Formal education tends to restrain our minds and spirits rather than set them free.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
One of the goals of education should be allowing people to think critically and freely. However, everyone may be able to remember that, when he/she was a child, creativity was more developed and used in his/her daily life than it is now. As well as this, sometimes propaganda and the trend to excessively focus education in well-performing in a job lends to a lack of self-consciousness and an avoidance of further-thinking in many cases. Personally, I believe that an education based on critical thinking and the development of creative skills help people to develop their thoughts more freely. Therefore, although I do not agree with the statement, I acknowledge that there are some specific conditions and situations in which it may hold true.
Regarding the first argument introduced in the prior paragraph, it is true that children seem to be more creative than adults. From my point of view, this ability to imagine non-existent concepts or gadgets emerges from a dearth of experience and knowledge. This leads to the fact that most of the technologies that appear in the imagination of people in their childhood are not realistic, neither plausible to attain. However, when more knowledge is on the mind of educated people, they are able to discern if the ideas they have had are realistic, or if they are unattainable with the existing technology, and even with further development of it. This leads to a more rational creativity, always attached to a pragmatic point of view of reality, but not inferior to that characteristic of our fledgling times. In this sense, the argument is undermined when the possibility of a “rational creativity”, based on facts, experience and knowledge, appears in the scene.
As well as this, emphasizing on the counterparts established in the first paragraph, history has proved that, in many occasions, education has been covered in a blanket of propaganda. The quintessence of this can be found in the Nazi authoritarian regime. Goebbels, one of the most renowned propagandists in history, did not allow publications written by Jewish people to be published in the newspapers, narrowing the range of opinions presented in the mass media. As well as this, education was harshly controlled, in order to make people think in a way that would favour the regime. This kind of “education”, which in my opinion is misattributed, can only drive to a narrow-minded and orthodox way of thinking. Hence, this leads to an unquestionable restraining of people’s minds.
Nevertheless, a particular case of bad-focused education should not be used to develop a generalization, as this would lead to a fallacy. Most of nowadays education systems tend to teach critical thinking. Therefore, people are given wings to let their ideas fly freely, instead of cutting them by restraining their spirits. In Spain, for example, the subject of Philosophy teaches adolescents about many political and philosophical currents, and leads to the knowledge of different thoughts that can be used to develop a better understanding of reality. Subjects like this are the best example for proving that education helps the evolution of free minds.
Notwithstanding the praise to current education written in the last paragraph, it should also be mentioned that, in many times, teaching is more concerned of preparing people for their future jobs rather than helping the development of their lateral thinking. The pragmatic point of view that most subjects, such as maths or physics, tend to have in high schools, serves as an example for this. To exemplify this, in physics subjects it is usual that lots of different fields of knowledge (for example, relativity theory, electromagnetism and quantum physics) are tried to be taught in a tangential manner. The huge amount of time dedicated to them leads to a misunderstanding of the scientific method, in order to present more theories that are its direct result. This leads to a bunch of students who know superficially a lot of information about results, but who are not capable of developing themselves plausible hypotheses or valid experiments. Because of this prevalence of memorization over creativity, people are not able to develop this ability in an adequate way.
In conclusion, I am convinced that a well-established education, in which propaganda and excessive pragmatism do not have a fixed place, leads to an increase of knowledge that can act in a favourable way to attain a more rational creativity.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-23 | sapana | 50 | view |
| 2020-01-17 | Himanshu Sharma | 66 | view |
| 2020-01-17 | Himanshu Sharma | 79 | view |
| 2020-01-11 | aish | 50 | view |
| 2019-12-03 | marialavr | 66 | view |
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Grammar and spelling errors:
Line 3, column 536, Rule ID: HAD_VBP[1]
Message: Possible agreement error -- use past participle here: 'been'.
Suggestion: been
...e to discern if the ideas they have had are realistic, or if they are unattainable ...
^^^
Line 3, column 536, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'been'.
Suggestion: been
...e to discern if the ideas they have had are realistic, or if they are unattainable ...
^^^
Line 3, column 879, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...t is undermined when the possibility of a 'rational creativity', based ...
^
Line 9, column 582, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a tangential manner" with adverb for "tangential"; eg, "in a hasty manner" with "hastily".
... quantum physics are tried to be taught in a tangential manner. The huge amount of time dedicated to t...
^^^^^^^^^^^^^^^^^^^^^^
Line 9, column 1053, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an adequate way" with adverb for "adequate"; eg, "in a hasty manner" with "hastily".
...le are not able to develop this ability in an adequate way. In conclusion, I am convinced that ...
^^^^^^^^^^^^^^^^^^
Line 11, column 185, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a favourable way" with adverb for "favourable"; eg, "in a hasty manner" with "hastily".
...o an increase of knowledge that can act in a favourable way to attain a more rational creativity. ...
^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, hence, however, if, may, nevertheless, regarding, so, therefore, well, for example, in conclusion, kind of, such as, as well as, in many cases, in my opinion, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 31.0 19.5258426966 159% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 25.0 11.3162921348 221% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 64.0 33.0505617978 194% => Less pronouns wanted
Preposition: 123.0 58.6224719101 210% => Less preposition wanted.
Nominalization: 26.0 12.9106741573 201% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3788.0 2235.4752809 169% => OK
No of words: 727.0 442.535393258 164% => Less content wanted.
Chars per words: 5.21045392022 5.05705443957 103% => OK
Fourth root words length: 5.19258485972 4.55969084622 114% => OK
Word Length SD: 3.30757015353 2.79657885939 118% => OK
Unique words: 342.0 215.323595506 159% => OK
Unique words percentage: 0.470426409904 0.4932671777 95% => OK
syllable_count: 1193.4 704.065955056 170% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 14.0 4.38483146067 319% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 50.4708389923 60.3974514979 84% => OK
Chars per sentence: 130.620689655 118.986275619 110% => OK
Words per sentence: 25.0689655172 23.4991977007 107% => OK
Discourse Markers: 6.44827586207 5.21951772744 124% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.116773280201 0.243740707755 48% => OK
Sentence topic coherence: 0.0344310468867 0.0831039109588 41% => OK
Sentence topic coherence SD: 0.0283758480026 0.0758088955206 37% => Sentences are similar to each other.
Paragraph topic coherence: 0.0667679005366 0.150359130593 44% => OK
Paragraph topic coherence SD: 0.0250652789818 0.0667264976115 38% => 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: 15.6 14.1392134831 110% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 13.23 12.1639044944 109% => OK
dale_chall_readability_score: 8.83 8.38706741573 105% => OK
difficult_words: 182.0 100.480337079 181% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.