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And if you don't know these sort of things, even if you do get more knowledge of the open government, like I probably do know a greater amount of things in terms of the dumb memorization, they have the capacity to do these things that are harmful to myself because I'm incapable of applying them either in terms of my jo... |
<poi> |
If you're not a journalist and you're constantly trying to learn things by experimenting with them, but then they change care because I don't know what I want to do when I'm 15. How do you achieve people? |
</poi> |
Okay, okay, this is opening government. Let's deal with this. Let's talk about pressure and let's talk about the capacity to choose, engaging directly with these sort of things. |
Number one, "Ah, my parents force me to do a specific discipline I don't want to do this anymore." How do the two sides compare? I think priorities, either stupid choice or parent pressure, exist either way. Right? Like, presumably, I still have a priority on medicine or a priority on other things that my parents are p... |
What is the comparative here? Number one, I have the agency of interpreting these sort of things. So, if I'm anyways pushed into doing more chemistry classes, more advanced math classes, if I'm naturally more artistic, I'm going to interpret these things in an artistic way. I'm going to look for the things that are nic... |
I can go into stuff like biological art or the way that biology, chemistry, and physics interact with the artistic world and other things. These are cross-connected in actual life. There's a lot of scientists that also do talk about stuff like the importance of art and the way that it reflects itself into science, and ... |
But B) and more importantly, because the subjects are generalized and because the subjects transcend a greater amount of stuff, if I'm pushed into a class that talks about environmentalism or the way the human body works, there's a greater amount of avenues. Right? I'm able to learn about the biological, physical, and ... |
So I have, in the single subject that I'm doing that I'm probably pressured into, the agency to do these sort of things anyways, and I think this is far more important. Thirdly, let's talk about interest. They say, "Ah, students aren't interested, are going to make choices based on stupid stuff, and are going to do stu... |
Teachers cannot make this fun for a couple of reasons. Number one, because the fun doesn't come from the teacher explaining to you in a fun way if you do not fundamentally... |
Mentally care about the things that are explaining why does this change in NS of the house a couple of more reasons than you heard previously. Number one, you gain agency over the stuff you do. I am able to control the interpretation of my curriculum. I am able to control the way in which I'm going to interact. This on... |
Thirdly, just a lot more work because it's a lot more spread out in terms of the amount. The reason you read this is because it's a prerequisite for other stuff. A prerequisite you to be able to be interested in the sort of things to want to apply them further. But more importantly, because when I do apply them, it's a... |
</dlo> |
<mg> |
I think conveniently, opposition just tries to ignore that this is a motion of refer W. We're talking about secondary education systems that are going to change, but their size stills with the status quo of universities. My opening government quite clearly tells you how they're going to impact better the students and h... |
Secondly, I want to be really clear on my structure here for my extension. I think inherently in this debate, there's a clear principle. We're talking about dedication; it's a mandatory thing. The system must ensure for every one of their citizens. We believe government doesn't actively tackle why this is important and... |
Let's start with the learning structure. CRS, I think education fails the potential of every kid that passes through it. Do we have an obligation with its users to not rock that in quality back? Firstly, what's your learning structure like and what do we think is important? Really, first, there's a progressive overload... |
But then secondly, I think they need to accept specialized schools. You're a generalist, so basically characterizations. I'm going to give the kid everything that they don't want to give, like geography, history, even though you know that you want to go into pure MS. So why does progressive fault in structure? Three ma... |
Specifically, this makes it less easy or accessible the way that this structure works to get more learning in the person. But then secondly, I think there's more diversifying in the curriculum. Inherently, when you give students the possibility or agency to change the style of what they're learning, there's more variet... |
<poi> |
So if there's more variety, there's also just a greater chance that they're going to cover the stuff that they're going to get tested on in university directly. |
</poi> |
It is pretty square from the opposition to try and claim that they're going to have all the experience in the field and also the knowledge from my side. If that's the case, there's no agency in opposition. We have to understand that there's a possibility of them actually learning something the way they want it to. They... |
But then thirdly, I think the connection of topics that directly relates to this. I think the lack of agency for the kid is extremely bad. It is quite important to have, firstly, for specialized education. Secondly, because I well understood the topic as memorized. I think that's important. I would explain it. Let's go... |
There's a clear piece of characterization that none of the opening cameras have touched, specifically what do you believe education is unequal and how does your side make it more unequal? So we think firstly we're not going to tell you that education in my side is available completely at the same level for everyone, bu... |
But I'm going to be lacking the agency to switch from that when we don't allow people to actually move and decipher themselves in an academic setting. But more so in the future, we're failing them as a government. We think it's way better on our side of the house. Firstly, because we don't have the problem of accessibi... |
Closing, I'll take you if you have anything. I'll take you. |
<poi> |
So the way that university works in the States, we explain it to you, is oftentimes testing your ability to the prior knowledge that you get. It's better if you already know how to apply knowledge, if you know the way the university is going for it, rather than it's a shock when you don't know how to. |
</poi> |
Okay, Let's put this into comparative. This is not a concession, just an exercise..., let's assume the exercise of them being more capable of understanding deep scientific textbooks or knowledge because they spend more time doing so. I still believe my side is better when I'm allowing more quantity of people to have mo... |
And just because of my side, the education needs an obligatory mandatory, let's say, things that the government has to do are being met. Really proud to propose, |
</mg> |
<mo> |
Firstly dealing with OG's cases about why this is notable, why people cannot change their major when they're really young. Their main argument or main reason, they first say they're too young, they're too naive, they don't know what it's like. But we believe our side of the house, it's not that. We give you tons of kno... |
Whether the things that progress on buildings can also be transferable when they're transferring to the other major. And also notice we believe the way they work on their side of the house, side of education, will also work in our side of the house. For example, we also give you a period of thinking, we also give you t... |
So we believe the things that you're talking about is almost magic, not that really important. But However, we believe the really important capability over the ability gained on our side of the house is how the student deals with themselves, how they have the incentive for learning, how they try to equip themselves wit... |
So in their side of the house, all students only know how to do tests, how to do math, how to have better scores on testing. However, in their house, students have no chance of changing what they really like. I think the majority of students now in their side of the world is that they have to fake things. It's like I h... |
Why I really have to do math? Because the government forced them to go into the tracks that the government designed for them, there are no personal choices for them in their world. And we believe the personal choices for individualization in our side also really matters. |
Well, okay, firstly dealing with the gap that our side of the house is missing, the burden why our side of house students or teachers also have the capability of good quality of education. Firstly, we believe there are a few reasons why the goal of education is likely to be. First, we want to equip the skills in societ... |
So what the text will give you is that first, they give you simple knowledge without those pictures or long sentences. Somebody just really feels really boring or feels really sleepy when going to the classroom in etc.. We believe this is so worn out and so traditional. What the world looks like now, there are tons of ... |
So that means that the ways for education in schools are too old and without reform. Three reasons why it's really hard to reform as a traditional way. First, it takes a super long time. For example, as a teacher, you have to get the government censorship. You have to get tons of government decisions for what kind of k... |
However, those things have never been performed in their side in a really super fast time. However, why is it faster in our side? Because on our side of the house, we have better teachers for knowing. We're also immersed in the super informative world that we know how we can get access to information. |
However, in their side, some teachers are too stressed out by the standardized testing or they've been informed by the government that they should teach the things in the textbook, so they are free to do so. However, in our side of the house, the teachers know that they have to do progressive learning. They know they h... |
So we believe the teachers have more rights to choose the way that individualization students want. Second of all, we believe the second reason why teachers are also good is they also will experience a time of certification, internship to become a teacher. They also got the teachers' certificates or whatever, so it mea... |
So, second of all, we believe they also have the basic observation for basic education. Thirdly, we believe they are also stressed that they don't want to fake things up. Notice this is the worst case now because we believe there are also a majority of the super big problems. Sorry later, there are a lot of teachers wh... |
However, they just ignore what the students really like. You know, like they don't know what the children really love or what their biggest questions are about this. But however, in our side of health, there is progressive teaching, so the teacher has to answer their questions. They have to answer what kind of things t... |
Thirdly, also the teachers' incentive. They want to make the students love them, so they also want to make the things so they want to try to perform well to make them understand what they're talking about. We also have accessibility to engage with the students in ourselves. Why is the government investing in our side o... |
<poi> |
Your maths prove that teachers have capacity to use material as well. This is symmetric. on our side, teachers have more time to spend with their students. So this is on our side of house. |
</poi> |
I think time or energy spent on both sides is actually symmetrical. more the passions of the teachers, whatever is that just, but the prominent incentive of a teacher is to try to know more about what the students are thinking. Your house is too long or traditional with that teacher just thinking they're too like there... |
So last argument about why we believe, uh, there will be more students' interest in this kind of like qu. First, firstly, we believe we will have more special, uh, more incentive like for the students. They will become more happier and more centralize. first reason is that because our work cation is that we have more p... |
But everything your side of house only has Force without me, okay proud to oppose. |
</mo> |
<gw> |
I know was just brought an extension, but I really want to be clear about how swiftly opposition has completely ignored the section. Even though it's kind of dirty, I still believe it's not not new material and I do believe they have to engage in this education. It is inherently not accessible for everyone. This is a s... |
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