Law in Contemporary Society

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OnWhyIAmReluctantToTalkInClass 16 - 06 Feb 2009 - Main.MolissaFarber
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I can’t quite figure this out.
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 On a different, but (I think) pertinent note: I have to admit that I'm not quite sure what classroom discussions are supposed to achieve. I never have been. (A fact that probably impacted my performance as a teaching assistant a few years back.) The model we follow seems to involve a clash of ideas put forth by a room full of Arnold's "thinking men," out of which a greater truth arises for the benefit of all involved. But I don't really think it works like that; it's not how people actually communicate. (Any communication theorists in the room?) Which isn't to say class discussion isn't valuable; I'm just not sure how best to participate, because I'm not sure how best to add value, because I'm not sure in what ways class discussion is valuable (which I suppose might differ for different people).

-- MichaelHolloway - 05 Feb 2009

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Michael, did you notice how many times you said "sure" in that last paragraph? I don't think we need to be "sure" of the mechanisms by which our participation adds value, and I don't think there needs to be a theory to validate it. I know I have had enough times - and I'd imagine many others have had a similar experience - when something has been said in class discussion that either inspired me to look further into a topic, caused my mind to ricochet to something else that was enlightening, or what-have-you. I often feel as though one of my problems is the need to feel "sure" about something before it comes out of my mouth, but I don't think the amount of importance I assign to that actually matches up with its importance in life or in our class.

-- MolissaFarber - 06 Feb 2009

 
 
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Revision 16r16 - 06 Feb 2009 - 04:50:57 - MolissaFarber
Revision 15r15 - 05 Feb 2009 - 23:50:04 - MichaelHolloway
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