. that's those are good.
Wells. Like, and how do we expand that? We use these Go ahead. Okay, good. Right. Yeah, there's still the pristine status. Good.
what's We could ask it this way. What causes education?
lack a law. Okay, good.
Something you don't have that you need some there's force on you to do it. So there's a game warden forcing you into it, Hunger, Games style, Slay each other? What else? What other things? How is education? Like a sport? Ask yourself that.
Okay, What do you mean by that?
There are multiple competitors. Okay. Okay.
Okay, good. Is there a playing field?
Is there playing field?
What is it?
You're in it? Right? You come in here, all of a sudden your mood changes. Right? It's like stepping onto the football field. There's just a sensation. Yeah. So or lack thereof? What about what our grades we talked about this before? We talked about I said marks? What are these tallies scores to score something means to scratch it? Are their scores and in education? Yes. So we can see a bunch of reasons that it is. Right.
Good. There's training.
Okay, now let me ask you this. Now Let's go to know why is education not a competition?
it's, well, let's call that now. We'll call it a free choice or We probably call that it's volitional. Okay. Let me ask, Let's ask the definition. What kind of thing? Isn't education?
If It's a bench, Okay, What do you mean by benchmark like something to identify you to say Okay, all right.
Yeah, then you'll be back on the yes side. Yeah.
There's always By the way, I can create another category over here like of interesting of things. I'm not really sure what I want to do with if I iF I need to, let's just let's just let benchmark be there. Does anybody know what these two words mean?
Those two do carry or Scola.
School is where we get the word school. And It literally means the leisure. I know it's baffling. You're like Wait, how can school be leisure? Because it feels like labour. But It's because in the old world, you have two kinds of arts. You had the survival arts. And you had the liberal arts. You've heard liberal arts before? Well, the bear means free. You had the free arts and the survival arts what's the word you associate with survival? servant. So that means the poor people practice the survival arts. If you grew up under a poor blacksmith, Your daddy was a blacksmith you became a blacksmith to as the only thing you had time to train to do because you needed to put food on the table. So you watched your daddy hammer out a hammer out that on an anvil, And then you learn to do it too. But the wealthy people Pardon? Correct. But the wealthy people had time on their hands, because they could pay other people to do that. Therefore, when they had open time, they had the Liberty where the privilege of reading. Now we don't take that now. We take our free time and consume, right? We watch shows we go to films, We think wealth is associated with consumption. It is in some ways back then too. But the liberal arts meant the arts you were free to study, or that were part of your freedom. That's why I go to school was a leisurely thing. I don't have to blacksmith. I don't have to be a cobbler. I don't have to be a street sweeper. I have the freedom to go and study Sysco lot quite literally means leisure. Now Can you see how that little history lesson changes the question about education and competition. So What if I know that information? What By the way, which is we call research. But basically I said it was what kind of thing is education? So I asked that. What might you put under no education is not a competition. It's actually what supposed to be what? supposed to be a leisurely? Good. Which we have up there was call it freeing. What about Bukhari? How about this one? Duct? BUCT?
What is duct tape?
It's a great, it's a great tape. What's it intended for?
Well, that's true. It's how we use it now.
What do you mean?
directed? It? Is it actually is that near very close. A duct tape should be applied to a duct like an air duct. What does an air duct do? Yeah, putting channels air moves if Meteor do carry quite literally means to lead or to push from here to there. Okay. Here's the thing. What might the E prefix do to the word? What would an E prefix do to anything? For example, if you see behind you, there's red lights up there with four letters. And it has an E in front of it. Right? He means what if you put a prefix on anything? What? out? Right, escape? Exit. Evolution circle outward. You Follow me? So What might do car a me?
So education, quite literally, the word quite literally means to be led outward. So how might that fit here? I will say education is not a competition because it's actually supposed to do what?
Right? It's supposed to lead me out.
The question would be where?
Okay, which look I possibly
could be for a career.
That's true. But it also could be for the world. Like The purpose of the education is to better myself for other people.
You Follow me or no?
I'm not saying I've decided that yet. I'm saying I'm plotting ideas. Okay. Now, look at what I've got. Okay. Why do you think it was easier for us to come up with yeses as opposed to nose? Yeah, we already think we're already treat. We It shows us that we already treated as a competition. Now I want you to watch what I'm about to do. Okay. I've got my ideas here. Actually. I'm going to move them over here. Let me let me rewrite them really quickly.
Actually, once y'all take a break, and then
why don't y'all take a break and then I'll move the stuff over some use the screen and will be will be done fairly soon.