Our ‘Education in 8 Movements’ (IntegratedEnglish-History) class studied “Colleges & Universities” as post-secondarylearning options. We looked at various iterations of the classical route tobetter jobs through higher education, and used effective research and analysis toachieve a fact-based understanding of the broad array of intelligent,post-secondary schooling options. Below are a few of my thoughts on our subjectof inquiry.
In this unit, I achieved a deep understanding ofthe things that motivate the design of functional, meaningful architecture incollege/university environments. I imagined a campus facility that reflectedsome of my values. Here is my creation.
Many films have parodied the college experience. Far fewer have presented the noble, scholarly side of higher education. Here are a few things about college/university life that I admire and may get involved in in the near future.
In a New Yorker (June 6, 2011) article by Louis Menand, a student asks his college professor, “Why did we have to buy this book?” Menand declares this a great question. Here’s why I agree:
In an effort to become more “college-ready,” we deconstructed some historical fiction. We studied Charles Dickens’ A Tale of Two Cities. Of particular interest was Dickens’ opening-line use of anaphora, the repetition of a phrase in consecutive clauses (“It was the best of times, it was the worst of times.”). We used anaphora to comment on our own contemporary, seesawing society (*for every yin, we offered a yang!). Finally, we used this literary device to predict the future. The following report conveys some of my excitement and reservations, hopes and fears, etc. about college/university life.
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