Wednesday, February 20, 2019
Agonism in the Academy Essay
Education, a most almighty tool of use in todays serviceman and oneness that we probably take for granted, could possible be at risk as far as how knowledgeable we are becoming on the natural at hand. A mind is a terrible thing to waste, and because of agonism in academics, students now might non be getting the full possible out of their mind simply because of the way they/we are being taught.Deborah Tannen, a professor at Georgetown University, in the article Agonism in the Academy live the Argument Culture (2000) argues that proveion rather than debate is a to a greater extent proficient way of t each(prenominal)ing our students, likewise, collaborating ideas instead of tearing down real(a) can benefit educators and the amend more in the extensive run. by dint of a focus on logic, Tannen explains the negative influence that agonistic learning has on academic culture she uses ethos and pathos to support her logical melodic line that agonistic learning is not as valuabl e as on the fence(p) discussion.In order to clearly explain the problem of agonism, Tannen shares a personalised experience of a book club conflict where academic material, and learning, was lacerated down by critics and agonistic people. According to Tannen, during the book club meeting there were disagreements of the material between different groups. As she states, The phenomenon Id observed at the book-group meeting was an example of what cultural linguist Walter Ong calls agonism. (215). here is where Tannen first exemplifies her main claim of agonism in academics, getting her audience acquainted(predicate) with the term.Tannen states, I left the meeting disappointed because I had wise to(p) cryptograph new about the book or its subjects. All I had learned about is the acumen of the critics. I was especially struck by the feature that one of the most influential and most talkative critics was the member who had not read the book. (215). Through this statement, and per sonal experience, Tannen is able to show how agonism is apparent in our academic world even in high credential educated men and women. Along with showing how our argumentative culture overpowers our ability to discuss and create new ideas.This experience helps strengthen her credibility because we see that she is relate in academic discussions of a higher ranking, such as professors and higher educators. One logical example Tannen uses to glamorize agonism in academics, is the negative displace is has on students success in school, more specifically college students. She goes on to swan One problem with the agonistic culture of graduate training is that probable scholars who are not comfortable with that kind of interaction are credibly to drop out (217).Through this statement we see that Tannen is familiar with the on-going issue that more and more students are dropping out of college because they presumet feel comfortable with they way they are being laboured to learn. Wh ich ties clog up into her argument of discussion rather than debate, meaning if you constantly dupe this ongoing strong debate, then you will lose students in the performance because they are becoming less and less interested in whats being taught. Tannens main goal through this article is to persuade us into thinking differently and seeing a new way of learning, a better way of learning that could benefit education in the long run.She wants to bring the issue into the light and help us see the affects that agonism is having on our learning. To accomplish this goal, Tannen uses the appeal of pathos, emotional appeal, to reach out to her audience in a different way. This is apparent when Tannen states, We would learn more from each other, be heard more clearly by others, attract more alter talents to the scholarly life, and re interject a measure of humanity to ourselves, our endeavor, and the academic world we inhabit (220).Although very logical, this whole-hearted sentimental q uote is meant to appeal emotionally to readers by giving the feeling that we need to save our academic humanity, and not let it go to waste. In essence, Tannen is promoting cooperative discussion, where students and educators can build off each others ideas, and form new perspectives. So what should, or could, be the adjacent resolving to this issue? While discussing agonistic ideology, Tannen states, Our agonist ideology seems so eeply plant in academe that one might wonder what alternatives we have (219). Tannen whitethorn be saying here that there are no immediate solutions at this point in time, most likely because we have been act in this agonistic learning style for quite some time. On the other hand, Tannen goes on to state later in the article, while discussing other reading group experience, Refocusing our attention. . . is the greatest gain in store if we can move beyond critique in its nail down sense (220).Now the solution is blunt, we as students and educators nee d to step back from critique and step forward to open discussion. Tannen does an excellent job in explaining and exemplifying throughout her article how agonism has a negative affect on academic culture. Through her powerful logical appeals and support of pathos and ethos, Tannen gives many credible claims to support her main argument and solution of how we as students and educators should collaborate ideas to form new perspectives rather than debating material and tearing it down fade by piece.