1,330 Matching Annotations
  1. Feb 2022
  2. learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
    1. 20th century, as the U.S. became home to larger and more diverse groups of immigrants, national leaders and education reformers called on the public schools to “Americanize” the new arrivals and make them literate in English.

      used public schools now to educate immigrants = U.S. history classes

    2. public schools took hold in communities, often because the local people, rather than the politicians, demanded them.

      aka democracy demanded them if following the 'of the people for the people by the people' quote

    3. Teachers were poorly paid, tran-sient, and inexperienced. Sometimes they were undereducated themselves

      teachers are still underpaid though but I guess that's a different topic for a different day

    4. Large groups of children—including African Americans, Native Americans, many girls, and some poor white children who did not belong to a church—were excluded from school by law or custom.

      aka the minority group

    5. These early schools were financed from various sources, including parents’ tuition payments, charitable contributions, property taxes, fuel contributions, and, in some cases, state support.

      private institutions doesn't have equality within access

    6. “public education” means education that is publicly financed, tuition-free, accountable to public authorities, and accessible to all students.

      public education advocates for equal usage and resources to serve democracy

    7. The first section of this updated version briefly reviews how and why the U.S. system of public education came into being. The second section lists six public missions that public schools have been expected to fulfill, beyond what is expected of private schools, and looks at why these missions remain relevant today. The last section discusses why the nation must hold onto these missions while pursuing reforms to help all public schools live up to these ideals

      what this paper will be further discussing

    8. But the reasons given for why it’s important to improve achievement often stress individual or private economic benefits (such as preparing youth for good jobs in a global economy), rather than public benefits (such as preparing youth for active citizen-ship in a democratic society).

      people use education to make something out of themselves, not to serve community/democracy

    9. These include, among others, prepar-ing youth to become responsible citizens, forging a common culture from a nation of immigrants, and reducing inequalities in American society

      purpose of education = serve the democracy

    1. As a social system we seek the establishment of a democracy of individual participation, governed by two central aims: that the individual share in those social decisions determining the quality and direction of his life; that society be organized to encourage independence in men and provide the media for their common participation.
      1. this author prefers men in government
      2. this is how the author believes a democracy should be run
    2. Men have unrealized potential for self-cultivation, self-direction, self-understanding, and creativity.

      is this author suggesting that men have the potential to help democracy?

    3. In affirming these principles we are aware of countering perhaps the dominant conceptions of man in the twentieth century: that he is a thing to be manipulated, and that he is inherently incapable of directing his own affairs.

      we idealize men

    4. But to direct such an analysis we must use the guideposts of basic principles. Our own social values involve conceptions of human beings, human relationships, and social systems

      theories of how to run a democracy lies within the people and their needs

    5. To have no serious aspirations, on the contrary, is to be "toughminded"

      defense mechanism to prove the strength of democracy, but doesn't provide anything for the people

    6. if we wanted to change society, how would we do it? -- are not thought to be questions of a "fruitful, empirical nature", and thus are brushed aside.

      those who are comfortable with their privilege don't seek change

    7. wealthiest and strongest country in the world: the only one with the atom bomb, the least scarred by modern war, an initiator of the United Nations that we thought would distribute Western influence throughout the world. Freedom and equality for each individual, government of, by, and for the people -- these American values we found good, principles by which we could live as men. Many of us began maturing in complacency.

      how democracy was inherently strong

  3. learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
    1. Free will and moral authority come from God; political and eco-nomic liberty are essential for a free people and free institutions; government must be strictly and constitu-tionally limited; the market economy is the economic system most compatible with freedom; and Commu-nism must be defeated, not merely contained

      what it means to be a conservative

    1. we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States.

      declaration of equality of women

    2. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their duty to throw off such government, and to provide new guards for their future security.

      when failed to follow the DOI comes to throw out government or rebel against government

    3. truths to be self-evident; that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness

      from DOI

    4. family of man to assume among the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.

      democracy of people vs. following God's word (??)

    1. Whether or not people perceive Bergman as fatdepends on whether they perceive him/her as male or female

      that's an interesting thought/concept..messed up, but interesting

    2. During hogging, a man approaches afat woman for casual sex, on the premise that she is an“easy target,”and then either publicly humiliates her duringor after the sex act and/or privately disparages her with hismale friends

      that pisses me off

    3. In what follows, I emphasize theimportance of their perspective, while advocating that thisline of feminist analysis be fleshed out (pun intended) evenfurther.

      What the author is going to talk about next

  4. learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
    1. \ñ/e havc1o'g bcc' maclc to fccl guilty ,r'cr i'rrnoral bccause wc cro not ''eetunattai'ablc ar-rd clcbilitating sranclards of attractivcncss. It is time to takccontrol of our bodic

      now this is being a true feminist

    2. argue that women's concerns with their appearânce have notlessened as they have changed other traditional gender roles

      i think my generation is living proof that this way of living still exists

    3. women become preoccu-pied with their appearance, are obsessed with improving deficicncies,view themselves as objects, and respond to other women as competingobjects

      it's like we want to be objectified because that is the only acceptable fat one can have

    4. SØomen are portrayed as "depersonalized bodyparts" (e.g., breasts); their bodies are exploited (e.g., via pornography);they are treated as "decorative" objects, which are "collected" by menupon whom they confer status;

      so sad

    5. Physical charactcristics of dominance inclucle increased sizeand use of spacc (such as height and weight; Frieze, parsons, Johnson,Ruble, & Zellman, 1978, p. 322), yet women are cxpcced to reduceweight and take up lcss spacc

      how can one achieve both? by advocating for both?

    6. 'women who want to resist social norms often resist cosmeticrituals, and may,stop wearing makeup, allow hair to gro\M urrde, th.i,arms or on their legs, and go withoutì bra.

      seen this on TikTok

    7. 'women's refusal to wear appropriate clothing is more threatenÇ to theinstitutions of social control than any actions or words, however radicar

      feminist = has to look feminine

    8. It does mean that when I march on washingtonin a prochoice demonstration, u.derneath my sloppy sweater and outsizedoveralls I may sport a set of lacy lingerie

      i love this

    9. hey cannot be feminists because they like lace, and arso the numberwho have told me that they are feminists despite iiking lace

      i thought that was the beauty of feminism was representing equality of all women, not only some

    10. Both fcr¡ale and malc students sclected the more attracìrve womenas supporters of the feminist moverxentl Fcrnale students (but not males)also selccted morc attractive women as ûrore active pariicipants in themovemcnr

      interesting...

    11. "women's liberarion," they found that both female ãrri male-collegestudents rated the unattractiue womcn in the photographs as femi'ists

      which makes sense - the underrepresented women (the unattractive) would want to advocate for change whereas the privileged won't seek the need for change

    12. wolncn wcre ûtorc likeÌy to scek part-ncrs who wcrc oldcr than thcmsclvcs and to sccrk financial security,whcrcas nrcn were morc likcly to scck partncrs who wcrc youngcr thanthcmsclvcs and to scck

      also true in biology of sexual reproduction

    13. Mcn spcllt lrrorc tirnc gazing at allsliclcs of womcn, and wonlcrl spcnt thc most titnc gazing at women whowerc cÌothccl. No onc spcnt much timc gazing at slidcs of mcn

      interesting....using images to compare themselves to other women

    14. Thus, physically attractive women and men wererated as more kind, sensitive, sexually attractive and responsive, interest-ing, strong, modest, socially skilled, extraverted, nurtuiant, aná excitingthan were unattractive women and men

      unrelated to how they actually are

    15. Thc ccorÌo1rry wouldhavc r-nuch tct ktsc if wotncl'r stoppcd confortnittg t() socicty's appcarancclrorlrls, trut thc ccctnomic ncccssity of this spcncling is kcpt invisiblc.

      but they're also losing money by not conforming to accepting of all body types

    16. Most females diet to improve their physical appearance and toincrease their appeal, not to improve their healt

      because fatness isn't looked as an actual health concern because we know everyone has a different set point

    17. Thinness may be considered a sign of conforming to a constricting femi-nine image, whereas greater weight nray convey a strong, powerful image

      what I was talking about in my RJ

    18. poor countries wherc large 'umbers of people dic of malnuirition a'dinfcctious disease, thinncss is nor dcsircá

      finally..this part is addressed (i experience this within my hispanic side of my family)

    19. One way for women to achieve upward social mobility is to rrr'Ãrrywealth, and it is likely that thin women marry wealthier men than do fatwomen.

      sad to say, but it's true

    20. No significantdifference was found in response to photographs, but students who readresumés accompanied by written descriptions of fat women rated themlower on supervisory potcntial, selÊdiscipline, professional appearance,personal hygiene, and ability to perform a physically strenuous job thandid students who read th,e identical resumés whcn accompanied by de-scriptions of thin women.

      fatness masking great achievements, once again

    21. thin womcn have a greatcr chancc of beingaccepted by elitc colleges, such as lvy Leag'e and Scven Sisters collcgefthan do fat wome., evcn when their credentials

      again when fatness masks greater achievements

    22. cirilclren show a dislikc of farness, rating fìgure drawings of fatchildren morc ncgatively than drawings of children with physical dis-abilitics

      because society has taught them well

    23. reported that people who diet.d "náregained weight had higher mortality rates than thãse who did not dietand stayed at the same (high) weight.

      but yet here we are, still having toxic diet culture as the solution to all weight related problems

    24. repeated dieting may result ina higher set point, as the body adjusts to this modern form ãf "famine" bystoring more fat

      idea that starvation leads to weight gain/slower metabolism

    25. differences in the food inrake of fat and thin people-even wirh methodsthat control for social desirability effects, such as the observation of fatand thin diners in cafeterias,

      obesity isn't only influenced on diet and lack of exercise

    26. Faludi (1991) ancl \íolf (1991) havc argucd that thc fcminist nlovc-mcnt, rather than rcclucìng thc crnphasis on womcll's appcarancc, hascrcatcd a backlash th¿t has hcightcnc<l attcntiol-r to womcn's bodics. The

      how has the feminist movement created backlash on fatness?

    27. women's weight, the students did not believe that this hadanything to do with feminism

      how does a women's weight have nothing to do with feminism...because fatness is not socially acceptable for something to want to advocate for

    1. We reject the notion that America should becharacterized by the races, birthplaces, religious affiliations, or partisan identities of its citizens.

      togetherness in society

    2. No one is above the law, and ourcriminal justice system must treat everyone equally without discrimination based onrace, status or other unrelated factors.

      equality amongst government and citizens

    3. republic andthe endurance of our self-government, free from interference and defended against allenemies, foreign and domestic

      advocating for self government with the support of government

    4. declare our intent tocatalyze an American renewal, and to either reimagine a party dedicated to our foundingideals or else hasten the creation of such an alternative

      soooo now im confused in relation to the last reading

    1. the Constitution protects liberty by making it difficult for one person or group from taking complete control of the federal government.

      I'm starting to think the author doesn't approve of citizen involvement

    2. We literally created a new social compact for the country that was agreed to by the people of each state.

      Is the author saying we shouldn't let the people help move the government?

    3. that is, the idea that the law governs rather than the personal desires of those in power – and the argument that mankind has the capacity to participate in self-government

      I think what the author is implying here is that the documents seem to be hypocritical

    1. hierarchy and class society means to return to individuality; no longer defining human beings by their position on a ladder, but instead by the content of their character and their actions. Only then can freedom exist in reality and not just on paper.

      eliminate the idea of hierarchy and social class - individualistic view

    2. We need to rethink and reshape the discourse around freedom in the 21st century, we need to seek out and analyse what shackles us.

      government hones in our status of equality which affects our use of freedom

    3. ocial, economic and political hierarchies exist, both freedom and equality cannot exist

      author wants freedom and equality to coincide as one, but institutions/government makes that difficult to achieve

    1. o could you have “fundamental social change” in the form of a revolutionary transition from white-supremacist capitalism (the dominant variety since modernity) to non-white-supremacist capitalism?

      aka the social revolution won't be strong without white people in it

    2. differential access to jobs, promotions, bank loans, transfer payments from the state; the benefits of segregated housing and consequent wealth accumulation.

      third reason

    3. white supremacy as a system of domination in its own right, whose dynamic—even if it is originally generated by expansionist capitalism—then attains a “relative autonomy” of its own.

      owns white privilege in both race and class by dominating the work forces

    4. Liberalism needs to be reconceptualized as ideologically central to the imperial project; both colonial and imperial domination need to be recognized as political systems in themselves (so, as with the gender critique, the boundaries of the polity would be redrawn); liberalism’s official ontology needs to officially admit races as social existents (they’re already tacitly there); and above all, in normative political theory (the (p.7) distinctive terrain of political philosophy), racial justice needs to be placed at center stage

      liberalism needs to fix and alter the legacy it once held

    5. My similar claim would be that liberal political theory is so shaped by the history of white domination, both national and global, that, analogously, it tacitly takes as its representative political figure the white (male) subject.

      political figure = white men and white men only

    6. racial liberalism” is then a liberalism in which—independent of which particular version we’re considering—key terms have been rewritten by race so as to generate a different set of rules for members of different “races,”

      different sets/values of equality based on race hierarchy

    7. opposition to feudal absolutism, predicated on the equal rights of morally equal individuals, and having as its key figures

      liberalism = having equality for all individuals

    8. refer to institutions, practices, and social systems that illicitly privilege some races at the expense of others, where racial membership (directly or indirectly) explains this privileging

      second sense = institutions place those of higher hierarchal placements as more important in society with privileged benefits - the actions assessed by first sense

    9. I would distinguish between racism in the ideational sense (a complex of ideas, beliefs, values) and racism in the socio- institutional sense (institutions, practices, social systems).

      what is the distinguishes in ideational sense vs institutional sense? are they same? different?

    10. Instead of seeing race biologically, and as part of a natural hierarchy, one reconceptualizes it so it refers to one’s structural location in a racialized social system

      how ethnic background became social construct

    11. other words, we’ve inherited a concept that was central to the justification of imperialism, colonialism, African slavery, Jim Crow, apartheid, the “color bar,” and the “color line.

      justification in thinking that whites are superior

    12. What would arguably be necessary to win over (sufficient) white American support for a consistent anti-racism is not just moral suasion but a plausible case that the long-term group interests of poorer and working-class whites would be better served by a more egalitarian, redistributivist capitalism, and that racial division, by its weakening of the working class, has played a crucial role in enabling the development of plutocratic capitalism

      point of argument

  5. learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com
    1. to try to ensure that those who are usually left out of public discussions learn to speak whether their perspectives are · common or not, and those who usually dominate learn to hear the perspec­tives of others

      people speak when they feel like they're valued for their beliefs

    2. Te stimony is also radically egalitarian: the standard for whether a view is worthy of public attention is simply that everyone should have a voice, a chance to tell her story

      So, what makes a testimony more important in public attention? In other words, what inspires testimonies into shared public issues that needs to be addressed?

    3. It has enabled underclass black youth to develop a critical voice, as a group of young black men told me, a "common literacy."

      self interest can be transformed into group interest with those who share values/beliefs/opinions

    4. is at the core of the difference between deliberation and testimony.

      deliberation = core voice to agree in core value

      testimony = individualized voices to fix core systematic values

    5. should try to remedy, not reinforce, these problems.

      try to resolve problems instead of only suggesting education which that may even look different from person to person

    6. of telling one's particular story to a broader group, has important precedents in American politics, particularly in African American politics and churches

      expressing self-interest

    7. Arguing that democratic discussion should be rational, moderate, and not selfish implicitly excludes public talk that is impassioned, extreme, and the product of particular interests.

      so he is saying that self-interest is valued..?

    8. common voice steals attention from the egalitarian concern to enhance effective participation

      it's like saying All Lives Matter during the Black Lives Matter movement...

    9. to the extent that it is distracting from more basic problems of inclusion and mutual recognition, and to the extent that it favors a form of expression and discourse that makes it likely that the talk of an identifiable and privileged sector of the American public will dominate public dialogue

      main point of argument

    10. should say that I am not entirely against deliberation. But I am against it for now: I think it is premature as a standard for American democrats, who are confronted with more immediate problems.

      against it until there is change

    11. does not engage some of the most serious challenges to the possibility of achieving democratic deliberation.

      no matter how educated you can be/are, there will always be somebody on top and most represented that won't care to dive into the inequalities of representation that goes beyond education

    12. acknow­ledgment of the hardest problems, that is, the systematic disregard of ascrip­tively defined groups such as women and Blacks, would violate the deliberative tenet to attend to the force of argument rather than the interests of particular groups

      deliberation is centered around argument rather than interest of particular groups

    13. Yet they do not, I think, fully address problems of exclusion, because there is too great a disjuncture between the hardest problems that democracy's proponents must grapple with and the formality of the acknow­ledgments and recommendations that democratic theorists make.

      associate education with inclusion, but it's deeper than that (even though education is really important)

    14. "the absence of material deprivation is a precondition for free and unconstrained deliberation" (p. 157) and that "material inequalities can subvert a structure of free and equal public delib­eration by translating into sharply unequal capacities for political action"

      the absence of education and knowledge of issues undermines the value of freedom and equality in public deliberation

    15. ities without requiring a potentially oppressive education in civic virtue. They aspire to replace a faceless and possibly corrupt technocratic eli

      that's just not how it is though...

    16. The pursuit of a common voice is specifically posed here as a remedy to the accumulation of private power and special interests

      relation to last essay of not projecting private beliefs/self-interest bias into deliberation

    17. Autonomy is a civic or political, not individualistic, project, and it is quite usual to find democratic theorists also advocating deliberation for its poten­tial to uncover a communal identity

      by leaving personal interest aside comes a rising identity within the democracy represented

    18. teaches citizens to see things they had previously overlooked, including the views of others, and therefore to become better citizens. This is clearly the kind of thing Ackerman hopes for when he suggests that base prejudices will be transformed, and worthy intuitions like hatred of racism vindicated, through rational criticism and dialogue

      but i think that this allows citizens to feel apart of something when they might not be

    19. So advocates of democratic deliberation want to involve ordinary citizens in the process of rational decision-making that pluralists leave to experts.

      through equal access of education