My brother had completed high school, and he was confused to select a university and course to pursue. Since the toxicity in our learning system is flawed, his confusion was not amazing to me at all. Initially, the education system was formulated after the industrial revolution to source work-force to developing industries, but currently, education is all about getting a job. I encouraged my brother to do away with college and start to invest business and other skills which will help him achieve his dreams in life. Since he had admired to be in college, my advice did not make any sense to him.
Learning system id framed to provide students with an environment to compete with classmates instead of competing with yourself. I can think of some of my associates who always hid his answer booklet during the exam. Hence as a result of toxicity in learning, they were never confident or secure, and their life experience speaks for themselves. On the other hand, students with a development mindset support one another are secure and confident. Toxicity of learning systems like mathematics- the system does not educate our math, but it teaches us to calculate (Mayr et al. 18). We can use computers and calculators to do our calculations in math, hence doing calculations does not make a student the best engineer, and also it will not serve us in a real-life situation. Best scientists and engineers are not solving issues on a paper but use super-fast calculations tools. Furthermore, implementing that Calculus is compulsory in the learning curriculum is toxicity. Thus, setting up standards for students is toxicity in the education system.
Toxicity in learning entails some cultures which kill and undermine motivation to learn at school. Mostly, the freshman in the university experience toxicity in learning since they find some courses and culture of the university total different and they are first hands to them. In university, student's critical thinking is often checked by asking learners to determine the issue, consider several views, formulate, and defend a viewpoint and give a response to counterarguments (Stoten 3). Hence, critical thinking is often connected with argumentation and writing of responses, summary, and argumentative essays. The capability to write compelling and persuasive arguments impacts academic success, grades, and preparation for college and employment. Therefore, the current position of public discourse is abysmal and appears self-evident. Toxic rhetoric in learning has become a fact of daily life, a corporate product and form of entertainment
Power and money are the dynamic forces that support the toxicity discourse in learning, but there is a wee-framed, dedicated and systematic effort that takes place daily to uphold an ethical public discourse which grounded by the virtues of generosity, honesty, and accountability. The attempt to enhance public discourse takes place in the classrooms of colleges and universities but hidden from public view. The first-year composition does not associate with increasing public discourse but considered a movement. However, the first-year writing course signifies an academic curriculum where learners learn the basics of argument (Lunsford, Ruszkiewicz, and Walters 26). In this case, the argument is the currency of learning and academic discourse to argue is a piece of required knowledge if learners are to succeed in the university and college careers. According to Stoten (2015), the process of creating arguments involves student's engagement, inescapably, and inevitably in questions of virtues, ethics, and values.
In a scenario where students entail counterargument in their report writing, consider aggressively facts, opinions, or values which contradict them, thus the exercise the most potential and radical transformative habit of all. Therefore, learning to hear from other students, learners exercise the virtues of generosity and integrity (Stoten 4). In this case, there is a positive culture in the school which makes the existing education system to be of great benefits to students. A learning environment with positive culture has an informal network of heroes and informal gossip, which passes with the information about performance and what happening in the institution. In such an environment, it exists a set of values that backup the professional growth of teachers, a positive, caring environment, and a sense of responsibility for the learner. On the other hand, in a toxic learning atmosphere, teacher's rapport is frequently conflictual, teachers do not believe in the potentiality of learners to succeed in life, and negative attitude prevails (Paulle 12).
The Council of Writing Program Administrator (CWPPA), the professionals, counts approximately 150 colleges and universities writing programs in their ranks. Based on the research done, the program provides 10-70 writing courses per semester. This implies that most institutions offer similar forms of first-year writing courses to several students yearly, hence allowing learning the relationships of public discourse, ethics, and argument.
In conclusion, students should bring argumentative virtues to the civic square, inevitably transform and distance people in the society from the corrosive language. Also, move the community to a productive, healthier, and more generous system of public argument.
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything's an Argument. Boston: Bedford/St. Martin's, 2018.
Mayr, Andreas, et al. "DeepTox: toxicity prediction using deep learning." Frontiers in Environmental Science 3 (2016): 80.
Paulle, Bowen. Toxic schools: high-poverty education in New York and Amsterdam. University of Chicago Press, 2013.Stoten, David. "Virtue ethics and toxic leadership: Tackling the toxic triangle." Education Today 65.1 (2015): 3-6.
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