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Conflicting Viewpoints Essay – Part II | Online Assignment Help

Synthesizing and Writing

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When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking.

The assignment is divided into two (2) parts.
For Part I of the assignment (due Week 2), you read a book excerpt about critical thinking processes, reviewed the Procon.org Website in order to gather information, and engaged in prewriting to examine your thoughts.

In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.

Part II – Writing
Write at three to four (3-4) page paper in which you:
1. State your position on the topic you selected for Assignment 1.1.

2. Identify (3) three premises (reasons) from the Procon.org website that support your position    and explain why you selected these specific reasons.

3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.

4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.

5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.

6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.

 

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

 

Topic: School Uniforms

The topic chosen for the purpose of the pre-writing is school uniforms (Procon.org, 2018). In my opinion, all students should wear school uniforms. This is arguably the best decision that any school board or administration can make. Enforcing mandatory of compulsory school uniforms in school helps cut down on crime in school, and helps the student to become more attentive during class hours since they do not have to worry about what the next student is wearing. Mandatory school uniforms also take the pressure off the parents because they do not have to keep up with clothing trends for the satisfaction of their child.

Premises opposing School Uniforms

The Procon.org website presents three premises under the con section which oppose my position (Procon.org, 2018). These premises include;

· Mandatory School Uniforms restrict the freedom of expression that students currently have.

· That compulsory school uniforms promote conformity as opposed to individuality

· Mandatory school uniforms, especially in public schools, undermine the notion of free education through the imposition of extra expenses to the family.

1. For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

A. Mandatory School Uniforms restrict the freedom of expression that Students currently have.

· What’s interesting or helpful about this view?

I find this premise interesting because students can still express themselves freely while wearing school uniforms. This premise is not true considering that students can do different fashion trends such as different hairstyles, stand out as achievers as well as have vibrant attitudes while wearing school uniforms.

· What would I notice if I believed this view?

In the event that I believed this premise, I would notice that my mind is not open on the notion of freedom of expression. This is because uniforms have nothing to do with how students exercise their freedom. Most people are more comfortable and confident when in uniforms than when they are in home clothes.

· In what sense or under what conditions might this idea be true?”

This notion can only be true if the uniforms came with basic rules such as a uniform hairstyle and language among other factors that directly restrict how students express themselves. Otherwise, I do not believe that there are any other conditions that this idea is true. This is because the ways that a student can express themselves while wearing a uniform are still the same than when they wear general clothes.

B. That compulsory school uniforms promote conformity as opposed to individuality

· What’s interesting or helpful about this view?

This premise presents a compelling argument because it presents facts. This is because mandatory school uniforms align students to given standards, rules and laws that have been compiled together by the school board and management.

· What would I notice if I believed this view?

In the event that I believed the assertions of this premise, I would agree with the conformity part only. However, I remain against the individuality part. Individuality is as a result of a student’s personality as opposed to school uniforms. The uniforms are not factors that can determine or define individuality of a student.

· In what sense or under what conditions might this idea be true?”

This premise is only true under the condition that the uniform expects them to change their behavior and conform to a given identity. Otherwise, a uniform does not in any way define their individuality. Students define their individuality through their personalities and identity.

C. Mandatory school uniforms, especially in public schools, undermine the notion of free education through the imposition of extra expenses to the family.

· What’s interesting or helpful about this view?

It is important to note that this view is not helpful. What is interesting about the premise is the fact that it is false; school uniforms do not affect or in any way influence the promise of receiving free education. In other words, it makes free education worthwhile by improving student behaviors as well as cost-effective. Most parents would agree on uniforms because it helps save money spend on trends and fashion. Similarly, students in private schools have to pay mandatory fees for uniforms. It is therefore important to note that the amount spends on regular clothes for public schooling is more than the expenses of buying a uniform. This premise assumes that school uniforms in public schools are discriminative, which is not the case (Baumann & Krskova, 2016). Students still enjoy free education but this time in uniforms.

· What would I notice if I believed this view?

If this premise was to be believed, I would be open enough to notice that the entire debate over uniforms affecting the concept of free education should not even be the issue at hand. This is because there are other major concerns some of which are partly resolved by uniforms that critiques of the idea should be addressing (Baumann & Krskova, 2016). Some of this includes the inclusivity concept where no child should be left behind or issues where a student is passed from level to level without having to do their homework.

· In what sense or under what conditions might this idea be true?”

Under no circumstance do I find this statement to be true. There is nothing free in this world. There is always a price or sacrifice that we have to pay to achieve a given benefit. In this concept free education comes with mandatory uniforms. This is not a price per say but a way to ensure that free education remains free for the parent too considering that school uniforms are cheaper than the regular clothes. In the same context, students can wear their home clothes when they are out of school (Baumann & Krskova, 2016).

 

References

Baumann, C., & Krskova, H. (2016). School discipline, school uniforms and academic performance. International Journal of Educational Management30(6), 1003-1029.

Elbow, P. (2006). The believing game and how to make conflicting opinions more fruitful. Nurturing the peacemakers in our students: A guide to teaching peace, empathy, and understanding, 16-25.

Procon.org. (2018). ProCon.org – Pros and Cons of Controversial IssuesProcon.org. Retrieved 11 October 2018, from https://www.procon.org/

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