Frdd W,
Power employed or deployed to increase student's knowledge - here are some
triggers and impacts divided into coercive and non-coercive atmospheres:
> In a message dated 01/03/2000 9:22:46 PM Eastern Standard Time,
> Avi112b@xxxxxxx writes:
>
> > I was wondering if anyone could explain to me how power would be
employed
> or
> > deployed in an attempt to increase students knowledge (aka. Increasing
> > academic achievement) and what would be the impact of such an action?
> >
>
> You might be making a mistake in thinking or believing that academic
> achievement
> means an increase in power. This might depend on what you mean by
academic
> achievement, by knowledge, and by power. Is achievement coerced?
>
> Frdd W.
Power employed or deployed to increase student's knowledge - here are some
triggers and impacts divided into coercive and non-coercive atmospheres:
> In a message dated 01/03/2000 9:22:46 PM Eastern Standard Time,
> Avi112b@xxxxxxx writes:
>
> > I was wondering if anyone could explain to me how power would be
employed
> or
> > deployed in an attempt to increase students knowledge (aka. Increasing
> > academic achievement) and what would be the impact of such an action?
> >
>
> You might be making a mistake in thinking or believing that academic
> achievement
> means an increase in power. This might depend on what you mean by
academic
> achievement, by knowledge, and by power. Is achievement coerced?
>
> Frdd W.