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Or do I? I always knew that and that's basically why I went and why I stay (that and occasionally there are nice subjects and certain cool things that I can learn). This whole thread is more about "isn't there other way" or "couldn't this be done better" kind of thing. After all we do it in high school too. It's really obvious who are persistent and take stuff seriously, when looking at their grade history. For me it has been pretty stable 8 with minor fluctuations. Also where I live what I call high school here is called gymnasium (4 years, but can be 2 years if started after 10 year base school which is very rare) and it's technically optional too, mandatory formal education ends in base school (10 years).

And I don't think that it's just about showing persistence. I'm a foolish believer in such institutions' obligation to teach us things and that we learn them too, not that you don't care and other don't either. If that happens, it just shows how broken particular place is. And mine kinda is. I suspect that it suffers from various expansionistic project that my university had in last decade. They are gung ho on attaining real estate (they grew almost twice during my years here), attaining students (having shit ton of shovelware events, doing as much as they can to make foreigner study here, which in all honesty mostly suck. 20% of them don't do any homework and simply are fools others are just average.) and making cash (I noticed growth in optional bullshit courses like religious ecology, old Greek language studies, gender studies, new testament studies, media studies and etc.). At the same time mild administrative chaos is normal for them, everything done as cheaply as possible is also fine (sometimes to crazy extremes), money wasted on many useless things, their support for disabled people is top tier bullshit (they advertised it quite heavily and only some barebones were actually done and in reality this university is hardly any better than others. It sure is no Gallaudet university or anything like that) and there's a clear lack of focus on academic research. I'm a thirds year student here and doing actual research instead of just following instructions just isn't a thing, which I think is bad for university. Let's just say I'm not a fan of how this university is run and unsurprisingly if not scholarship, then I would think about alternatives seriously.
If you want to argue for your limitations, who am I to disagree?

 
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The spirit of the spirits
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Discussion Starter · #22 ·
If you want to argue for your limitations, who am I to disagree?

I wasn't talking about that, your response makes no sense.
 

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Oh, so you want to be one of those "so you are escaping from your problems or facing them?" kind of deals?
No I'm pretty much one of those: "Don't dwell on just the negatives of a given situation" kind of people.
 

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What causes the uni to behave that way?
 

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The spirit of the spirits
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Discussion Starter · #27 ·
No I'm pretty much one of those: "Don't dwell on just the negatives of a given situation" kind of people.
It's bound to happen with everything. Look if you have anything in life those things have both positives and negatives. At first you look at ratio of positives and negatives, then you choose to enjoy positives. But positives run out, unless they have some very substantial timeless appeal. Therefore, after some time you more or less "only" (quotation marks are important here, it's a metaphor) see negatives. That's why you can see people living well having problems and bitching about them, eventually overthrow them and often they end up in objectively much worse situation than before, however subjective judgment declares it as better one, because perceived permanent burden was destroyed and replaced with something else, that feels more permanent. Unsurprisingly, you end up with false sense of goodness.

But despite philosophical bullshit, I kinda wish that this thread would have been more about exploring different models of education. What people truly think is their ideal educational system and then comparing those ideas with others' ideas. That would have been neat. But oh well.
 

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It's bound to happen with everything. Look if you have anything in life those things have both positives and negatives. At first you look at ratio of positives and negatives, then you choose to enjoy positives. But positives run out, unless they have some very substantial timeless appeal. Therefore, after some time you more or less "only" (quotation marks are important here, it's a metaphor) see negatives. That's why you can see people living well having problems and bitching about them, eventually overthrow them and often they end up in objectively much worse situation than before, however subjective judgment declares it as better one, because perceived permanent burden was destroyed and replaced with something else, that feels more permanent. Unsurprisingly, you end up with false sense of goodness.

But despite philosophical bullshit, I kinda wish that this thread would have been more about exploring different models of education. What people truly think is their ideal educational system and then comparing those ideas with others' ideas. That would have been neat. But oh well.
Educationally, I'm a constructivist. New knowledge is built upon existing knowledge in a interconnected knowledge matrix.

 

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The spirit of the spirits
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Discussion Starter · #30 ·
Educationally, I'm a constructivist. New knowledge is built upon existing knowledge in a interconnected knowledge matrix.

So, if you could change university education, how would you do it?
 

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So, if you could change university education, how would you do it?
Not sure. My undergrad experience was rich and fun and ridiculous. It was what I made of it. I was a "non-traditional" freshman because I was a 22 year old fresh out of the U.S. Navy. I struggled at times, but I look back at the full experience and I'm glad I went through all of it. I learned and grew from it and if I would change anything, it would be to provide more opportunities for electives. There was this elusive "Star Trek" course I could never fit into my schedule.
 
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I agree. I don't mind a university library because you can find intelligent reading there. I've accessed one or two pornographic websites on a university library computer, so that is another bonus. But the courses are not worth it, in my opinion. I am convinced that the academic elite care more about social conditioning than about knowledge-based learning.
 

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Universities don't "suck".. they are both incredibly revolutionarily beneficial to the progression of humankind, and on the other side of the coin "parts of them" -... "suck", in that they have flaws in how they are run and elements of corruption like any other large organisation of people.

You also can't have the benefits of all the progress we've made over the thousands/millions of years without people having jobs so saying that "they are a factory producing human work drones" or something to that effect makes no sense- society has been that way for the duration of humankind except that we no longer have to fear death at every turn, and a lot of us now don't even have to work 12 hours a day plowing fields or similar- a lot of that is because OF universities.

They will also continue to be a reason why we will continue to have more and more choice in how we want to live our lives moving forward.

My degree is in Sociology which I've barely used, and yet I can still see the benefits of having it as a subject because we need its education in the general circulation of society, and the facts that I and a lot of people in my old lectures have not used it is not a symptom of universities sucking, it's a symptom of human imperfection and the complicated nature of balancing all the thousands of factors that interact when you try to have a human "tribe" that has millions of very necessarily different people.
 

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Universities don't teach you about objective reality, objective morality, and common sense. They are controlled by the pockets of money that puppet masters have to control their masses. Even there are universities making it harder for students to protect their online privacy, intellectual freedom, free speech, bank accounts from debt, and personal integrity in general. Which is creating a society of collectivism, anti-intellectualism, submissive behaviour, anti-freedom, debt slavery, and low I.Q.s to allow puppet masters to control masses more easily. Puppet masters are already corrupting the genes and D.N.A. of younger generations to make them easily brainwashed consumers by making them have lower I.Q.s, submissive behaviour, unhealthy bodies, sexual degeneracy, gluttony, alcoholism, drug addiction, gambling addiction, gun control laws, censorship, feminazi behaviour, snowflake behaviour, and removing the stability of families to corrupt children by promoting divorces, abortions, feminazis disguised as feminists, drugs, alcohol, gambling, youth-corrupting music, crime, the for-profit prison industry, youth-corrupting movies that glorify violence and corruption and people dying young to indoctrinate children to make them become gullible and borderline sociopathic military terrorists and cut-throat business people in general.
 

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Universities don't teach you about objective reality, objective morality, and common sense. They are controlled by the pockets of money that puppet masters have to control their masses. Even there are universities making it harder for students to protect their online privacy, intellectual freedom, free speech, bank accounts from debt, and personal integrity in general. Which is creating a society of collectivism, anti-intellectualism, submissive behaviour, anti-freedom, debt slavery, and low I.Q.s to allow puppet masters to control masses more easily. Puppet masters are already corrupting the genes and D.N.A. of younger generations to make them easily brainwashed consumers by making them have lower I.Q.s, submissive behaviour, unhealthy bodies, sexual degeneracy, gluttony, alcoholism, drug addiction, gambling addiction, gun control laws, censorship, feminazi behaviour, snowflake behaviour, and removing the stability of families to corrupt children by promoting divorces, abortions, feminazis disguised as feminists, drugs, alcohol, gambling, youth-corrupting music, crime, the for-profit prison industry, youth-corrupting movies that glorify violence and corruption and people dying young to indoctrinate children to make them become gullible and borderline sociopathic military terrorists and cut-throat business people in general.
You're very welcome to the forums!
 

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Not sure if someone has mentioned this yet, but John Taylor Gatto researched about the origins of modern schooling and education. In other clips he tackled education in elite schools, how they differ from the usual schooling.

You might want to increase the speed if you listen to him. He talks a bit slowly.

Six purposes of schooling:
1. Adjustment. Fixed reaction to authority.
2. Integrating. Conform.
3. Directive. Social role.
4. Differentiating.
5. Selective. Access quality of kids.
6. Propaedeutic. Trained to be custodians of all this.

What do they teach in elite schools? Management of crowds.
Read the Gallic Wars and Leviathan.

BONUS: The Prussian Connection to American Schooling
(excerpt from John Taylor Gatto's book, The Underground History of American Education)
 
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Not sure if someone has mentioned this yet, but John Taylor Gatto researched about the origins of modern schooling and education. In other clips he tackled education in elite schools, how they differ from the usual schooling.

You might want to increase the speed if you listen to him. He talks a bit slowly.

Six purposes of schooling:
1. Adjustment. Fixed reaction to authority.
2. Integrating. Conform.
3. Directive. Social role.
4. Differentiating.
5. Selective. Access quality of kids.
6. Propaedeutic. Trained to be custodians of all this.

What do they teach in elite schools? Management of crowds.
Read the Gallic Wars and Leviathan.

BONUS: The Prussian Connection to American Schooling
(excerpt from John Taylor Gatto's book, The Underground History of American Education)
George Carlin also mentioned how the rich and powerful people control education systems to groom children.
 
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