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 of the 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.
My stadium! from morgan fansler on Vimeo.
*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.
*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.
* For more of my thoughts on College/University Education and beyond, please follow me on Twitter @GCEstudent_insert initials here and join our learning community in conversation at #GCEeducation and #GCEcollegeEDU.
