Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Soluri's missive makes for good reading, even if it is not tied to a point apparent to the casual reader. The core of the article is that unconventional thinking is something to be encouraged, and is usually associated with positive traits. This apparently contrasts with a an idea that on which Soluri does not elaborate, something about environmental history becoming increasingly professionalized and disciplined. It is this part of the essay that is a bit off. Soluri may be reasonable in assuming that a reader of Environmental History will be familiar with this issue, and there may be a well-established dialogue of this nature among practitioners in the field. The problem with this, from a rhetorical perspective, is that Soluri is offering an impassioned counterpoint to an argument that is never really explained, but only assumed, and this weakens some of what he has written. In what way, for example, has the field become increasingly professionalized? It is evident what Soluri thinks about freaks, but what is the precise threat that professionalization poses? This is history we are talking about -- facts are sort of important and in many cases it does require the disciplined analysis of the scientific method. While he does not support his contentions, it seems that this is an editorial, in which case he does not need to; his rhetoric will suffice. Again, however, knowing the precise nature of his bogeyman would make points like #3 more clear. Without such context, whether or not the article resonates will really depend more on whether it plays to one's confirmation bias. He is not wrong about much of what he says, but one who disagrees with some of his rhetoric will doubtless have trouble digesting the article. He is writing for freaks, which seems to be the easiest audience; preaching to the choir is a low-hanging fruit compared with moving the needle on the hearts and minds of others.
Where his points are strongest is linking the traits of freakiness with approaches to understanding that are strong. Without specific context, these points are not as strong as they could be, but there is little doubt that he is right to praise those paradigm-shifters who would challenge the established approaches to the field. Looking at environmental history through…
References
Soluri, J. (2005). History's freaks of nature. Environmental History. Vol. 10 (1) 94-95
Reading Strategies Teaching young people to read isn't the easiest task in the world, but in order to prepare children for their future educational journeys -- and for life as intelligent citizens -- they need to learn to read. And they need to learn to read well because it opens doors, it inspires stories and takes the reader on journeys -- not because schools require reading and it's something they "have
Issues like self-esteem can impact prognosis. Students who are highly motivated, highly intelligent, and highly confident are the most likely to succeed and excel in spite of their reading disorder or in some cases, because of it. Learning how to maximize strengths in other academic areas can help students with reading disorders build self-esteem. Similarly, students who are able to ask for and receive assistance in subject areas rich
Reading Education Special needs and special education students have traditionally had more immediate needs in cooperative learning settings when compared to typical students. To be an effective teacher is not always as easy as telling the students to just sit-down and read. Teachers have to understand that there can be less obvious problems at hand like dyslexia, AD/HD, or English as a second language to name a few. When there are
This needs to be role modeled by the peers and adults with whom the young child comes in contact. When children observe this strong positive interest in learning, be it through reading books, playing word games, telling stories or many other activities, they will surely follow suit. First, they have an innate desire to learn. Second, they want their actions to receive a positive reaction. Third, more than anything,
Reading Education: How much is enough? In general, the conclusions regarding research about current student's reading education are that students do not read enough, either in class or on their own. But given this accepted truism, that students are not reading up to standard, the second question is what must teachers do inside the classrooms to ensure that students are reading adequate amounts of literature. Also, does mere volume ensure that
Reading is an activity that many people take for granted. Here in America it is easy for us to take for granted a fully stocked library, or access to hundreds of classic works through our computers. Yet, I wonder how many people actually take advantage of these rich opportunities that they have? With all of the study guides and assorted methods of getting around reading, why do it? Is something