An Introduction To Theological Reflection

An Introduction To Theological ReflectionStephen Pattison article entitled Some Straw for the Brick A Basic Introduction to Theological Reflection introduces a model of theological reflection c on the wholeed critical communion. In this model the conversation is between three parties, to wit the students own faith presuppositions, the particular situation/context being looked at and the Christian tradition. Pattison is by no means suggesting that the critical conversation model is the lonesome(prenominal) model of theological reflection. He has chosen it because its derived from others forms of theological reflection and lists seven advantages to it. ( pg. 139).According to Pattison, purpose of this model of theological reflection according is to help bulk think through and analyse their own experiences, the issues and the situations that they face and in so doing the practical morality gets under instruction. As far as Pattison is concerned the critical conversation has more to do with asking the right questions than arriving at the right answers. He also appears to suggest that theological reflection has less to do with academic superpower than with inventiveness and imagination, creativity that seeks to discern patterns in a particular situation.Why critical reflection one might ask? Pattisons answer to that question is as followsa). It helps us to bring about an understanding of human and religious experience in contemporary society whether superficial or multifactorial. He suggests that, more complex the situation, require a depth in the conversation by drawing resources from other secular knowledge base, i.e. or Christian theology.b). It link ups belief and practice to cursory life.c). Prevent people from making false assumptions.d). Helps one to grow deeper in faith and appreciation of theology.Theological reflection must become the filter of the ministry of the church. sarcastic reflection serves as a critical tool for the purposes of practica l theologyIt is active enquiry, .dynamic, deep searching and open ended. Not intended to aver world-widely acclaimed answers by everyone and in every places in all cases. Theological reflection should not be seen as relevant to all people in all situations because of the different contexts. It is worth pointing out that theological reflection undertaken by individuals may well reveal more about the person and their perspective than it does about a secular situation or Christian theological tradition. To avoid that Pattison recommends that individuals be self-critical when doing theological reflection on their own. Theological reflection should be done as a group exercise instead. Helen Cameron illustrates the importance of this through her group head for the hills with TAP. Clearly this important point is articulated by all the other writers whose work form part of this review. Theological reflection in group setting is conducive to a deep and enhanced critical conversation likel y to produce Any enquiry must aim at enriching the individual but crucially must be for the benefit of the Christian community. Such an outcome is echo to give new meaning and new orientation to the ministry of the church as has been the case throughout the churchs history.The weakness of this model of theological reflection is that it slew be too substanceive as it appeals to peoples particular theological bias, temperament and cultural leaning. Relativism, idiosyncratic are.. mutually interrogative method can lead to further questions, does not provide eternally valid answers which can be applied to everyday life. Asking questions and engaging in critical conversation is not an adequate way of conceiving theological reflection. Pg. 142 (limitations) Also the conversation may no be academic enough. One other criticism to be said about Pattisons model of theological reflection is that it assumes everyone can do it. The fact of the matter is not everyone has the skill Ballard page 2.Elaine Graham Elaine Graham etal recognises that the subject of theological reflection has been research extensively resulting in the production of numerous publications. However for her and fellow writers their article entitled Method or Mystique in Theological Reflection Methods offers a challenge to the slow manner theological reflection is viewed. They point to the fact received understanding of theological understanding are largely under- theorised and narrow, and too often fail to connect adequately with biblical, historical and systematic scholarship (pg.1). As such they aim to help the reader engage in patterns of theological reflection that are richer in the source they draw on more rigorous and more imaginative.Their introductory chapter gives a history outline of the discourse. We have an account, of understanding practical/pastoral theology as a discipline concerned with practical training which is broader and understands theology as critical reflection in a variety of settings. Graham etal, sites Donald Scon who argues for a shift from theoretical knowledge, technical rationality and scientific precision which is all theoretically and not practically based consequently eroding public believe of experts. According to them, professional knowledge of expertise is only acquired in a particular context or situation that is implicit and hassle based. Furthermore the nurture takes place by responding with flexibility to situations, willingness to be a proactive learner and risk taking. (pg. 4) This view that knowledge comes by experience is also shared by Kolb in his book on model of experimental learning. (pg. 5) As such theology ought to be understood as a functioning rather than product. Christian practice, alongside systematic biblical and historical theology is crucial to theological reflection. In their view such engagement with these traditional Christian resources is weak. It is to this interrelated problem of traditional Christian resour ces that Theological Reflection Methods reverts.My third article for review is entitled Characteristics of Theological Action Research by Helen Cameron etal. The article comes from the book create verbally by her and others called Talking about God in Practice. In it a methodology of research called Theological Action Research is introduced. TAR is a mastermind child of Action Research Church and Society made up of two teams that are ecumenical and interdisciplinary chosen. The team members are all theological practioners and researchers, made up of a team from Heythrop and the other team from outside.ARCS objectives are realised when dialogue goes on in each team and also crosswise the teams. The teams demonstrate willingness to share good practice and ideas of theological research between teams. As a model TAR has four stages called a cycle of theological reflection and are the following experience, reflection, learning and action. The methodology require that each stage of the cycle is carefully examined and documented using its action research process and social sciences methods of collecting data. Theology plays a key part in all the stages of the practice right from the beginning to the very end. That also includes the shared reflections of the practitionrs and researchers.We can conclude that the lessons learnt are the followingTheological reflection and theology is directed at life situations in every human experience whether be a believer, church community including those who confess to be atheists. According to Metz, as he made reference to Karl Rahners a critical observation of Vatican II. God is a universal theme, a theme concerning all humanity or it is simple no theme at all. (pg 57 M.K). Rahners ascertion is an attempt to address an abserd belief which was sectarian and excluded others in taking part the faith dialogue/God. It is also true to say that when theology becomes self-absorbed by ignoring the worlds reality of human suffering, povert y injustice etc. it loses its purpose.The theological reflection model looked at in this review appear narrowly focused at. with a particular racial group, principally etiolate European and middle class. We live in a diverse .. The church is a reflection of society that is multicultural, ethnicRobert Kinast in his article on the subject makes the same point that theological reflection is a threefold movement, which begins with the lived experience,

The five outcomes of every child matters

The pentad matters of every child mattersWithin this resource block, I repel to guide pr actioniti championrs and p bents to implement the five outcomes of every child matters for children age four and five years in their care. I allow for begin by given the historical background of either barbarian Matters and Policies and Legislative material in order to outline the definitions of cordial justice and inclusion. Also, I result discuss the signifi shagce and possible barriers of inclusion. Portions of the resource pack will reflect critic whollyy on altogether Child Matters agenda which led to the enactment of The Children puzzle out 2004 linking it to the five outcomes.In 2003, the government initiated Every Child Matters which was launched in the United Kingdom followed by the death of Victoria Climbie. It was a significant plan of the government to change and improve the stands of children and childrens services. The idea of the plan was to sentry duty children howe ver it went beyond and expands the prospects avail sufficient to young people from birth to 19 years. After the death of Victoria Climbie, there was a long equaliseing of all the various professionals working in children services. The outcome of the meeting underlined a lot of failure of the system, such as non be able to protect defenseless children from purposeful harm. As the above has not being the only when or a one off incident this was based on professionals not communicating with one another therefore Lord Laming suggested a structural reform which means dissimilar agencies working together (DfES, 2003).Following the consultation, the Government published Every Child Matters, the next steps which gave way to the Children Act 2004 which provided the legislative backbone for developing more recitationful and within reach services, focused around the inevitably of children, young people and families. The document carried 108 recommendations for fundamental changes. It aimed at supporting all children to have the support they need, no matter whatever their background or circumstances. This Act brought in a change for children. In 2005 a Childrens Commissioner for England was assigned to stand for the views of children. The Every Child Matters agenda was further developed in 2007 through the subject of the Childrens Plan. This plan was a ten year strategy ensuring that every child gets the beaver in life and helps parent into work as sanitary as making an set forthed choices about child care and family life. Also it aims to improve childrens educations, health and eradicate poverty (DfES, 2004).Every Child Matters focuses on the rise up being of children and young people. It lays emphasis on better outcome for children, hence the five outcomes a guideline every practitioner should follow. Being Healthy requires that Early days settings must show that practitioners are enabling children to be in an environment that let them to enjoy physical, mental and emotional health. All settings have the responsibility to irritate sure children learn how to achieve these things for themselves and live mentation(a) lifestyles and understand the importance of being rubicund (Knowles 200959), this has significance to Article (24) (27) of the UN Convention on the Rights of the Child (UNCRC) which recommends that all children should have right to health, clean water and environment, nutritious food, and have a good standard of living that meets moral and brotherly needs (Bruce and Meggitt 2007). One will include that children should be supported through various measure, ensuring that they are mentally and emotionally healthy, practitioners must promote, encourage and set good example through the curriculums and its policies and blueprint as well as attracting children in physical activity in order to educate them on how to wash their hands and what to eat and drink. Also families should be provided with other health-care support n eeded which represents the good multi agency utilisation already in place at Children Centres (DfES, 2004c). (Practitioners should refer to appendix A for object lesson of promoting a healthy environment for children).The next key outcome is Staying Safe which enables children to be undecomposed from maltreatment, neglect, violence and harm. Practitioners should ensure that there is policies and procedure in place that distinctly demonstrate an ethos of zero tolerance to bullying. Children should be protected from maltreatment, ensuring that providers and all relevant staff are appropriately trained in order to contri merelye to their synthetic rubber from any harm. This is in relation to UNCRC article (9) (19) which states that all children should be protected from violence, abuse and neglect and Government should protect them (Meggitt and Bruce 2007) One could argue that providing a safe and secure environment will enable the children to achieve their full potential. (Practit ioners should refer to Appendix B for the illustration of keeping safe).Enjoying and achieving is the third most crucial outcome which stresses that children of all potentials are to be helped to achieve personal and social development with grumpy focus on those with fussy and additional needs and also to those in disadvantage and sequestrated areas (Bruce and Meggit 2007). Practitioners in early years settings should curb available for all children to achieve their full potential despite their educational needs. Also pupils should be provided with an environment regardless of any physical disability so that they can adit the social and educational aspects of school. Furthermore practitioners should promote and support inclusive learning, gender, culture, social and emotional desires. Lastly children with special education needs (SEN) should be encouraged by practitioners to experience equal opportunities to achieve and attain their ultimate goal (Knowles 2009) This is high-pi tched of the UNCRC, article (28) (29) stresses that all children have the right to an education and the purpose of education is to develop every childs personality, talents and mental physical abilities. (Practitioners should refer to appendix C for illustration of the above).One could agree that taken education to some extend will teach children to respect individualistics, their own and other culture and also prepare children to live responsibly and peacefully in a free society. Within the indemnity document, the section on enjoying and achieving cited in (DfES 2003para1.8) meaning that out of the five outcomes this does give a highlight on leisure time whilst the rest is mainly about educational attainment. Children imagine Enjoying as playing yet within this document it seems to be more emphasising on education. Enjoying appears to be one of the most vital outcomes requested by children. If children are seen as the citizens of the present why not pay particular attention to th em. It is important to respect their views (William 2004412 cited in Hendricks 2008).In additional to this, making a positive contribution to childrens life is most important this include taking part in decision making and supporting the community, being law abiding, developing positive relationships with others being, self confident and able to deal with challenges and enterprise doings (Bruce and Meggitt 2007). In essence practitioners should encourage children to partake in planning and development of activities. This correspond to article (12) of the UNCRC which requires that the views of children must be sought after and given callable weight in all matters affecting them.Lastly, achieving economic well-being helps children to conquer income barriers and achieve their full potential (Bruce and Meggitt 2007). Consequently, practitioners should make sure that children are given the best hold up in life. Evidently, educational attainment is the most effective route out of pove rty. Within article (24) of the UNCRC achieving economic well-being the standard of living for children should meet their physical, mental, spiritual moral and social needs (DfES 2004). (Practitioners should refer to appendix E)The reason for writing this resources pack is to guide and support early years practitioners, parents and carers to implement the five outcomes of every child matters in the settings. Although Every Child Matters agenda outcomes seeks to promote the well being of all children which is underpinned by social justice and inclusion, practitioner passive needs some ground rules to follow. Social justice is a theme in the United Nations and the European agenda for young children (Jones et al 2008106). In Britain social justice is a belief that is currently in used to support public policies and practices with a view of making sure that all have similar chance to achieve the necessary goods and provisions they need to thrive and achieve well. This idea of fairness is embedded in the concept of social justice (Knowles 2009). many young people as citizens take their rights and responsibilities seriously as it is necessary to keep hold of the belief in freedom and rights. Undesirably, some of the policies linked to social welfare are challenge by beliefs of rights and justice (Jones et al 2008).In an ideal and fair society all children and families should have an equal chance of achieving well being yet the society we live in is homogenous entity. This encompasses of huge number of smaller groups between which is unequal distribution of power and access to goods and as part of the unequal power distribution some groups will knowingly and unknowingly discriminate against others. In this way some are prevented from being able to achieve well-being (Knowles, 20095). The achievement gap between boys and girls is smaller than that between working class children and middle class children. The focus on underachieving boys hide the point that boys who come from the different class background and that some middle class boys gain well and some working girls do not.Practitioners should promote a healthy environment for all the children in their care. (Practitioners should refer to appendix A), practitioners should engaged and also supervised the children when they are washing their hands. A child needs water to quench healthy therefore practitioners should make water fountain accessible. Being healthy is in line with Emotional Healthy and Well-being, (2008 cited in Knowles 200960) which states that promoting positive health and well being of children helps them to understand and express their feelings as well as building confidence. In other words practitioners should listen and respect children views. According to Rinaldi 2001 (cited in Abbott, 1999), hearing means being open to differences and recognising the value of different points of view and the interpretation of others. Children should be allowed to play and rest anytime they want to.As I have reference point earlier practitioners should promote a safer environment for the children. Practitioners should support learning with symbolizing materials for children who are not able to read text. This helps them to understand what is required in different situation. According to Piaget (cited in Penn 2008 42) It is the teachers job to provide a well resourced classroom, where children could have lots of opportunities to learn for themselves how things worked, with guidance and suggested from the teachers.Every child has the right to enjoy and achieve, practitioners should make play a high lead as this is central form of learning. Children should have the opportunity to play for thirty minutes this must involve children with special needs. Also, both boys and girls need to be allowed to experiment wider range of play. For example if a boy wants to ride a pink bicycle he should be permitted to do so. According to Vygotsky (cited in Penn 2008 43) play is a m ental kind of support system which allows children to represent their everyday social reality and therefore enables them to think and act in more complex ways to invent their own rules and narratives.In regards to achieving economic well being practitioners must make sure that neutral advice and reference information are available to children and their families in order to make a thriving move to further learning.In addition to this Practitioners should ensure that children are provided with access to different facilities and safe spaces where they can meet and engage in positive activities. For example play grounds with various facilities.At the centre of all these lies inclusion, this has been one of the vital problems in the early years framework. Social Inclusion is a focal point within the early years education and care policy documents. The Government has stomp inclusion as the Keystone to good practice (DfEE 19988). It is the process by which early years settings develop the ir ethos, policies, and practices to include all learners with the aim of meeting their individual needs. Historically, inclusion has been seen as a process that is relevant to those groups who have been marginalised, but now it is about all children, and it is closely linked to the Governments modify learning agenda that lie at the heart of the EYFS. Practitioners should deliver personalised learning development and care to help children to get the best possible start in life (DfES, 2007a, paragraph 1.7).One would argue that social Inclusion denotes that all children are involved in appropriate activities making sure that they will not feel isolated or excluded from taking part in any learning performances for whatever reason. This link up with what Roffey (2001) proposes that inclusion does not only take charge of a few children but all. She went on to say that one of the main achievement of the last twenty years legislation has been the development focus on the desirability of inclusive practices rather than the segregation of children with special education needs which is backed by the 1994 Salamanca statement that pose the Government to agree to the principle of inclusive education and make it a policy (www.unesco.com).Children who find it hard to communicate in class often feels excluded I believe that when practitioners confine symbol cards in the settings it will help children who feels shy to talk in class and also, it will raise confidence among children and enable them to deal positively with life changes and challenges. Again it will stop practitioners wrongly labelling children as being slow. For example my little boy is very loud at home but very quite in school so when he was introduced to the symbols cards, at his nursery he began to involve in the classroom activities. Practitioners will send newsletters to the parents to inform them about family evenings. In the interest of the child, practitioners and parents should work together to see h ow best they can understand each other. Helen Penn (2008) noted that working together will not only help the child but also make the individuals understand each others professional rareness and work together this will not isolate the child.After the peer estimate group discussion, I went home to read over the comments my peers made about my resource pack. My peers noted both positive and shun comments therefore I decided to correct the negative ones. Within my resource pack, I explained the five outcomes of Every Child Matters but I had not plotted for the activities so I started to gather information about the activities. I had written beat my points which I have not yet linked to theory and practice and also had to expand on my points. I found it a bit difficult finding books for the assignment and there was no evidence of critical thinking in my resource pack. During the Christmas break I borrowed books from the university library so I started rewriting my whole work again. Mo reover I had already written down notes of what I was going to write for the resource pack so I added some little information from the books I had borrowed. Although I had planned wanted to do, it was save not easy for me to do, as I did not know where to begin. However, the comments given by my peers really helped me to get started.An activity I had planned for the practitioners was for them to give the children in their care all the telephone numbers of people and organisation to contact when they feel unsafe. Later on I changed my mind, to make a poster which can be on the classroom walls so that children can always revisit when they need help. I had read children story book on what they should do when they are in trouble and I found it very good which I wanted to include in the main essay however I was apprised by my colleague to put it in the appendix and then refer it in the main essay. Also, I had printed out some pictures which I was going to use for my activities but was told by the initial group not to use them. However, during the second group discussion in lectures, I joined another peer assessment group who were pleased with the pictures and I was told to use them. I found the peer assessment very helpful because I met different people and got various feedbacks regarding my public life work.To conclude this, practitioners should ensure that the resource pack is followed as required, because it provides vital and timely contribution to the development of children between the ages of four and five. As laid out in the Every Child Matters agenda every child has the right to education irrespective of his or her background that is cultural, religion and gender or needs. Practitioners should develop a very good relationship with parent and carers this is very important on childrens achievement as well as leading them into adolescence and better adulthood. Part of healthy and successful education comes from home. Involving parents and the community wil l have a good impact in the setting. Similarly, it makes parents feel a part of the setting and their children education. Also, practitioners should recognise individual needs of each child and respond to them by organising extensive teaching strategies to help them. Conversely, practitioners should also create and work in multicultural settings which ought to demonstrate an discretion of the value of diversity and respect for difference.

Theme of Fate in Romeo and Juliet by Shakespeare Essay -- Shakespeare,

Some people may not believe that destiny is something that truthfully exists in the world. These people doubt that there is anything that is actually meant to be, or supposed to happen, thinking that there is always a way around troubling predicaments, crafty that it is not necessary to turn out just one certain way. They trust that whatever occurs in their lives comes as a result of the decisions that they make with their give free will. Others believe that whatever happens during the course of their lives is inevitable and every event is laid out before them like a road map to life, in other words, fate. William Shakespeargons play, Romeo and Juliet has fate as an exceptionally crucial element which makes fate as important as any character in the production. The events leading up to and during the party were definitely caused by fate. The moment that Romeo and Juliet meet is the exact incident that leads to their death, however unaware these star-crossed lovers are to that fact. Thus, fate is undoubtedly the most responsible catch for the couples tragedy. It is not merely a coincidence that Romeo and Juliet meet in the first place. A serving man comes across Romeo and Benvolio in the first act, unaware that they are Montague?s, and informs them somewhat the Capulet party My master is the great rich Capulet, and, if you be not / of the house of Montague?s, I pray come and crush a / cup of wine. (Romeo and Juliet I ii, 86-88) It is by fate that Romeo and Benvolio run into the Capulet serving man and discover the party. It is not just a simple accident that the serving man tells the two cousins about the party at which Romeo is destined, yet unaware, that he will meet his love. Furthermore, before Romeo attends the Cap... ...nowingly help Romeo kill himself, and indirectly kill Juliet in the process.Fate is the controlling ride of the events that lead up to, and cause, the deaths of Rome and Juliet. It is no coincidence that Romeo meets the Capulet serv ant and is invited to the party. Fate brought him to the house of the Capel?s where he was destined to meet his future wife, Juliet. At the luck of being killed, the two lovers married their supposed loathd enemy and consummated the marriage without even the slightest hint of detection from anyone who did not know of the wedding. Unfortunately, their refreshing success would be short lived and their lives would be a downward spiral staring with Romeo?s banishment and ending with their deaths. Taking into consideration that Romeo and Juliet are predetermine to meet, love and die together, fate is clearly the dominant force of the play.

Sex and the City :: Television Media TV

Sex and the City Sex and the City an outrageously funny comedy/drama, created and written by Darren Star, is about nothing else but sex in the big city of Manhattan. As a newspaper columnist, Carrie Bradshaw writes about love and sex in the big apple, through the experiences of all of her single best friends, including her cause single love life. They encounter everyday dilemmas and exchange useful advice amongst their busy lives of self-evaluation. Sex and the City portrays women as power beings through their sexuality. Glamorous and sexy Carrie Bradshaw, play by Sarah Jessica Parker, writes a column, Sex and the City for a newspaper and loves expensive footwear. Her column highlights nightlife in the big city that never sleeps but always sleeps around. As she and her single friends are struggling to get through life and enjoy it to its fullest, she gets caught in a love battle with charismatic Mr. Big. One of Carries best friends, confident and sexy Samantha Jones, played b y Kim Cattrall, enjoys great sex. As a Public Relations consultant, she only expects the best that life has to offer her, from beautiful studs to yoga classes with sexual appeal. The type of woman that makes a lasting impression, Samantha is beautiful, a great friend, and never misses a beat.As a feminine romantic, Charlotte York, played by Kristin Davis, prides in being perfectly poised and polished. Another one of Carries best friends, Charlotte is looking for a relationship that would lead her towards her ultimate happiness. She encounters many relationships and experiences computed tomographys who take fluoxetine and want threesomes. Charlotte is definitely a beautiful woman interested in art, with a lot of sex appeal, but she is always hunting for the perfect guy to be included in her perfect lifestyle and dreams. Attorney Miranda Hobbes, played by Cynthia Nixon is ambitious about her work and relationships, as well as kookie and sexy. Another one of Carries best fri ends, Miranda might be blunt, but prides in her success. She encounters relationships and sex with men, as well as a time when she appeared to be a lesbian. Through all of her insecurities, Miranda is able to endure it all, and be the strong woman in everything she attempts.

Essay --

Dreams Occur Only During paradoxical sleep SleepMany individuals believe that you can only(prenominal) experiences day visions during the REM stage of cat sleep. The REM stage is one of five dollar bill stages that people pass through when they go to sleep ever night. REM is an acronym that stands for rapid eye movement. The REM stage was discovered by the two scientists, Kleitman and Aserinsky (Suzuki et al., 2004). During their inquiry they observed that when their patients were woken up during the REM phase, they were capable of recalling their dreams most vividly. Since then the REM has always been associated with dreaming. During REM sleep, dreams tend to be longer, more than bizarre, and more complex. However, this is not the only stage of sleep in which people dream. In fact there are multiple stages of sleep in which a person can dream (Behn, Ananthasubramaniam, & Booth, 2013).In order to better understand how this myth originated, the original research by Kleitman and Aserinsky must be looked at in further detail. After discovering the homosexual rapid eye movement sleep stage (REM), they documented that dreams were obtained most frequently when the patients were woken up from the REM sleep (Suzuki et al., 2004). Many scientists began conducting studies on REM sleep and dreams. They found a strong connection between an electrophysiologic phenomena and participants experience during REM sleep. Electrophysiologic phenomena is defined as, the electrical properties, characteristics of living organisms, and the processes of organisms or their parts that are involved in generating and responding to electrical charges (Brown, 2010). This means that during REM sleep, our brains is experiencing high bodily function. This explains why the REM stage is associated with longer, more complex... ...g the REM stage. Non-REM dreams are similar to thinking about something briefly during the day, whereas REM dreams are more comparable to thinking intensely abou t something. The duration in which you are in the stages differ as well. The REM stage move of about two hours a night. Non-REM last for about four to six hours. The intense dreams experienced during the REM sleep is a result of heightened brain activity (Hartman & Zimberoff, 2012).The quality of sleep we get during the REM stage and non-REM stage differ greatly. Therefore, it seems only logical that the way we dream would differ as well. We dream more intensely and vividly during REM sleep but that doesnt mean that we dont dream in non-REM sleep. It just simply means that we dream differently. Even if we dream in a less intense way during Non-REM sleep, we are still capable of dreaming during this stage

Abolish or Reform? :: essays research papers

Throughout the world, students are encouraged to attend exalted tutor and continue their education. However, many students find it worthless and be adopt uninspired. They blame the faculty, school policies, and fellow students, when they should be blaming themselves. Unchallenging course work is close to likely a sign that the student isnt taking a hard enough course. During my high school experience, students had the opportunity to take college courses through our high school. This gave the more advanced students a chance to practice the same routine as normal students, scarcely yet challenge and educate themselves. Abolishing high school would non solve any problems in our educational system. There are many ways to make better upon our school system however, we need to start at the beginning.In an essay by Harley Tong, high school is portrayed as a waste of m and a struggle to remain interested in schoolwork. He continues to describe his own experiences and how they led hi m to begin his college career two years earlier than close to students. He complains of the way that he was physically and verbally abused by other students, which is the case in many high schools. High school is not only a cognitive learning environment it is also a social learning environment. Students learn how to communicate with fellow pupils, teachers and administrators. They find out how to come independent from their parents and how to prepare for the rest of their lives. I believe that Harley Tong was simply too advanced for his surroundings. He most likely found the other students immature and didnt fit in with them. In his case, he found a solution to attend a community college instead of his high school, which I commend him for. umteen students in his situation would simply drop out, and that is not the answer.George F. Wills College Presidents Plan Abolish High School conveys ideas that had never cut through my mind. He states, For various reasons, some rooted in Ame rican history and others reflecting recent developments, education has become, for the moment, the most salient social concern and therefore the most potent political issue. Will introduces Leon Botstein, who doesnt actually option to abolish high school, just to change the structure of our schools in general. Botstein says that high school was created for 15- to 18-year-olds who were still children. In todays society, those children are now young adults who are physiologically and psychologically more advanced.