After carefully reading and analyzing the articles assigned to us for this week, I have come to an inevitable conclusion: All first-year college students should be required to read Adrienne Rich's, "Claiming an Education," and all professors should have the same requirement for Daniel Heath Justice's, "Demanding Kinder Classrooms Doesn't Make You a Snowflake." I strongly believe that each article has the ability to create a long-lasting effect on members of its intended audience, and thus lead to forward movements in a positive direction toward improvement.
In terms of reasoning for this requirement to students, Rich enlightens readers with powerful advice as to why students should claim their education, rather then just sit back and receive it. I love that she fixates on how your own education is a responsibility to yourself, an idea that may not always be considered by students, however, one that also cannot be more true. As a first-year college student, I have already read more than I ever had to in high school, however this was the first piece that has really inspired me. Rich's discussion of the true strength of feminism today, and how things such as taking a responsibility for your own education can be vital to women, provided me with a motivation that I believe I have been missing. Her ideas require thought and even some soul searching to find a purpose within ourselves, a discovery that all students should aim for.
While Daniel Heath Justice's article was directed at an opposing audience, professors rather than students, I found many similarities between the two. Heath's article, "Demanding Kinder Classrooms Doesn't Make You a Snowflake," revolves around the importance of professors incorporating kindness, respect, and compassion into their student's learning environments. Similar to Rich, Heath is giving this advice to professors with an overall belief that in them doing so, students will have a greater chance at achieving success. Rich is speaking to motivate the students directly, and Heath is speaking to teachers about how to have the same end result, motivated, inspired, and successful students. Both authors used their own experiences to furnish students and professors with a valuable set of guidance and suggestion. Together, these two authors have the ability to have a dominant impact on academia.
Natalie
In terms of reasoning for this requirement to students, Rich enlightens readers with powerful advice as to why students should claim their education, rather then just sit back and receive it. I love that she fixates on how your own education is a responsibility to yourself, an idea that may not always be considered by students, however, one that also cannot be more true. As a first-year college student, I have already read more than I ever had to in high school, however this was the first piece that has really inspired me. Rich's discussion of the true strength of feminism today, and how things such as taking a responsibility for your own education can be vital to women, provided me with a motivation that I believe I have been missing. Her ideas require thought and even some soul searching to find a purpose within ourselves, a discovery that all students should aim for.
While Daniel Heath Justice's article was directed at an opposing audience, professors rather than students, I found many similarities between the two. Heath's article, "Demanding Kinder Classrooms Doesn't Make You a Snowflake," revolves around the importance of professors incorporating kindness, respect, and compassion into their student's learning environments. Similar to Rich, Heath is giving this advice to professors with an overall belief that in them doing so, students will have a greater chance at achieving success. Rich is speaking to motivate the students directly, and Heath is speaking to teachers about how to have the same end result, motivated, inspired, and successful students. Both authors used their own experiences to furnish students and professors with a valuable set of guidance and suggestion. Together, these two authors have the ability to have a dominant impact on academia.
Natalie
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