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Dr.

Retarded was known to say of Schools

An equation of what must and will persist beyond the minor part we play in being ourselves, that is what I speak to: the privilege of being an individual.

An individual can be noted by expressive or otherwise commutable information and at infinite levels of differentiation. This is why as a teacher, I do not employ the use of grades based on mathematical operators to the extent I am able to have freedom of ideas as a teacher. Rather, I use subjective assessments attuned to my perception of what constitutes levels of risk-taking intellectually, socially, discursively, I then establish a relationship which is one of interdependent student-driven discussion on topics based in literature and germane to literature and yet which appear to the institution as something anti-traditional. The first warp of the pedagogy occurs when growth is

possible and likely. The second warp emerges out of the first as an internal betrayal to progress made and then reversed. The warp of greatest detriment is that of supremacy lodged in the schools along the lines of gender, race, and other characteristics ruled as unwanted, undesired, and leading into the warp of knowledge with the greatest damage to the school with greatest affect on those schooled in it against the knowledge that it had all along been a predetermining experience purchased off of sadly the desire to be schooled. In fact there is no such thing as a school that operates on the priority of the student.

And school continues to subvert most of what it cannot understand at any temporal distance. Immediate gains at whatever cost become the goal which fact obstructs a schools ability to learn even from its own operations. The more I hope to de-emphasize my minority status, everyone else wishes to continuously present it to me as a

dehumanization. It is tedious yet not detrimental to my process of developing my pedagogy, nor do I feel I lack in areas to which I observe critics are more or less deficient or indifferent. Among these are critics who are such as those that when we ask ourselves, are there people who would hurt me for no reason at all? These individuals offer you the gift of the hunter. You become through their suppression, able to understand the nature of what enemies are when they possess the attributes of a human being. They do not attribute to you the same biological species. As an interesting fact, the more invested the committees are in minutiae the more satisfying is their absolute certainty and insatiability regarding its allurements. All along and once a civil debate is initiated, the imagination without a desire for shield and armor will emerge, and what results is the emergence of an experience of newness that is marked by values of instruction or pedagogy.

For example, I would not say what I am about to say here, in a classroom. It would be too awkward unless it were held at a distance in the way poetry is often approached, as an estranging experience and then as a submission to its notoriety and its fanfare. The poem becomes over-valued socially speaking. Its contributions were transient. As soon as an audience has pegged the poem as the poem, some rule or another of practical thought goes into suspension. I think this may be a valid possibility that this is the case.

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