Who would think that authority would be able to cook up such a dangerous recipe for human flaws? But upon closer consideration, you begin to compare the attitudes and persona of those with power and those lacking it. The empowered ones walk and talk differently. They possess an air of confidence. Something sparkles in their eyes. Is it the byproducts: pride, giddiness or vanity that Butler mentions? Yes, but despite these shortcomings, we are all hungry to shine. Some of us, however, will never have the chance to star in the limelight. We will forever be enslaved to a higher system of power and authority that will overtly and covertly control us and make our decisions. Who are these victims of authority and where is its origin? Students in schools.
[...] In addition to the physical act, Ionesco may also be commenting on the symbolic rape and destruction of a student's imagination and creative thirst for knowledge. By forcing the same standardized theories and subjects upon students year after year, they become desensitized to the significance and vast power that lies in knowledge itself. He seems to be warning us about the different kinds of dangers that may arise when teachers become more and more domineering over students. Both types of violence, whether it be physical or psychological are detrimental in an educational environment. [...]
[...] They are doctors who have the power to wholly transform a student's and parent's self-esteem or opinion of themselves. But it is deservingly so, because without a teacher's beaming recommendation, you do not go to Harvard. The diagnostic function also utilizes the ominous "permanent record" which keeps a detailed and meticulous record of an entire academic career, inclusive of even elementary school. Students regard these records as threatening mechanisms toward achieving obedience, compliance, and complete surrender from students. No one wants to ruin chances of getting a good grade, and thus destroying their perfect record, just so they may briefly defy a teacher's intelligence or patience. [...]
[...] Oftentimes, these labels become distractions and create rifts in learning. During high school calculus, my math teacher was highly regarded and as one of the top 10 teachers by USA Today. Because of his accolades, he was offered a part time teaching position at UCLA to teach concurrently with the high school Calculus course. Despite all the hoop-la surrounding him, he did not have time to follow the pace of us- high schoolers, who needed extra help and time that he could not give. [...]
[...] Suddenly, the teacher's sole intent is to reduce the ego of the clown and to shut him up; it is no longer focused on the pupil's learning or educational success. In that example, we see that teachers can lead extreme double lives. From educator to humilator in less than a four sentences, you can see just how much power teachers possess in impacting a child's development. Sometimes, teachers go beyond simple psychological abuse. They also demonstrate their authority using violence, which is another coercive tool to control and degrade students. [...]
[...] An expected result of this behavior, is the belief that the teacher is God- like, and should never be questioned. Some teachers manage to go a step further, and assign only their own books as part of the required curriculum. This makes them appear as the ultimate authorities on subjects, implying that no one else could produce work as enlightening. Please. Students must already put up with these pompous professors during class. To make them suffer additional hours after class is unfair and irresponsible. [...]
APA Style reference
For your bibliographyOnline reading
with our online readerContent validated
by our reading committee
