In chapter nine, Shenk describes the best way to create a "Culture of Excellence" by giving many examples of previous cultures. Near the end he writes that a great culture should, "set high expectations, but also show compassion, creativity, and patience" (153). If these ideals are applied to society theoretically then the community of people would excel compared to the other communities.
Compare this to the theme of interdependence in nature, how would this ideal to become more intelligent in a society push an individual to become better? Do you think Stevenson fosters the same ideals to prepare students for college? Where does the drive to become smarter come from, Stevenson or family? What would happen if the smartest students at Stevenson were transfered to a less competitive school, would they continue to excel and help bring the new community of students to become more competitive? Or will the students at the less competitive high school lose their motivation and stop trying as hard? Will the transferred Stevenson student stop their progress and blend in culture around them? How would Stevenson suffer or become better if the smartest students left? How would this disturbance influence both Stevenson and the less competitive school (Look at 54.3 in Campbell)?
Ayana Dambaeva (adambaeva@gmail.com)
Compare this to the theme of interdependence in nature, how would this ideal to become more intelligent in a society push an individual to become better? Do you think Stevenson fosters the same ideals to prepare students for college? Where does the drive to become smarter come from, Stevenson or family? What would happen if the smartest students at Stevenson were transfered to a less competitive school, would they continue to excel and help bring the new community of students to become more competitive? Or will the students at the less competitive high school lose their motivation and stop trying as hard? Will the transferred Stevenson student stop their progress and blend in culture around them? How would Stevenson suffer or become better if the smartest students left? How would this disturbance influence both Stevenson and the less competitive school (Look at 54.3 in Campbell)?
Ayana Dambaeva (adambaeva@gmail.com)
One part of Shenk's suggestion to "show compassion, creativity, and patience" (153) is reflected in his other example of fostering growth in school. He notes that the natural desire to fear failure is due to the societal expectations to "suppress" failure and debunk any "evidence that would contradict that belief" (153). With respect to our interdependence on nature, obviously, a school can be thought of as an environment (or nature) since it is so common among young people. I believe that Stevenson helps to promote this drive to be smarter and creates an environment that demands success. Whether this is healthy or not, it has worked as shown by Stevenson's report card, our 26.2 ACT average.
ReplyDeletehttp://schools.chicagotribune.com/school/adlai-e-stevenson-high-school_lincolnshire
Nathan Ro (nathanro94@gmail.com)