http://wikis.evergreen.edu/civicintelligence/index.php?title=Teaching_to_Transgress_(20)&feed=atom&action=historyTeaching to Transgress (20) - Revision history2024-03-29T08:45:07ZRevision history for this page on the wikiMediaWiki 1.26.3http://wikis.evergreen.edu/civicintelligence/index.php?title=Teaching_to_Transgress_(20)&diff=961&oldid=prevBridal12 at 21:39, 5 May 20112011-05-05T21:39:06Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 21:39, 5 May 2011</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>At the same time, however, the need for challenging the status quo has</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>At the same time, however, the need for challenging the status quo has</div></td></tr>
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</table>Bridal12http://wikis.evergreen.edu/civicintelligence/index.php?title=Teaching_to_Transgress_(20)&diff=919&oldid=prevBridal12: Created page with 'Students naturally identify with good teachers and value their knowledge highly. A possible side-effect, however, is that the student may become reluctant to “go against” the…'2011-05-05T21:04:39Z<p>Created page with 'Students naturally identify with good teachers and value their knowledge highly. A possible side-effect, however, is that the student may become reluctant to “go against” the…'</p>
<p><b>New page</b></p><div>Students naturally identify with good teachers and value their knowledge<br />
highly. A possible side-effect, however, is that the student may become<br />
reluctant to “go against” the teaching of their mentor/hero/professor. This<br />
reluctance occurs with respect to individual teachers as well as to society<br />
as a whole.<br />
To prevent stagnation of knowledge and of social progress, one useful<br />
strategy for teachers is to teach “transgression” as an integral part of their<br />
practice. Teaching to Transgress actively questions society's “received<br />
wisdom” — it tests and rebels against it. The scope of the transgression<br />
should be wide and include all of a society's rules, prejudices, and attitudes.<br />
Given the strength and vigor of societal maintenance, Teaching to<br />
Transgress must consider active mechanisms that work toward change.<br />
The impacts of change need to be carefully evaluated, of course, because<br />
not all changes, even well-intentioned ones, work well. Teaching to<br />
Transgress helps instills the idea that societies must change. It also carries<br />
responsibility for promoting stability against change when that's appropriate.<br />
At the same time, however, the need for challenging the status quo has<br />
probably never been greater.</div>Bridal12