Formal education tends to restrain our minds and spirits rather than set them free.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The author here states that a formal education stymies the minds of student's rather than setting them free and letting them wander. He/ She might be right to some extent, but I’d take an opposing stance and explain my position in the following paragraphs.
Firstly, when the author mentions formal education, he hints out the methods like classroom teaching and use of educational books as a way of distributing knowledge to students. And that this means hinders the progress of student’s mind and acts as a restricting factor. What the author fails to understand is that such means were introduced so that teachers could track progress of their students and all students get the same treatment by the teacher in a defined space. Imagine, if formal teaching didn’t exist, how else would a teacher know which of his/her students is paying attention to the subject? When studying in a classroom, the students listen to the teacher with a focused mind and the setting doesn’t allow their minds to wander. But in the absence of a classroom, a student has various elements in his/her environment to get distracted. For example, if a teacher teaching biology took his/her classes in a biology lab, the students would not listen to the former much since all their attention would be diverted to the various elements and objects like skeletons, etc. present in the lab. This would not help them focus and in turn doesn’t build up their basics.
Likewise, a classroom setting places all the student in the same environment. This breeds for equality with all students. No student is preferred over another. No student is given any preferential treatment and similarly, no student is considered inferior to another. This instills a sense of equality in all students in that classroom and goes to show everyone is the same in front of a teacher. Such life skills are very important for a student’s overall development since they make a student’s future more fulfilling and successful.
Additionally, the author signals that formal education is not as good as practical experiments. And while this holds up good for a few cases, which I will be talking about in the next paragraph, this also comes with a fair share of negative baggage. Practical experiments can only be done when a student is aware of it’s concepts and working, otherwise the student fails to succeed in the experiment and doesn’t learn anything from it. For example, a student performing a chemistry experiment to find out a mass of a molecule in a compound will not know how to calculate it until and unless she/he is taught about the derivation of the formula for it in a classroom or through the means of book. The objective of a practical experiment is not to rot learn the formula but to understand it’s derivation and how’s and why’s of it.
Parallelly, the proponents of this argument would say that theoretical knowledge doesn’t help the student grow and practical experiments that are more life-like will help the student in progressing their knowledge more. They are not wrong but go a little extreme in making this statement. Theoretical knowledge combined with practical experiments will bolster a student’s knowledge bank. Theoretical or practical knowledge alone will only help one side of the education and as the saying goes ‘A little knowledge is a dangerous thing’. It will only further destroy the concepts of the student on the respective subject.
In essence, I would just like to say that the argument made goes a little too extreme. Aa balance of both formal education and practical experiments is what a student needs to flourish. Keeping the student devoid of formal education would be stemming his/her growth for the future. We should consider all aspects of an argument before making such a dramatic decision.
Grammar and spelling errors:
Line 2, column 1085, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Present
...ements and objects like skeletons, etc. present in the lab. This would not help them fo...
^^^^^^^
Line 4, column 107, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...ood as practical experiments. And while this holds up good for a few cases, which I ...
^^^^
Line 4, column 314, Rule ID: ABOUT_ITS_NN[25]
Message: Did you mean 'of its concepts'?
Suggestion: of its concepts
...an only be done when a student is aware of it’s concepts and working, otherwise the student fail...
^^^^^^^^^^^^^^^^
Line 4, column 773, Rule ID: TO_VB_ITS_NN[26]
Message: Did you mean 'to understand its derivation'?
Suggestion: to understand its derivation
...ent is not to rot learn the formula but to understand it’s derivation and how’s and why’s of it. Parallelly,...
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Line 4, column 787, Rule ID: IT_IS[10]
Message: Did you mean 'its' (possessive pronoun) instead of 'it's' (=it is)?
Suggestion: its
...rot learn the formula but to understand it’s derivation and how’s and why’s of it. ...
^^^^
Transition Words or Phrases used:
also, but, first, firstly, if, likewise, similarly, so, still, while, for example, talking about
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 27.0 14.8657303371 182% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 52.0 33.0505617978 157% => Less pronouns wanted
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 26.0 12.9106741573 201% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3195.0 2235.4752809 143% => OK
No of words: 637.0 442.535393258 144% => Less content wanted.
Chars per words: 5.01569858713 5.05705443957 99% => OK
Fourth root words length: 5.02382911018 4.55969084622 110% => OK
Word Length SD: 2.79323968617 2.79657885939 100% => OK
Unique words: 281.0 215.323595506 131% => OK
Unique words percentage: 0.441130298273 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 956.7 704.065955056 136% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 31.0 20.2370786517 153% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 55.76720604 60.3974514979 92% => OK
Chars per sentence: 103.064516129 118.986275619 87% => OK
Words per sentence: 20.5483870968 23.4991977007 87% => OK
Discourse Markers: 3.09677419355 5.21951772744 59% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 12.0 4.83258426966 248% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.102260274033 0.243740707755 42% => OK
Sentence topic coherence: 0.0332197052884 0.0831039109588 40% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0428357090656 0.0758088955206 57% => OK
Paragraph topic coherence: 0.0742815422619 0.150359130593 49% => OK
Paragraph topic coherence SD: 0.0647570232404 0.0667264976115 97% => OK
Essay readability:
automated_readability_index: 12.5 14.1392134831 88% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 11.84 12.1639044944 97% => OK
dale_chall_readability_score: 7.53 8.38706741573 90% => OK
difficult_words: 117.0 100.480337079 116% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.