Fourth task - Martin

INTRODUCTION

Half a century after King’s assassination, there is value in reflecting on that shadow. The angle at which King’s body of work caught the light after he was killed tells us a great deal about how a black radical preacher came to be so big and what else may be hidden in the darkness.

A POSITION/POINT OF VIEW

The process by which King went from ignominy to icon was not simply a matter of time and tide eroding ill feelings and painful memories. “History” does not objectively sift through radical leaders, pick out the best on their merits and then dedicate them faithfully to public memory. It commits itself to the task with great prejudice and fickle appreciation in a manner that tells us as much about historians and their times as the leaders themselves.

ARGUMENT

Today’s understanding of King is the result of a protracted struggle and strategic reckoning involving an ongoing national negotiation about how to understand the country’s racial narrative. White America did not make the journey towards formal equality willingly. A month before the March on Washington in 1963, 54% of white Americans thought the Kennedy administration “was pushing racial integration too fast”. A few months later, 59% of northern white Americans and 78% of southern white Americans disapproved “of actions Negroes have taken to obtain civil rights”. That same year, 78% of white southern parents and 33% of white northern parents objected to sending their children to a school in which half the students were black. According to Gallup, it was not until 1995 that a majority of white US citizens approved of marriage between black and white people.

EXPLANATION

to discount King would be to dismiss the most prominent and popular proponent of civil rights. That in turn would demand some other explanation as to how the US shed the stigma of segregation and imagined itself as a modern, nonracial democracy. For while the means by which codified segregation came to an end – mass marches, civil disobedience, grassroots activism – was not consensual, the country did reach a consensus that it had to end. But there was no plausible account for how they travelled from Rosa Parks to Barack Obama that does not have King front and centre, even if the gap between black and white unemployment is roughly the same now as it was in 1963, southern schools are resegregating and the wealth gap is widening.

AGREEMENT

Reputations forged in revolutionary periods can rarely be sustained through calmer times. In moments of social turmoil and sharpened conflict, the stage yields to the declarative, decisive, emphatic and bold; to those who can rally their own side and face down their tormentors. Revolutionary moments favour not just the single-minded but the reckless, which, in King’s case, meant a man who was prepared to wear his funeral clothes to work.


DISAGREEMENT

So in life, King’s one-time contemporaries struggle, as he did, with a white America that is dismissive and a black America that demands more than their movements can deliver. In death, the struggle is to ensure that King’s legacy isn’t eviscerated of all militancy so that it can be repurposed as one more illustration of the American establishment’s God-given ability to produce the antidote to it’s own poison.

CONCLUSION

The insult to King’s memory could not have been more absolute. In another part of the sermon Ram used, King literally tells the congregation not to be fooled into spending more money than necessary on cars by sharp advertisers. “These gentlemen of massive verbal persuasion,” he says, “have a way of saying things to you that kind of gets you into buying … In order to make your neighbours envious, you must drive this type of car … And before you know it you’re just buying that stuff.” In a week that will see almost every stratum of American society – the society that voted for Trump – mourn King’s passing and hail his contributions, this may well be the most important message of all.

BACKGROUND INFORMATION

At a meeting in Chicago in 1965, King was shaken after he was booed by young black men in the crowd: “I went home that night with an ugly feeling, selfishly I thought of my sufferings and sacrifices over the last 12 years,” he recalled. “Why should they boo one so close to them? But as I lay awake thinking, I finally came to myself and I could not for the life of me have less than patience and understanding for those young men. For 12 years, I and others like me have held out radiant promises of progress, I had preached to them about my dream … I had urged them to have faith in America and in white society. Their hopes had soared. They were now booing me because they felt that we were unable to deliver on our promises. They were booing because we had urged them to have faith in people who had too often proved to be unfaithful. They were now hostile because they were watching the dream they had so readily accepted turn into a frustrating nightmare.”

Video Summary

Brookfield begins his lecture by mentioning background dates realted to his studies and  and how it is the importance of the role of a student in order to really learn and the role of teacher being able to create interaction. Critical Thinking is the process in wich we analyze and evaluate things before assuming them as valid information. So, our direct actions are based upon assumptiosn that we have created trought all our lifes experiences. Beyond that thinking objectivily will help us to understand our convictions and discerns wether they are good or not, the cause and effect.

Stephen presents the different kinds of “assumptions” that students are likely to encounter, those are:

·         Casual: Casualties that we might encounter in everyday.

·         Prescriptive: assumptions about how things should be, how we should behave based on codes that are prescriptive.

·         Paradigmatic: framing, structuring assumptions that shapes us to create common sense, in wich we see the world as real and objective.

Then, it is presented the four keys intellectual traditions that fits into Critical Thinking:

Analytic Philosophy: A student who thinks critically is good at constructing and deconstructing arguments, its good managing language skills, discerning between logical and discerning.

Natural Science: Critical thinking refers to the apllication of the scientific method, where you look at a diversity of phenomena and creatively generate a hypothesis, allowing you to experiment with information to explore solutions, where you can refuse and debate about theories.

Critical Theory: Critical thinker has a heightened political consciousness, someone who is very alert at the phenomas arpound the real world. Real facts, communities that can manipulate people’s mind, strong religions that can affect our assumptions

Pragmatism: A critical thinker is someone who sees knowledge as something that is constantly reinvented, someone who is discovering and reinventing different learning methods and thinking, They are experimental with life.

Reflections task

Reflection # 1 The emotions that more difficult to manage when others disagree with me are: Anger
How I deal with this: Preserving calm and putting away emotions helps us to overcome problems analytically, understanding multiple points of views open us different perspectives to analize, trying to support my arguments with accuracy data and with reliabity.

Reflection # 2 For me, the influences on my own thinking that I need to be most aware of so they don’t prejudice my thinking are: Emotions, Beliefs, Childhood

 How I deal with this: I tend to prejudice others by not being able to control my emotions, in order to not do so, paying careful attention into listening, and observation to find clues to give good and structured points of view. 
Comparing Beliefs makes me realized that they might not want to hear negative things about themselves
Saying things that are worth and gives true information.

Reflection # 3  For me, the thing I find most difficult about challenging the opinions of other people are: To affect{s other people strong beliefs, to make them feel less important in the conversation.

How I deal with this: Being accurate/direct in my arguments, presenting good arguments with valid information.
 Only answering questions if I am able to support my ideas, explaning them why is good or bad to do something in certain circustamnces withouth affecting their assumptions.

Reflection # 5 Consider what you could to manage these barriers of critical thinking in the next few months: Focusing on finishing task before starting a new one
Having good habits on learning and managing the time
Being aware of good/poor criticism.