We can usually learn much more from people whose views we share than from people whose views contradict our own," disagreement can cause stress and inhibit learning".
Learning can be easier and feasible when there is agreement between the parties, but it is not fully true that it impedes when there is disagreement between the views and opinions. I am in support with the first part of the statement but not fully convinced with the second part of the statement.
When the thoughts between the teacher and student become similar, learning can be smooth and deepen. Teaching and learning is a mutual correlated process where teacher should understand the views of student and vice versa creating the mutual agreement in between ideas, so to create the healthy learning and teaching environment. The depth learning can be enhanced when there is mutual understanding. For example, when views between learner and tutor are directed towards the similar objective, then difficult problems can be easily resolved through mutual effort in finding of the solution though better analyzing the problem. Not only the quick learner but also the little bit slow learner, with less shrewdness can also benefited through mutual sharing of views. For example, the obtuse students can also get benefited through raising their questions or obstacles in learning , which can be easily corrected in the mutual agreement environment which may be neglected or not even raised in the contentment scenario. So learning can be enhanced with sharing of similar views which can be directed towards mutual understanding.
The second part of the statement is not fully persuasive. It lacks some other aspects of learning process which always do not depend on the opinions of the parties involved. Even if the opinions differ, the learning process can be often good: It depends upon the case of how strong is the disagreement and how is the wisdom of the parties involved. The wise person can be equally benefitted from the opposing views as like through the similar views. He can learn the mistakes of his own or his opposition. Learning through correction can be achieved in this way which can be often more trenchant and vivid through the life time. For example: Many shrewd and politic leaders can learn their mistakes from the contentment or battle with their opposition which later on helps in building their opinions more strong, impregnable and immaculate. Similarly, learning of the opposition's mistakes can sometimes help to gain advantage in politics or battle with enemies
Many might argue that process of learning is easily disturbed and hindered in opposing views. They may claim that the calmness and sensitivity of learning is badly affected by dire consequences of the disagreement. It may be correct in the case of unidirectional teaching and learning process where students do not offer or get chance to raise their views while teacher is just preaching his only ideas. But learning needs enough interaction between the teacher and student, where there should be position for the opposing views too, for opposing views not only counters the other view but also helps in correcting and convincing all types of views. Nevertheless contentment, learning also blossoms after remorse and settlement through self consciousness. Realization of errors and restitution helps in institutionalizing the learned experiences which are ever lasted as the prolonged memory and manners in life.
In conclusion, we can enhance the learning process in both scenarios with different circumstances.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-10-17 | Roshan Dhakal | 66 | view |
| 2019-10-17 | Bikram Sitaula | 66 | view |
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- Young people should be encouraged to pursue long term realistic goals rather than seek immediate fame and recognition Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for th 83
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Grammar and spelling errors:
Line 3, column 671, Rule ID: LITTLE_BIT[1]
Message: Reduce redundancy by using 'little' or 'bit'.
Suggestion: little; bit
...Not only the quick learner but also the little bit slow learner, with less shrewdness can ...
^^^^^^^^^^
Line 3, column 726, Rule ID: DID_BASEFORM[1]
Message: The verb 'can' requires the base form of the verb: 'benefit'
Suggestion: benefit
... learner, with less shrewdness can also benefited through mutual sharing of views. For ex...
^^^^^^^^^
Line 3, column 781, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...gh mutual sharing of views. For example, the obtuse students can also get benefit...
^^
Line 3, column 882, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...their questions or obstacles in learning , which can be easily corrected in the mu...
^^
Line 5, column 619, Rule ID: LIFE_TIME[1]
Message: Did you mean 'lifetime'?
Suggestion: lifetime
...en more trenchant and vivid through the life time. For example: Many shrewd and politic l...
^^^^^^^^^
Line 5, column 962, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ntage in politics or battle with enemies Many might argue that process of learnin...
^^^^^
Line 7, column 1, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun might seems to be uncountable; consider using: 'much might', 'a good deal of might'.
Suggestion: Much might; A good deal of might
... in politics or battle with enemies Many might argue that process of learning is easil...
^^^^^^^^^^
Line 7, column 498, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean 'positioned'?
Suggestion: positioned
...cher and student, where there should be position for the opposing views too, for opposin...
^^^^^^^^
Line 7, column 651, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Nevertheless,
...ting and convincing all types of views. Nevertheless contentment, learning also blossoms aft...
^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, if, may, nevertheless, second, similarly, so, then, while, for example, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 23.0 12.4196629213 185% => OK
Conjunction : 31.0 14.8657303371 209% => Less conjunction wanted
Relative clauses : 18.0 11.3162921348 159% => OK
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 24.0 12.9106741573 186% => OK
Performance on vocabulary words:
No of characters: 2867.0 2235.4752809 128% => OK
No of words: 545.0 442.535393258 123% => OK
Chars per words: 5.26055045872 5.05705443957 104% => OK
Fourth root words length: 4.83169070408 4.55969084622 106% => OK
Word Length SD: 2.79806969267 2.79657885939 100% => OK
Unique words: 242.0 215.323595506 112% => OK
Unique words percentage: 0.444036697248 0.4932671777 90% => More unique words wanted or less content wanted.
syllable_count: 847.8 704.065955056 120% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 59.7199830083 60.3974514979 99% => OK
Chars per sentence: 124.652173913 118.986275619 105% => OK
Words per sentence: 23.6956521739 23.4991977007 101% => OK
Discourse Markers: 4.47826086957 5.21951772744 86% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 9.0 7.80617977528 115% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.244021563683 0.243740707755 100% => OK
Sentence topic coherence: 0.0885059561192 0.0831039109588 107% => OK
Sentence topic coherence SD: 0.0468063986313 0.0758088955206 62% => OK
Paragraph topic coherence: 0.151926170886 0.150359130593 101% => OK
Paragraph topic coherence SD: 0.039436714807 0.0667264976115 59% => OK
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 8.34 8.38706741573 99% => OK
difficult_words: 123.0 100.480337079 122% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.