Limitations Of Our Education System



The cartoon above is an illustration of our current education system. We have created a system that has isolated ourselves from other cultures and their forms of expression and communication, both spoken and written. We have created very strict guild lines that do not permit other cultures to take their own routes and stray away from normality. UBC, PhD candidate Patrick Stewart wrote a 52,438 word architecture dissertation with no punctuation. He found himself an alternate route through a loophole in the many preset limitations in our education system. “There’s nothing in the (UBC dissertation) rules about formats or punctuation,” he insists. In the cartoon above he is leading others into the alternate route, an elevator, to higher education. It was his way of catching up to the non-natives. In an interview he said, “in my defense     my style of writing is not laziness or lack of knowledge of proper usage of the english language     it is a form of grammatical resistance as a deconstructionist   . . . the behavioural ethics board at the university of british columbia suggested that i hire an editor as it appeared that i did not know the english language     times though     they are changing”. He used his dissertation as a way to make a point about about aboriginal culture, colonialism, and “the blind acceptance of English language conventions in academia.” He took a risk that others never would have thought of and its something to admire and look up to. As a leader he stands to strive for more freedom in our paths to higher education and the forms in which we learn and express ourselves.

European & Aboriginal Relations; How Much Do You Really Know?

Once again we are faced with a very open ended blog post that is both beneficial and torturous, in that the questions could be answered in a 5 page essay if taken that deeply. It’s interesting reading what others have posted so far, as many seem very similar and literal. Given that these questions have no wrong answer, I am going to take my own spin on this assignment and share my opinions and views on section B2 while still addressing the questions listed in the criteria.

Two of the questions listed were “What do you feel/think/know about this topic now?” and “What do you need/want to know more about to further complete this PLO?” These two questions in particular as very similar, as they are almost the positive and negative versions of one another. Looking at these questions and reflecting on my knowledge of the topic, I don’t feel I could say that I know everything there is to know about this section, nor do I think we have fully covered all the Suggested Achievement Indicators (SAI). As of now, there is one particular that sticks out to me as something we haven’t touched on. And that is “Assess the daily role of Aboriginal women in the fur trade.” While it has come up in different class discussions and packages, we have not thoroughly talked about it as the main topic of discussion. In my opinion, to say I have completely an S.A.I., I should be able to briefly talk about and summarize the topic. If I can’t, then the box should not yet be checked off. Now, going off on a slight tangent, much of the topics discussed in class are either covered very deeply or just grazing the surface of the details. As the term continues I think it would be beneficial to meet in the middle of these two extremes, so that a good understanding of every S.A.I. is met by every student. Moving back to the S.A.I. “assess the daily role of Aboriginal women in the fur trade”, this would be a good S.A.I. to discuss in upcoming socials classes because, in my opinion, it stands out like a sore thumb as the one S.A.I. that could use more work. Others, such as, “describe contributions made by Aboriginal peoples to the development of Canada” and “evaluate the interactions between various Aboriginal peoples and the stakeholders in the fur trade” I feel I have fully grasped and could explain in some detail if asked. I do believe that this particular PLO is near to fully met.

There are a few questions I would like to discuss on the topic of this PLO, that include: In the mid 1500’s, what made the British more “desirable” to make treaties with? Why didn’t the Aboriginal peoples side with the French instead? It seems like the French didn’t have as much to offer, but why didn’t they work harder to come back with a better treaty offer than the British that could have resulted in a better end story for the French? Another question I had branching off those was: Had the French come out on top, what major changes would their be in our society today and the way it is run? Aside from language, would there be any drastic changes both lifestyle and government wise?

Looking at the questions above to answer the last and final assignment question “What other PLO’s will you address in the course of answering these Q’s?”, I believe that they would apply to some of the PLO’s focused around the development of Canada in the later years. These questions offer a new perspective and what if scenario to the S.A.I.’s in PLO’s, B4, C1, C2, C3, and, C4. While they wouldn’t explain or describe the exact S.A.I.’s in the listed PLO’s, they would give a deeper understand to why things worked out the way that did, and what would have happened with one slight change in history. Much like a ripple effect.

In conclusion, we are very close to meeting the PLO, B2, and with a couple further discussions addressing some of the missed details, I believe that I, along with my classmates, could easily describe and talk about the S.A.I.’s in detail if asked.

Blog Post #8, Two New Songs?!

As you may notice there is no blog post #7 and that is because we were allowed to choose between blog post #7 and #8. I picked #8 solely because I preferred the suggested topics and I found it wrapped up the project better. Now, before I jump into this weeks topics of interruptions and attitude, I would like to share with you the completed covers of ‘Smells Like Teen Spirit’ by Nirvana, and ‘Thinking Out Loud’ by Ed Sheeran. The piece are listed pieces are linked below in the order listed above.

We will be playing ‘Smells Like Teen Spirit’, as well as ‘Today’ (linked in a previous blog post) at In-Depth night.

Moving along to this weeks topics of interruptions and attitude. For myself, this is something I struggle with. Many times I will either fill in what the other person will say in my head and want to reply right away or have something to add, but it may not be necessary at that point in time. I find, sometimes, it takes a lot of concentration to not constantly interrupt someones sentence/ train of thought because I have a response that may not be relevant once they finish speaking. Looking back on some conversations with my mentor, I remember when he was explaining how to read drum rudiments. I had many questions and comments about how it related to other instruments I play and I found myself speaking before it was my turn in the stream of the conversation. A lot of our conversations were fairly casual, so this did not seem to greatly affect our flow of conversation. However, I could see how this could potentially be an annoyance to be constantly be interrupted, so once I noticed it, I focused on letting him finish his train of thought before I spoke. For many who have spoken to me in class, they would know I continue to struggle with this daily, but I do try and wait my turn when I realize what I’m doing.

Much of what I said above directly relates to my attitude, or the attitude of the conversation. When I say that, I am referring to how my mentor and I react and act while listening in speaking in the conversation. A persons attitude can set the mood and the flow of the conversation. When it came to talking to my mentor boredom was never something I experienced. I was always eager to learn more, and of course jump in to the conversation whenever I could. However, there were days where one of us would be more tired than the other and I found that would affect the attitude of the conversation. For example, there was one day where my mentor had woken up at 5am and he had a rugby game right after our lesson and he appeared much more under the weather then I had ever seem him before. He was still attentive, but he was less enthusiastic, and kept his points short and concise. Another attitude I observed in our conversations was equality. By that I mean, each person had equal respect for the other and neither my mentor or I talked down to the other. I appreciate when adults speak to me as a person and not as a child. I find it adds a better flow in there conversation and it made learning the drums much more enjoyable. One conversation I remember was when we were re-setting up my drums and he had me moving different drums/cymbals to different areas, but he also allowed me to have a say and mention if I felt he was wrong or if, for example, the snare drum needed to be moved closer to my body.

In conclusion, interruptions and attitude are a clear part of every conversation. They are definitely things I struggle to balance when speaking to others, and I will continue to work on finding a happy-medium. Aside from that I am really glad to have had the opportunity to  do this project and learn how to play the drums. It has been an instrument I’ve wanted to learn for years now and this project opened the door. I do plan on continuing on playing and banging at my drums for fun and as a hobby, but I’m not sure whether I will continue it next year as I have so many interests and so many skills I would love to try. I want to finish off by saying this has been an amazing experience and Im looking forward to doing it again next year!