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.
Debates often focus on the role of school and its effects on students. Some people advocate the idea that a formal education prevents students from being free. In what follows, I will argue against this idea: while it is true that a certain formal education can restrain students’ creativity and the freedom, we are not justified to generalize this particular case.
At first glance, the thesis at issue seems false. If it iwas true, we should also concede that people who are extremely ignorant are freer than people who are less ignorant. And this consequent is false: how could people who are able to read and do computations be less free than people who are not able? By definition if a person can perform an activity that another person cannot, the former’s freedom is greater than the latter’s: the former can choose a number of options that is greater.
However, it is true that schools can adopt a certain methodology of teaching which can have deleterious effects on students. In particular, when learning totally depends on acquiring concepts, ideas and theories, students can be prevented from developing their creativity and imagination. It is not true that a student gets more creative by studying what other people have written. Creativity requires autonomy; autonomy rests on the possibility of developing your own idea by yourself. Moreover, when students are not engaged in the lessons, a likely possibility when they only have to memorize facts or idea, they are less likely to learn effectively: learning involves thinking that what you are studying is related to your own life.
Nevertheless, if schools follow a different educational principle, the education cannot be seen as an obstacole to the formation of students’ creativity; that is to say, the negative effects aforementioned can be avoided by focusing on activities that can develop the autonomy and the creativity of students. Such activities are quite simple: for example, debates and essays, by which students can express their own opinions. Of course, in some cases applying this strategy can be difficult: what about history for example? In this case students must know that certain facts happened. However, even if acquiring certain facts is crucial in history, room can be given to the interpretation of these facts. Students should not simply know that the Second World War began in 1939; they also discover why it happened and what it meant for a common person to live in that period.
In conclusion, the idea that formal education is an obstacle for creativity and freedom is absurd and questionable. It is absurd because it leads to an absurd idea, according to which people who are more ignorant are freer. It is questionable because schools can foster students’ freedom if they promote the formulation of students’ opinion – through essays and debates.
Grammar and spelling errors:
Line 5, column 545, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...udents are not engaged in the lessons, a likely possibility when they only have t...
^^
Transition Words or Phrases used:
also, first, however, if, moreover, nevertheless, second, so, while, for example, in conclusion, in fact, in particular, of course, in some cases, it is true, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 32.0 19.5258426966 164% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 25.0 11.3162921348 221% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 47.0 58.6224719101 80% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2422.0 2235.4752809 108% => OK
No of words: 468.0 442.535393258 106% => OK
Chars per words: 5.17521367521 5.05705443957 102% => OK
Fourth root words length: 4.65116196802 4.55969084622 102% => OK
Word Length SD: 2.88996654658 2.79657885939 103% => OK
Unique words: 229.0 215.323595506 106% => OK
Unique words percentage: 0.489316239316 0.4932671777 99% => OK
syllable_count: 756.9 704.065955056 108% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 62.7276082317 60.3974514979 104% => OK
Chars per sentence: 115.333333333 118.986275619 97% => OK
Words per sentence: 22.2857142857 23.4991977007 95% => OK
Discourse Markers: 8.2380952381 5.21951772744 158% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.092458500484 0.243740707755 38% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0302198852627 0.0831039109588 36% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0261056059457 0.0758088955206 34% => Sentences are similar to each other.
Paragraph topic coherence: 0.0557238921117 0.150359130593 37% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0140488445901 0.0667264976115 21% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.1 14.1392134831 100% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 13.06 12.1639044944 107% => OK
dale_chall_readability_score: 8.71 8.38706741573 104% => OK
difficult_words: 118.0 100.480337079 117% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.