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And here my troubles began...(part 2)
Oct. 2nd, 2003 10:00 pm
Testimony against the Queen Ant, part 2:
And then she retorts that if I thought that Holland had not enough representation in the curriculum then "why not Asia? the Middle East?" Here her choice of examples is yet another piece of evidence showing that she still thinks I'm Eastern. Secondly, I said "this curriculum." "This curriculum" is "history of Europe." I'm not asking, for example, why Japan isn't on the curriculum, because Japan isn't in Europe. Holland is!
No one does, if choice is given, a research paper on something they have no interest in. And you know I don't want anything to do with war.
I resubmitted my sheet today with the same topic (she had spazzed out at me, having "lost her patience" with me -- but if you asked me I lost my patience with her barely into the second class of the year -- and went "well fine then, do what you want, but don't say you weren't warned.") but changing the motivation section to explain why I wanted to do the Batavian revolution specifically rather than why I wanted to do something Dutch. Both were legitimate motivations -- no lies. I pray...
It is true then how one is blinded to what they profess -- you say you're authoritarian but not totalitarian...and what do you think you really are? A liar, plain and true, with a forked tongue. ("You can't do so-and-so topics because you'll screw up" vs. "IB students are notorious for not taking risks.") Education should be relevant to the learner. The only thing to which I seek relevence you turned down. It's relevant because it is a self preservation system. The instant that disappears, I disappear.
And then she retorts that if I thought that Holland had not enough representation in the curriculum then "why not Asia? the Middle East?" Here her choice of examples is yet another piece of evidence showing that she still thinks I'm Eastern. Secondly, I said "this curriculum." "This curriculum" is "history of Europe." I'm not asking, for example, why Japan isn't on the curriculum, because Japan isn't in Europe. Holland is!
No one does, if choice is given, a research paper on something they have no interest in. And you know I don't want anything to do with war.
I resubmitted my sheet today with the same topic (she had spazzed out at me, having "lost her patience" with me -- but if you asked me I lost my patience with her barely into the second class of the year -- and went "well fine then, do what you want, but don't say you weren't warned.") but changing the motivation section to explain why I wanted to do the Batavian revolution specifically rather than why I wanted to do something Dutch. Both were legitimate motivations -- no lies. I pray...
It is true then how one is blinded to what they profess -- you say you're authoritarian but not totalitarian...and what do you think you really are? A liar, plain and true, with a forked tongue. ("You can't do so-and-so topics because you'll screw up" vs. "IB students are notorious for not taking risks.") Education should be relevant to the learner. The only thing to which I seek relevence you turned down. It's relevant because it is a self preservation system. The instant that disappears, I disappear.
