Analyzing Perspectives on Common Core Standards

In today's educational landscape, the implementation of common core standards has been a topic of debate and controversy. Through a critical analysis of the readings "Common Core" and "The Battle Against Common Core Standards," it is evident that there are differing perspectives on the issue. This essay aims to delve deeper into the critical thinking techniques employed in these readings, examining the conclusions drawn, the premises supporting them, biases present, and the sources of these biases.

Firstly, let us define the term "conclusion.

" A conclusion, as per dictionary.com, is not just the obvious result or closing, but also a proposition inferred from the premises of an argument, representing a final logically reasoned deduction.

When analyzing the conclusions of each article, it becomes apparent that the "Common Core" reading advocates for students learning essential skills for success in college and business before graduating high school. On the other hand, "The Battle Against Common Core Standards" argues that the implementation of these standards is politically motivated and not in the best interest of students.

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Next, we must understand the term "premises," which serve as the basis of support for a given conclusion. In the context of these readings, the premises supporting the conclusions vary. Those against common core implementation cite government control and lack of evidence for its effectiveness as key reasons. Conversely, proponents of common core argue for better-prepared students, an educated workforce, and standardization among students.

Assessing the persuasiveness of the conclusions in each article, it is noted that the arguments favoring common core standards are more convincing.

The bias in Smith's article against common core implementation is evident, while Sell's article maintains objectivity, making it more compelling.

Biases, defined as particular tendencies or inclinations that hinder unbiased consideration of a question, are present in both readings. The "Common Core" article, despite objectively defining common core, leans towards supporting its implementation. Conversely, Smith's article showcases bias through its opposition to common core, driven by political motives.

The sources of biases in these articles can be attributed to personal expertise, experiences, and political motivations. Personal experiences with standardized testing may influence one's stance on common core, while political agendas can sway opinions towards or against its implementation.

In conclusion, the critical analysis of the readings "Common Core" and "The Battle Against Common Core Standards" sheds light on the complexities surrounding this educational issue. By examining the conclusions, premises, biases, and their sources, a more comprehensive understanding of the debate is achieved. It is imperative to approach such discussions with an open mind, considering all perspectives before forming a well-informed opinion.

References:

Bias. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/bias

Conclusion. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/conclusion

Premise. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/premise

Sell, M. (2013). Common core. McClatchy - Tribune Business News [Washington].

Smith, H.K. (2013, March). The battle against common core standards. FreedomWorks, Retrieved from www.freedomworks.org Link to the article: http://www.freedomworks.org/blog/rousseau/the-battle-against-common-core-standards

References

• Bias
• Conclusion
• Premise