We find that students who let go of their attachment to grades and put their energy into sincerely grappling with the content tend to do well.
Is it not possible to have a student achieve both, regardless of the system they're placed in?
8 Matching Annotations
- Oct 2020
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Every institution has an appeal process for students who feel they have not been graded fairly by an instructor. This makes it very difficult to lower a student’s grade just because of something they said.
The duration and effort of this process could be not worth the effort by the students assessment, resulting in the teacher potentially continuing the disregard to others differing ideas
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we can easily be fooled into confusing opinion (which everyone has) with informed knowledge
With the increase in echo chambers in online information, one may be lead to the false impression that their opinion is informed knowledge. Excluding the professionals who've spent their life developing informed knowledge of their field, how can the general populous be aware to the fact that they may be wrong? This is far easier to push away in the hard sciences, but in soft sciences, due to the subjectivity of the field, how can one assure themselves that one idea is informed knowledge and the opposition's is opinion? The same question can be posed from the opposition's perspective.
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From an academic perspective, a small group should never be “done” talking about any topic they are given.
Allow the topic to marinate in ones head post-discussion to allow your brain to gain understanding of the concepts and questions to arise.
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Seeing the study of social inequal-ity as a form of subjective scholarship, these students put it on par with their own personal opinions and dismiss it out of hand.
The analogy regarding the definition of what is and is not a planet is a poor one, as in the scenario, the definition of a planet is merely a semantically based one, when compared to a topic such as social justice. The author gave a little acknowledgement to this when they brought up the idea of a hard and soft science, but this isn't really enough. The author desires of comparing a semantics argument to a course argument. To be more clear, a semantics argument has no baring on the rest of the topic besides a matter of word choice and definition, while a course argument would be if a student were to argue if the theory of gravity was actually real in a mechanics-physics class.
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Recognize how your own social positionality (such as your race, class, gen-der, sexuality, ability-status) informs your perspectives and reactions to your instructor and the individuals whose work you study in the course.
Be self-aware in your preconceived notions of the world and the traits that influenced them
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there is no neutral ground.
The suggestion that one can only participate in or fight the system could be an example of a false dilemma fallacy.
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overcome injustice is to be nice and treat everyone the same.
Wouldn't an ideal society be one where each individuals beliefs and identities be respected and not contribute into the perception of that individual? A society that is 'nice' to one another could result in ingenuity of emotion, potentially leading to societally incorrect emotions and ideas building up and festering, creating a worse problem in the end.
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