TEACHSOC: Re: need advice notes on upward mobility

[Del Thomas Ph. D.]

Hi, Glad to see that some of you are awake. Mine is not an examined life :-) . At least I try not to. This thread started with student reaction to the "myth of upward mobility"...suggesting that  students who question the data should be told  "I would tell the student that only the examined life is really worth living"  is to be encouraged?  Not only does it cut off learning but it is inappropriate.  Happily the person who asked the for advise did not avoid the question.  Sociological Imagination is despite it popularity is untested and booogus.  It is an empty promise that avoids the question as anyone involved in social treatment will tell you.  But that is a minor point for now. Notes on upward mobility...... sometimes, is that all there is? Instead of telling students the answer I suggest they examine the process from several perspectives. Helping students most of whom have survived years of a narrow, competitive and punitive classrooms to turn claims upside down and sideways may be the single most important thing we can do.  After all we are helping them to prepare to solve problems and perform tasks that may not exist until years after graduation.  You may recall the exchange between Henry David and Ralph Waldo on the occasion of Ralph's visit to Henry  who was in jail.   What are you doing in there called Ralph.....   what are you doing out there replied Henry. We have all heard that some data show that the rich are getting richer.  Isn't that upward mobility?  This year there are record SAT scores... upward mobility.  The Ivies rejected record numbers... even those with perfect SAT scores.   How many of the students grand parents or parents attended college?  That may show upward mobility.  GPA's have also gone up.  Is that grade inflation or upward mobility?   Compare the education level in you state over the years. A few years ago heard that Stanford had more applicants with  4.0's than they had places in the freshman class.   Again, there will be questions, how can you win in this system?  I would tell them of schools such as Hampshire that do not require SAT's.... do not have grades and exams.  But they and colleges like them with that definition of the situation only have room for several thousand students.  Perhaps more to the point what do you win in the game...and at what cost?  How important is upward mobility?  Is that all there is?  The game will not give you or me a break. Perhaps the only winners are those who get out of the game and into learning. Live life ....... leave the exams for others. Del   Michael Klausner wrote: Angus:   I second your “e-motion.” As you said the civility, support and encouragement usually furnished by most members of teachsoc has been very helpful.   Michael   From: teachsoc@googlegroups.com [mailto:teachsoc@googlegroups.com] On Behalf Of D. Angus Vail Sent: Friday, April 07, 2006 2:26 PM To: [EMAIL PROTECTED]; [EMAIL PROTECTED] Cc: teachsoc@googlegroups.com Subject: TEACHSOC: Re: need advice   It seems to me that teachsoc has always been a supportive community where people try to offer support and advice to one another about how they can accomplish what they want to accomplish.  I'm not sure phrases like "give me a break" and telling people that their approaches are wrong accomplishes that mission. I would tell the student that only the examined life is really worth living.  From: "Del Thomas Ph. D." <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] CC: Teaching Sociology <teachsoc@googlegroups.com> Subject: TEACHSOC: Re: need advice Date: Fri, 07 Apr 2006 13:40:21 -0400 > >Erin, > >Give me a break. Rather than explain upward mobility research ........we >1. tell the student that only the examined life is really worth living. >Who are we to tell anyone what is worth living? >2. Your solution "learning how to overcome them through social action" >places the burden on the student in the tradition > of the puritan ....... far more damaging that the alternatives. >This is a classic example of the teacher/preacher approach that has >weakened our educational system. An escape from sociology >that is really damaging because it looks like we are pushing our >agenda/ideology. This is not science. >3."personal troubles are often rooted in public issues." How booogus is >that. tell that to the woman who was raped by the Duke students >or the Enron employees ..... or those who are patients in mental >hospitals.... or better yet the family of a person who committed suicide. > >Some of these folks have social problems not personal troubles. We >should provide social solutions not demean their life >or send them out to change the world. > >Del > > > > >[EMAIL PROTECTED] wrote: > > I would tell the student that only the examined life is really worth > > living. It is much more viable to strive towards social mobility while > > understanding that personal troubles are often rooted in public issues. > > Realizing that structural barriers and vested interests may stand in > > your way and learning how to overcome them through social action is > > much better than struggling and failing and then blaming yourself, your > > genes, or a wrathful god! I teach my first year students that sociology > > is the equivalent of "Defense Against the Dark Arts" from the Harry > > Potter books. Forewarned is forearmed. > > > > Erin Steuter > > Mount Allison University > > > > > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. 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