Redefining Education: A Transcendentalist Perspective Free Essay Example

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The Paradox of Genius and Drill

Emerson begins his discourse by introducing a paradox that lies at the heart of education: the delicate balance between nurturing genius and instilling discipline through drill.

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He emphasizes the importance of understanding this paradox, as it underpins his ideal teaching method. To elucidate, Emerson provides insights into the natural abilities of young scholars, highlighting the complexity and potential for development in their minds.

When addressing the necessity of drill, Emerson employs concise and direct language: "Give a boy accurate perceptions. Make him call things by their right names. Pardon him in no blunder" (Emerson 103). These succinct sentences serve to guide educators on what they must instill in their students.

Furthermore, their brevity adds weight to his argument, enhancing his credibility and persuasive appeal.

Conversely, when elaborating on the cultivation of genius, Emerson utilizes longer, more descriptive sentences. This stylistic choice aids in conveying his method of nurturing youthful intellect. He reinforces his theory with a compelling anecdote about Charles Fellows, who achieved success outside the traditional educational system, illustrating the effectiveness of natural learning methods.

Rhetorical Questions and Emotional Appeal

Emerson employs rhetorical questions strategically throughout his essay to engage the emotions of educators.

These questions prompt them to reevaluate their conventional teaching practices. For instance, after critiquing the militaristic aspects of the current education system, he challenges educators with questions like, "What reformer will it nurse? What poet will it breed to sing to the human race?" (105). By doing so, he forces them to confront the shortcomings of the prevailing system and consider its impact on students.

In addition to rhetorical questions, Emerson uses analogies to emphasize the patience required to educate a student, likening it to the "dint of obstinate sitting still" necessary to train animals. He then provocatively asks, "Can you not wait for him, as Nature and Providence do?" (107). This rhetorical flourish mocks the rigid and inflexible teaching methods in use, encouraging educators to embrace a more naturalistic approach.

A Shift in Tone: From Condemnation to Collaboration

Emerson's essay undergoes a noticeable shift in tone as it progresses. Initially, he adopts a commanding tone, instructing educators with imperative verbs such as "Give a boy accurate perceptions. Teach him the difference between the similar and the same. Make him call things by their right names" (103). These assertive statements establish a didactic tone that challenges traditional teaching methods.

However, as the essay unfolds, Emerson transitions from highlighting the flaws in the existing system to rallying educators to work together in rectifying these issues. He emphasizes an educator's potential to inspire students within a natural learning environment, promoting a sense of empowerment. Through his commanding sentences, thought-provoking rhetorical questions, and empowering tone, Emerson endeavors to persuade educators to embark on a journey of educational reform.

Conclusion

In conclusion, Ralph Waldo Emerson's essay on education offers a compelling vision for reforming the current educational system. He artfully blends paradoxes, rhetorical questions, and shifts in tone to convey his message effectively. Emerson calls upon educators to recognize the delicate balance between nurturing genius and instilling discipline and to embrace a more naturalistic approach to education. His persuasive techniques encourage educators to collaborate in creating a more enlightened and fulfilling educational experience for the youth of tomorrow.