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Splitting the collaboration. Get it? Like splitting the atom? I'm really stretching this, aren't I? Literally and metaphorically.


Bronium

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I hate this. I just don't get it. Why is it that schools are so repulsed by the idea of group work? I mean, they talk and talk about how we should feel a togetherness in our school community and we should work together to achieve things but I mean...has school ever actually done anything to achieve this? Beyond the gimmicky stuff? I mean, I don't think they have. I mean, there are doing the opposite really.

 

I mean take for example the fact that we can't discuss answers amongst ourselves. It's really irritating I love talking about answers, especially to questions that require you to explain. It really helps me understand the process which gives us the answer, which in turn, helps me understand the answer. I mean, I love collaboration. It really helps me learn, especially when it's among peers. But there's this stigma against "copying" each other. We have to ask the teacher or, god forbid, give our books in for correction, to see if we're right. And I don't like that because I'm not part of the process. When I'm talking to my friends, I'm taking part in the discussion.. And the best part about it is, that we get on the wrong track. A lot. That's a good thing though. It's not efficient, but it's a hell of a lot better. We find our errors in our approach, and then we correct ourselves, getting us back on track, making sure not to make those errors again. Frequently, I learn most interesting things from being wrong. I find I come across a problem. And to see where I've gone wrong, I have to have new information. So I learn. And schools seem to hate us doing that. They want us to go in one direction, that's the one and only right direction, ignoring any mildly interesting questions (they really don't like us asking hard questions) on the wrong paths. I mean, when you're with a teacher, she never goes off on the wrong path (if she knows her stuff). Always in few quick pen strokes, you get your answers. And even if you're part of the process, nothing new is learnt.

 

Another thing is that we have study centers, which are cubicals. Miniature cubicals. It is the absolute worst. I can't even see my friends so I can't discuss for shit.

And really, how did they think this is going to help me study? Even the students know this. I mean, no one does into that study center. I shit you not, the tonnes of times I've passed that place, I've only seen 1 or 2 people throughout the year. It's pretty clear the room is useless. Just remove the whole cubicle system and give us some desks for gods sake.

 

Another thing is that I get the most out of learning when I'm with my friends. See, I learn in small chunks, eventually leading up to this one eureka moment, where I finally get everything (maths in school is essentially this, where the final piece is calculus). And sometimes, people contribute these chunks to me. I takes ages to think up of a chunk, whereas someone already thought it up because it was intuitive to them. An open transfer of chunks helps us learn because we can exchange chunks, leading us all to that one eureka moment. Atomizing us doesn't do that. It just makes the process longer.

 

And can I say, I hate my librarian? She's always shushing us. And I'm gonna say it. No one reads in the library. No one. We're studying. That's the only reason we are there. I have no met one person who actually goes to the library with the primary intention of reading. Sure they may read, but they've always went their with their books to study. I'm not slagging reading or anything. Just that the building is being wasted. And what an amazing environment they have. I mean seriously, it's so open and the tables can easily accommodate 6 people (even if they force the 4 to a table rule). Argh. Sorry. Just a little rant there. I just hate my librarian so much. Such a bitch.

 

Again, another reason why school just doesn't work. Stupid, stupid schools. Seriously, how hard is it to fix this? I mean, there's nothing to change, except our mentality? And the worst thing is, the young teachers are the worst when it comes to this. They still think traditionally, and it's making their life and their students life difficult. Seriously, young teachers. Come on. be more lose. Come on.

 


 

I've been getting more and more hostile against schools as of recent. It's probably because they've been working me to the bone. I'm just too tired. Oh well, people are worse of than me. I don't really have any basis to complain, really.

 

Well, either way, just asking any adults out there, does this atomizing climate carry on to the work force? Or have we had to common sense to collaborate?

 

Oh and sorry about being late. Wasn't going to do an entry, but I gotta stick to one a day.

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I think that there is actually a lot of collaboration that goes on in work, especially in the sciences. It seems that a lot of scientific achievements these days are really done by groups of people rather than individuals as the history books seem to teach us. It's almost as if the books encourage this atomization on its own, rather than just being the structure of the schools themselves.

 

My biggest problem though, is that I hate talking to people of my own peer group for academic subjects. Maybe I just don't trust them, maybe I don't know how to handle them, maybe I'm just a victim of the atomization (and at the same time, it's best example, since I naturally prefer to think and work alone with a minimum of contact). I understand that I can't understand everything by myself, but I prefer to exhaust my own resources before I consult others. You seem to imply that you learn "socially", I guess I just seem somewhat unsympathetic to that.

 

One thing on your analysis bothers me however. The public (that is, 'required') schools are not intended to be graduate schools-- they're just there to provide the population with a basic knowledge in order to satisfactorily function in the world. Your essay implies that school is supposed to encourage people to become "intellectually curious"-- and while I agree that ideally schools should do that as well, wouldn't it be fair to say that a broad base of knowledge is necessary, without even thinking about how things such as math works, before one can actually ask the deeper questions? And doesn't that take a sort of individualized proficiency in the routine sorts of work?

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My biggest problem though, is that I hate talking to people of my own peer group for academic subjects. Maybe I just don't trust them, maybe I don't know how to handle them, maybe I'm just a victim of the atomization (and at the same time, it's best example, since I naturally prefer to think and work alone with a minimum of contact). I understand that I can't understand everything by myself, but I prefer to exhaust my own resources before I consult others. You seem to imply that you learn "socially", I guess I just seem somewhat unsympathetic to that.

I did say peers, and to that extent, I don't just clarify peers as people of them same age. When I say peers, I mean people you accept as your equal. I don't mean age group. So when I say peers, I mean friends.

 

One thing on your analysis bothers me however. The public (that is, 'required') schools are not intended to be graduate schools-- they're just there to provide the population with a basic knowledge in order to satisfactorily function in the world. Your essay implies that school is supposed to encourage people to become "intellectually curious"-- and while I agree that ideally schools should do that as well, wouldn't it be fair to say that a broad base of knowledge is necessary, without even thinking about how things such as math works, before one can actually ask the deeper questions? And doesn't that take a sort of individualized proficiency in the routine sorts of work?

Well, when I say collaboration, I don't mean letting some kids do your work. I'm talking about the sharing of ideas. I'm talking about letting them teach each other and letting them reach new ideas by going on the wrong track. See, at least for me, the best part about being wrong, is that you see why you're wrong. You develop an understanding and further your knowledge of the subject. Which not only helps a deeper understanding, but gives a more broader knowledge as well. So there is individual participation involved, actually more so than when separated.

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I think there's another question that you're asking, which relates to the point of schools, but if you want me to discuss that, feel free to initiate it. I didn't want to go too off topic.

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