1
The speaker claims so, for the reason that disagreement can cause stress and inhibit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse and debate with those whose ideas we oppose than from people whose ideas are in accord with our own.
Admittedly, under some circumstances disagreement with others can be counterproductive to learning. Typical television or radio talk show, disagreement usually manifests itself in meaningless shouting matches, during which opponents vie to have their own message heard, but have little interest either/ in finding common ground with or in acknowledging the merits of the opponent’s viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In fact, these battles only serve to reinforce the predispositions and biases of all concerned. The result that learning is impeded.
Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of an animal species under current study by debating with an individual whose religious belief system precludes the possibility of evolution to begin with. Plus, economics and finance students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centralized power should control all economic activity.
Aside from the foregoing two provisos, I fundamentally disagree with the speaker’s claim. Assuming common ground between two rational and reasonable opponents willing to debate on intellectual merits, both opponents stand to gain much from the debate. Indeed, it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.
At the personal level, by listening to their parents’ rationale for their seemingly oppressive rules and policies teenagers can learn how certain behaviors naturally carry certain undesirable consequences. Simultaneously, by listening to their teenagers concerns about autonomy and about peer pressures parents can learn the valuable lesson that effective parenting and control are two different things.
At the community level, through dispassionate dialogue an environmental activist can come to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely, the latter might stand to learn much about the potential public health price to be paid by ensuring job growth and a low unemployment rate.
At the global level, two nations with opposing political or economic interests can reach mutually beneficial agreements by striving to understanding the other’s legitimate concerns for its national security, its political sovereignty, the stability of its economy and currency, and so forth.
In sum, unless two opponents in a debate are each willing to play on the same field and by the same rules, I concede that disagreement can impede learning. Otherwise, reasoned discourse and debate between people with opposing viewpoints is the very foundation upon which human knowledge advances. Accordingly, on balance the speaker is fundamentally correct.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
- All university students should be required to take history courses no matter what their field of study is. 3
- Movies and television have more negative effects than positive effects on the way young people bahave. 73
- All university students should be required to take history courses no matter what their field of study is. 90
- 1 3
- All university students should be required to take history courses no matter what their field of study is. 90
Grammar and spelling errors:
Line 3, column 24, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'circumstances'' or 'circumstance's'?
Suggestion: circumstances'; circumstance's
...with our own. Admittedly, under some circumstances disagreement with others can be counter...
^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, also, but, conversely, if, so, for example, in fact, in my view, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 19.5258426966 51% => More to be verbs wanted.
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 73.0 58.6224719101 125% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2837.0 2235.4752809 127% => OK
No of words: 489.0 442.535393258 110% => OK
Chars per words: 5.80163599182 5.05705443957 115% => OK
Fourth root words length: 4.70248278971 4.55969084622 103% => OK
Word Length SD: 3.13371446678 2.79657885939 112% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.556237218814 0.4932671777 113% => OK
syllable_count: 882.0 704.065955056 125% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 13.0 4.38483146067 296% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 70.7967641788 60.3974514979 117% => OK
Chars per sentence: 128.954545455 118.986275619 108% => OK
Words per sentence: 22.2272727273 23.4991977007 95% => OK
Discourse Markers: 4.13636363636 5.21951772744 79% => OK
Paragraphs: 8.0 4.97078651685 161% => Less paragraphs wanted.
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 7.0 10.2758426966 68% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0 0.243740707755 0% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0 0.0831039109588 0% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0 0.0758088955206 0% => Sentences are similar to each other.
Paragraph topic coherence: 0.0 0.150359130593 0% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0 0.0667264976115 0% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.0 14.1392134831 120% => OK
flesch_reading_ease: 32.22 48.8420337079 66% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.2 12.1743820225 117% => OK
coleman_liau_index: 16.66 12.1639044944 137% => OK
dale_chall_readability_score: 9.7 8.38706741573 116% => OK
difficult_words: 154.0 100.480337079 153% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 17.0 11.7820224719 144% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.