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ENGL 140R Education In Ontario For Conservative Party

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  • Course Code: ENGL 140R
  • University: University Of Waterloo
  • Country: Canada

Questions:

1.Northrop Frye’s “Don’t You Think It’s Time to Start Thinking,” written by Canada’s most famous literary scholar of the twentieth century, is essentially about critical thinking. Does Frye’s argument still apply to Canadian society in 2018? Has anything changed in Canadian education between then and now that invalidates (or modifies) his argument? Provide critical support for your argument.

2. Write a research paper that answers the following question: "How well does the Ontario educational system prepare students to exercise critical thinking at the post-secondary level of study?” Support your thesis by finding and citing reliable sources that address how well this province’s schools prepare students to engage in critical thinking at higher academic levels.

3.If you were educated in a province other than Ontario or a country other than Canada, apply question #2 to the educational system in which you studied: this could be at a state/provincial or national level.

4.In “Politics and the English Language” (1946), George Orwell discusses the “ugly and inaccurate” use of English, showing the “special connection between politics and the debasement of language.” Apply his argument to recent political discourse within a particular culture, determining the extent to which Orwell’s argument still applies. Provide specific examples of political discourse relevant to your discussion; your secondary sources might include critical commentary on Orwell’s article. Again, feel free to relate Orwell’s argument to any culture in the world with which you are familiar.

5.Develop a discussion or argument of your own that demonstrates critical thinking. Your ideas can relate to the readings by Frye or Orwell, but your topic does not have to be about critical thinking per se. The important thing is to develop a research paper in which you clearly demonstrate critical thinking. Again, keep in mind that your purpose can be either expository or argumentative.

6.After reading Robert J. Sternberg’s article “Slip-sliding Away, Down the Ethical Slope” (2011), have a look at the recent CBC documentary Faking the Grade, a link to which is also posted. Conduct some further research on the topic of student cheating, then discuss how the University of Waterloo should deal with the problem of unethical student behaviour.

7.Semiotics is a critical approach that looks at “any set of social phenomena or productions as ‘texts’” (M.H. Abrams, A Glossary of Literary Terms, Sixth ed., 276). It is the study of signs, the relation between a signifier (speech sounds, written marks, and/or images) and the signified, what Abrams defines as “the conceptual meaning of the sign” (104). Keeping these definitions in mind, write an essay that explores how advertisers meet the perceived needs of their audience, developing your thesis by finding and citing at least three creditable sources on the relation between language/image/text and purpose in advertising. (The advertisement that you analyze will constitute your fourth source.)

After summarizing what you have learned from your sources in answer to the question of how advertisers motivate customers, apply their theories

 

Answer:

Findings

By researching about the higher secondary education system of Ontario Canada the researchers have found that the syllabus and the curriculum of the Ontario are mainly aimed at giving the students a critical ability of thinking. This is done through overhauling the syllabus of the higher secondary and making these interactive. The units of each of the syllabus are divided into several sections each of which have their own learning objectives. The introduction to the chapters are designed to give details about what to expect from the coming chapters and what will be the learning outcomes of the chapter a whole. The chapters in the syllabus of higher secondary education are usually divided into modules which are dedicated towards various aspects of the particular topic of the chapter and ends with interactive sessions, question answers and innovative ideations by the students.

It was found that the previous curriculum introduced by the Conservative party government had several problems and were not as per requirement which was needed so that the students had a developed level of critical thinking and understanding. It is observed that the quality of the students are directly related to the quality of the faculty who are teaching them. Therefore to imbibe the quality of critical thinking among the students the improvement and training of the higher secondary staff members is also necessary and considered as a continuous process. The government of the Ontario province are taking their efforts to make better amendments to the process of education so that the higher secondary students are being developed to match the international standards.  The government states “Raising the bar for our teaching force, support staff and education leaders will increase student engagement – and student engagement is crucial. By being more engaged, our young people can be more successful in literacy, mathematics, science and the arts. They can gain important higher-order skills – like critical thinking, communication, collaboration and entrepreneurship. All of this will help them graduate from high school and advance to postsecondary careers, education and/or training” (Edu.gov.on.ca, 2018).

 

Conclusion

It can thus be concluded that the Educational System at Ontario is well developed to make the students more critically and intellectually empowered, enough actions are taken by the government and the local authorities to ensure that the objectives are taken care of.

Probable suggestions can be given in this regards, the educational authorities may study the higher secondary education processes in other advanced countries such as the United States of America and the United Kingdom to improve the present system in Ontario.

The teachers and the faculty may be engaged in regular training sessions so that the quality of the education may be improved and they can handle the students in a better way to develop their critical thinking power and their cognitive abilities.  

Higher Secondary education is important for the students to be prepared for their career which they will pursue just after the end of their higher secondary education. The government must invest more money and efforts in this regards.  

 

Reference 

Altbach, P. (2015). Knowledge and education as international commodities. International higher education, (28).

Edu.gov.on.ca. (2018). Achieving Excellence: A Renewed Vision for Education in Ontario. Retrieved from https://www.edu.gov.on.ca/eng/about/great.html

Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172.

Jones, G. A. (2014). An introduction to higher education in Canada. Higher education across nations, 1, 1-38.

Levinson, D., Cookson, P., & Sadovnik, A. (Eds.). (2014). Education and sociology: An encyclopedia. Routledge.

Pizarro Milian, R., & Davidson, C. (2018). Symbolic resources and marketing strategies in Ontario higher education: a comparative analysis. Journal of Further and Higher Education, 42(2), 143-157.

Shin, J. C., Arimoto, A., Cummings, W. K., & Teichler, U. (2014). Teaching and research in contemporary higher education. Berlin: Springer, 9, 1-394.

Skolnik, M. L. (2013). An Historical Perspective on the Idea of Institutional Diversity and Differentiation in Ontario Higher Education. College Quarterly, 16(2), n2.

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