The uncompromising stupidity

Do this, and this, and this.
And if I wish to do it in another way? For example, I could..
No, you’re not allowed to; the textbook says already to do this, and this, and..
I know. But the idea expressed is all the same. I’m simply adapting it to..
Do you want your marks deducted? 
No, certainly not! All I’m asking is if..
No questions, young man. Just do as the book tells you to.
But, miss, I don’t understand. 
You don’t have to understand. Just follow the structure. 
Surely, things have been done differently before?
Yes, and those delinquents failed.
I suppose there is nothing left to be argued then, is there? 
Good that you’ve learnt your lesson. Now do this, and this, and this. 

On improper education

I am so frustrated with this module that I’m not going to study for the test tomorrow. The lecturer did not tell us what is going to be tested. She probably expects us to read the entire textbook, to remember every small detail, insofar as we might be able to respond to those molecular bits of information crumpled into a question.

But what is more frustrating than that childish, haughty woman is the ridiculous nature of the textbook. For one, and I have made known some examples before, it defines “the speaker” and “the audience”; as if it was so obscured a fact that we would not be able to distinguish between ourselves speaking and the rampant chatter that flows and ebbs along the seats. 

There are many other instances where it renames the obvious with cheap terminology. It’s so stupid I can’t remember the examples… Ah yes, “there are 4 ways of listening to a person giving a speech: appreciative, empathetic, comprehensive, critical.” Tell me, how does this sort of rubbish make it’s way into a textbook for which are awarded praises by a gallery of academics? I would be hardly surprised if someone discovered that the awards were all hoaxes.

Here’s another: “types of questions for determining audience demographic: fixed-alternative questions, scale questions, and open-ended questions.” I think the author determined too hard to make the contents comprehensible. It would be far suitable to his manner of explication, and also far less insulting to those of tertiary-standard intellect, that he write books for children. There he would receive praises which no one will suspect.

I am so frustrated that the university had even allowed this module to be taught in this mundane, almost pointless, manner. This does not at all improve our skills in public speaking. What it does, and I am sure of this, is to dull the sharpness of our minds, to accustom us to the study of the superficial and the obvious. It is all wrong. This education is deplorable.

Punch those guys in the face

What absolutely frustrates me is the deliberate transformation of intuitive ideas, methods, actions, responses, into dry, sophisticated-sounding, technical terms. This module I am taking, Public Speaking and Critical Reasoning, does exactly that; and I can’t help but to feel like punching the lecturer and the authors of those pointless textbooks in the face. For example, they tell you about this measurement called “rate of speech”. It simply means how quickly or how slowly the person is speaking. And they further explain that you should vary your rate of speech according to the receptiveness of the audience – if they are unfamiliar with the topic, slow down etc. Now, isn’t this already such an obvious adjustment? Must you really tell us everything, treat us like complete fools, lacking in empathy or whichever faculty is necessary to the concoction of an appropriate response? And whence does that urge in you arise, to describe, to supplant ordinary language with scholastic gibberish? You do not deserve the titles you have been given.