“We can usually learn much more from people whose views we share than from people whose views contradict our own."; disagreement can cause stress and inhibit learning.
Do we learn more from people whose views we share are similar to what we believe than from people whose views contradict us? Such a case is not necessarily true as while growing up, I learned far more from debates than regular classroom teaching where I had to believe facts that were given to me without actually questioning why the fact existed in the first place. A room where we all had the same viewpoint made the learning itself to be monotonous but a debate and disagreements in the room enhances one's capability to learn rather than inhibit it for mainly two reasons, i.e., a debate enhances one's capability to process more and secondly, a viewpoint could not be a simple fact but a much deeper thesis involving various exceptions, for which a combination of agreement and disagreements of facts is necessary.
To begin with, an average person is capable of falling into the monotony of a viewpoint, so much so that even if the fact that he knows is wrong, he would tend to absorb such incorrect information without actually questioning the validity of the thesis. A disagreement here would certainly mean a rise in curiosity which would make the comprehension of the thesis more profound. For example, in the case of classroom learning, where a teacher makes a statement and then divides students into groups for debates and discussion, every individual’s ability to learn more about the statement would be higher than if the teacher simply states her statement and then continues with a monotonous explanation of the statement. In such a situation, not only the students would comprehend better due to the active engagements because of disagreements but also know about the pros and cons of the statement, which hence would only enhance their knowledge about certain situations better.
Secondly, a discord during the rise of a thesis in the room could diminish the error of disbelief and make the facts more intact rather than viewpoints that could be just loosely clinging onto a thesis. For example, during the 19th century, a debate about the structure of an atom rose to its peak, which made us lead to a better understanding of how atoms and molecules exist. A disagreement here with the first assumed structure of an atom was crucial for the making of the consecutive thesis, which happened to be more reliable.
Although, one might argue that disagreements and debates within a room could lead to delay in conclusions, which could only contribute to stress and thus inhibit learning. This case is however true and inevitable in situations with time constraints but to get more precision and accuracy in the comprehension of viewpoints, time would be a crucial compromise. By only keeping the time factor aside, it is hence safe to say that debates within a room would complement learning instead of suppressing it.
In conclusion, unless two groups are looking forward to making decisions within a short time constraint consisting of a few seconds, the fact that disagreement could impede learning could be stated as incorrect. Otherwise, a well-reasoned debate between people with opposing viewpoints is the fundamental factor where human knowledge rises. Thus, depending on the balance, the speaker might stand fundamentally correct.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-12-26 | Mirza Raquib | 50 | view |
| 2023-12-26 | Mirza Raquib | 50 | view |
| 2023-12-15 | Mirza Raquib | 50 | view |
| 2023-12-14 | Mirza Raquib | 54 | view |
| 2023-10-07 | MEHUL DESAI | 66 | view |
Grammar and spelling errors:
Line 1, column 505, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... and disagreements in the room enhances ones capability to learn rather than inhibit...
^^^^
Line 1, column 601, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...ly two reasons, i.e., a debate enhances ones capability to process more and secondly...
^^^^
Transition Words or Phrases used:
actually, also, but, first, hence, however, if, look, second, secondly, so, then, thus, well, while, for example, in conclusion, to begin with, in the first place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 73.0 58.6224719101 125% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2729.0 2235.4752809 122% => OK
No of words: 539.0 442.535393258 122% => OK
Chars per words: 5.06307977737 5.05705443957 100% => OK
Fourth root words length: 4.81833721656 4.55969084622 106% => OK
Word Length SD: 2.88923498963 2.79657885939 103% => OK
Unique words: 257.0 215.323595506 119% => OK
Unique words percentage: 0.47680890538 0.4932671777 97% => OK
syllable_count: 849.6 704.065955056 121% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 16.0 20.2370786517 79% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 33.0 23.0359550562 143% => The Avg. Sentence Length is relatively long.
Sentence length SD: 89.8063889709 60.3974514979 149% => OK
Chars per sentence: 170.5625 118.986275619 143% => OK
Words per sentence: 33.6875 23.4991977007 143% => OK
Discourse Markers: 10.125 5.21951772744 194% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 5.0 10.2758426966 49% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.218251817099 0.243740707755 90% => OK
Sentence topic coherence: 0.0766276983244 0.0831039109588 92% => OK
Sentence topic coherence SD: 0.142978541846 0.0758088955206 189% => OK
Paragraph topic coherence: 0.116505426183 0.150359130593 77% => OK
Paragraph topic coherence SD: 0.132133746982 0.0667264976115 198% => OK
Essay readability:
automated_readability_index: 19.2 14.1392134831 136% => OK
flesch_reading_ease: 37.98 48.8420337079 78% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 16.2 12.1743820225 133% => OK
coleman_liau_index: 12.66 12.1639044944 104% => OK
dale_chall_readability_score: 9.02 8.38706741573 108% => OK
difficult_words: 128.0 100.480337079 127% => OK
linsear_write_formula: 18.0 11.8971910112 151% => OK
gunning_fog: 15.2 11.2143820225 136% => OK
text_standard: 18.0 11.7820224719 153% => OK
What are above readability scores?
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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.