Emperor's Club Reflections

Mr. Hundert quotes Aristophanes: “Youth ages, immaturity is outgrown, ignorance can be educated, drunkenness sobered, but stupid lasts forever.”

This phrase rings exceptionally true.  I don’t view the word “stupid” as being referred to someone with   low intellect, but rather the characteristic of someone who chooses to act foolishly.  As defined by Webster’s dictionary, a fool is a weak-minded or idiotic person.  Generally those that can be described as such refuse to accept knowledge or education and prefer to carry through life without any enhancement intellectually.

Although Mr. Hundert is an experienced and exceptional teacher, he faces the most difficult challenge of his entire teaching career with Sedgewick Bell. Why is he so shaken and then altered by this experience?

Mr. Hundert feels as if he has failed as a teacher.  He was unable to show Sedgewick the err of his ways.  When Mr. Hundert had finally put faith and hope into Sedgewick’s efforts, he was drastically let down.  Mr. Hundert also put his principles, which he held so highly, in compromise by believing in Sedgewick so strongly.    

Describe the influence that Sedgewick Bell has on the other boys. Mr. Hundert describes Sedgewick's influence as "hypnotic".  What does he mean by this?

Sedgewick is able to bend the rules.  The other boys never thought to go against authority in such ways.  Sedgewick hypnotizes the boys by showing them that they don’t need to study and be so straight-laced.  The boys feel a release in rebelling and being able to get away with it.  They all follow Sedgewick’s lead.

When Mr. Hundert calculates the final marks to determine the three candidates for the contest, he faces an ethical dilemma. Describe the dilemma and Mr. Hundert's final decision.

Mr. Hundert believes in Sedgewick Bell’s efforts and wants to spare him the discouragement so that he continues to try within his studies.  Although Mr. Hundert originally graded Sedgewick’s final Caesar quiz, the total score for Sedgewick to qualify in the contest was short.  As a result, Mr. Hundert alters the original grade on the quiz so that Sedgewick will be able to compete.   Martin Blythe is pushed out of the contest.

Mr. Hundert is faced with another dilemma at the contest. What is it and what is the final outcome? What happens when Mr. Hundert confronts Sedgewick about his behavior at the contest?

During the contest, Mr. Hundert discovers that Sedgewick is cheating.  Although he consults with the head master, he is told to ignore the situation.  Rather than publicly announce the cheating during the contest, Mr. Hundert asks a question that Sedgewick could not cheat.  When alone, Sedgewick does admit that he was cheating, but attributes his father to the reason why he is not treated like others.  Sedgewick quickly reverts back to his old behaviors of pranks and dissonance. 

Twenty-five years later, Mr. Hundert is asked to participate in a rematch of the Mr. Julius Caesar Contest. Although Mr. Hundert is retired, he chooses to host the contest. Why does he do this? (think back to the part of the film where he was grading the essays and moved one student down to ensure Sedgewick’s place in the Julius Cesar contest – who was that particular student?) What does he hope for when meeting up with his former students? How is his hope both squashed and then renewed?

Mr. Hundert wants to ensure that he made the right decision long ago when he “fixed” the contestants for the Julius Cesar contest.  He wants proof that he did not fail Sedgewick or Martin Blythe.  Although his hope is squashed when he realizes that Sedgewick did not change and continues to have disregard for ethics and principles, the remainder of his students celebrated his teachings.  Mr. Hundert finds that he was successful at teaching many more students than what he thinks he failed. 

As producer Andrew Karsch states the conflict in a documentary on the film, “Do we want to live a good life, and examined life, or do we want to be successful at any cost?” Does the film resolve this tension? 

The film does show the downfall in trying to be successful at any cost since Sedgewick’s son exits the men’s restroom looking disappointed in his father’s statements.  Sedgewick then realizes some error in his ways since by the look on his face; he obviously didn’t want his son to view his faults or pass those traits unto his son.  I believe the film resolves the tension between living an utmost examined life and being successful at any cost somewhat since Sedgewick does see some wrong in his principles.  However, due to the fact that Sedgewick is campaigning the very next morning shows that he still continued on his same path. 

Why does Mr. Hundert return to teaching? What surprise and validation awaits him?

Mr. Hundert eventually sees that he can make a difference in student’s lives.  He wants to continue teaching moral character and the examined life.  Mr. Hundert is beyond surprised when Martin Blythe, Jr. appears in his classroom.  Although Martin Blythe Sr. is aware of the act “against” him by being displaced out of the important Cesar contest, he acknowledges the knowledge shared by Mr. Hundert and wants his son to receive the same education.

What problem-posing aspects from the BCE (Banking Concept of Education) did Mr. Hundt practice in his classroom?

Mr. Hundert practiced several problem-posing aspects within his classroom.  He regularly engaged in open dialogue with the students allowing the students and him to learn from each other.  He was a teacher who showed genuine concern for his students.  Mr. Hundert made the classroom exciting and different such as when the class dressed in togas. 

How did the study of the classics with Mr. Hundt in high school help enable these young men to become better versions of themselves as adolescent students and then adults contributing to society in various ways?

The studies allowed the boys to learn about those who exemplified the highest principles.  The students were learning about virtues and the importance throughout life at a time when they were developing their own virtues that would be carried through to adulthood.  The classics certainly showed the students how put forth ethical reasoning. 

Educationally Influenced

       A stand-out influence unto my education was my art teacher, Miss West, throughout middle school through high school.  Besides being taught and encouraged to explore theories of color and design, I was taught to investigate my own morals through art work.  My teacher pushed me and other students to think outside of the box and create art that was able to tell a story.  Each different element that was studied throughout my educational art career opened up new insight into complexities that I never realized were present.  For instance, different pieces that were created needed to incorporate different subjects such as geometry and angles, music, and history.  Miss West influenced me to use art as an outlet and develop my natural abilities to create beautiful works that have been appreciated by many.  Although I do not regularly practice creating art, I have had the opportunity to construct art, mainly through painting, to contribute to different projects for which I have been compensated for my efforts.  Without my art teacher, I definitely would not have had the confidence in my art skills to have been able to share them like I have.  My art teacher also fully encouraged dialogue throughout the classroom which helped set the creativity free.  To this day, I believe that art class is an invaluable tool for everybody and regardless of natural abilities should be fully explored.  With an influence such as I had, confidence can be gained and people can use art to be themselves and express their feelings. 

Freire's Banking Concept of Education

          To understand what Paulo Freire meant by the term “narration sickness”, it is helpful to first understand the context in which he tied this phrase.  Freire believed many teachers within education use the concept of learning or teaching as the process by which an educated person transfers their knowledge directly to the uneducated or the students.  This process involves the listing of facts or narration by the teacher and the memorization of those facts by the students.  The narration doesn’t actively involve dialogue and doesn’t require any interaction of the listeners.  This very definition sets forth the notion that boredom can largely be involved.  Students especially, considering the many years that they must sit within classrooms, eventually become sick of just listening to a speaker rattle so that they can memorize and spit out facts.  In terms of the world coming down with narration sickness, since actual learning of concepts and how those apply to the larger picture doesn’t retain in students’ minds, the world inevitably sees this within the workforce and spanning out to affect other orders.

The renowned Paulo Freire, Brazilian educator and influential theorist.

            The No Child Left Behind Act mimics narration sickness through standardized tests since school funding and ultimately teacher’s jobs are on the line on the basis of good test results.  Not only has the United States seen mass cheating by teachers in order to raise student’s grades due to the act, teachers’ main goal is to get the students to memorize the answers so that they can succeed through the test.  No critical-thinking is involved.  This is the basic definition of the Banking Concept. 

            A specific example that stands out in my memory of the banking concept occurred in high school history and government.  The specific instructor taught all courses relating to history so throughout my Freshman to Senior year, I had the same teacher for those courses.  This teacher was the ideal banking concept instructor meaning that the flaws noted by Freire were employed by this teacher.  In particular, the history classes consisted of pages upon pages of pre-written notes displayed on an overhead projector while the instructor read through them.  No dialogue occurred within these courses.  The teacher chose which topics would be narrated within a class period and students were expected to comply. 

            This method of education was very disadvantageous to me because I did not retain very much information at all and I actually enjoy history.  I remember dreading going to the history classes because these were the longest fifty minutes ever.  Luckily, I have had the advantage to explore history in more inspiring and problem-posing directions since my high school career. 


              An excellent teacher in my past educational career was my Human Development instructor for a college course prior to USF.  Dialogue was strongly encouraged.  The instructor shared multiple stories of her life experiences every class period to relate the concepts and theories to real life.  She also had each student reflect upon their own life experiences and periods from birth to present and tie each to the text that was studied.  One of the most positive qualities about this instructor’s teaching method was that she spoke to the students as equals and her counterpart.  I do not remember one incidence in which she narrated.  Additionally, not only were hands-on projects initiated, but group work was regularly included.  I believe that this teacher was genuinely concerned with the comprehension of all of the students in the class.  Problem-posing education definitely was fostered.

            Considering the culture and principles of Athenians, they would definitely without a doubt embrace the concept of liberated or problem-posing education.  Both ideals of this type of education and of the Athenians encourage free thinking and exploration into subjects.  Both also maintain true knowledge as the goal.  As for myself, I am trying to employ more problem-posing concepts into my education.  This is notably different than in high school when I merely wanted to ‘get through’ the drudgery of school.  Since I have set clear-cut goals for my future, I am excited and believe it to be best practice for my upcoming life to critically think and examination solutions with intent.  After more thoroughly learning about the benefits from practicing dialogue within the classroom, I certainly try to continue advancing in my interaction skills.  Upon reflection, the classes that I am currently completing at USF are excellent environments for dialogue and I have noticed that problem-posing education is adamantly encouraged.  For this reason, I find attending class to be fun and educational.  No longer do I attend classes for the attendance points!

Discrimination

"Peace is not merely a distant goal that we seek, but a means by which we arrive at that goal."

- Martin Luther King, Jr.

Passive resistance can be described as opposition to a stronger power by non-violent methods. Even upon violent actions perpetrated onto those practicing passive resistance, no retaliation is sought by those in true practice. Demonstration can be shown in multiple ways including refusing to comply with certain commands, peaceful protests, fasting, walkouts, vows of silence, and etc. Besides Martin Luther King, Jr., some well-known passive resistant advocates were Mohandas Gandhi and Andrei Sakharov. 

August 28, 1963: Martin Luther King, Jr. speaks to a crowd of more than 200,000 people gathered at the Lincoln Memorial in an effort to demand legislation to ensure civil rights be equal.

This photo is beyond inspirational.  As a sign of America, the Lincoln Memorial within the background speaks of the Constitutional rights that should be guaranteed to everyone.  This photo exhibits the American people standing up for those rights.  Martin Luther King, Jr. was introduced as the “moral leader of the nation” and this view exemplifies that description. 

March 7, 1965: The leader of Student Nonviolent Coordinating Committee, John Lewis, is beaten by a state trooper upon an attempt to march with 600 others from Selma to Montgomery, AL in a right-to-vote demonstration.



This image is sickening.  There was no reason for violence and to have the people who are meant to protect the American people exhibit such behavior shows exactly the morality that was lacking.  It is a crying shame that laws had to be enacted in order for civil behavior to occur.  Although this photo shows the disgrace of American culture, at least images such as this were captured in order to open people’s eyes. 

There certainly is discrimination in our community today.  I believe that discrimination still takes place in all forms including racial, gender, job, and age-related bias.  It can be exhibited by racial slurs or refusing to offer equal opportunities.  For example, in June of last year, Sioux Falls Oral Surgery Clinic made headlines due to pregnancy discrimination within the job market.  Even with laws, discrimination can hardly ever be completely erased.  One off-hand comment can and will continue the cycle of learned discrimination.  Until humankind can act with morality based upon Christian principles, the problem will always be there.  That is not to say that Christianity is the ultimate religion, only that the principles are based upon love, grace, and mercy.

The topic of my essay is based upon the widespread problem of discrimination against the unemployed in today’s society.  I plan to incorporate logos by explaining the reasoning behind the absurd nature of this type of discrimination.  Especially with America’s state of economy, logic only reasons that unemployment discrimination only feeds the problem.  I will also use tangible evidence to support the claims of discrimination and the effect on America.  After all, logic is one of the best support tools.  In regards to ethos, I plan to use the aspect within my essay by referencing reputable sources and their views on the subject.  I may draw Congress into the reasoning, even though many Americans do question their ethos.  Excluding contradictions within the text and writing clearly will also build upon ethos.