Group 1

Group 1

Group 1: GED0101-SEC158
Cadelina, Alyssa Ashley
De Dios, Rose Anne Nicole C.

Diaz, Maria Isabel
Nasinopa, Princess Angenette
Nonato, Elisha Faye

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Why did the school headmaster keep those three statuettes in his office? Did they indicate in some way how he understood education? Did the boy know what they were supposed to mean? What did he take them for?
– The headmaster had some statuettes in his study that stood on a high cupboard behind his desk and arranged them on how he thinks life is like. He had placed the statuettes where they would face delinquent children, because they symbolized to him the whole of life. The reason why he does is because these are the categories of thinkers or students that exist in school. The school headmaster keeps these three statuettes in his office because that’s how he perceives education. He does because for him, having the statuettes displayed is the kind of setting a classroom always has— that there are Venus of Milo-kind of students, Leopard-like, and a Rodin’s Thinker kind of students in a classroom. The boy, moreover, eventually knew what these statuettes mean as he frequently visits his headmaster’s office. Through claiming thinking as his hobby, he was able to come up with a conclusion that these are the grades of thinking. Hence, what these statuettes supposed to mean unfolded as he pondered on things and basically practiced his hobby of thinking.

Did the school succeed in helping the boy to think? Why or why not? Don’t you think it is a bit too early for school to try to make kids think?
– The school was not successful in helping the boy to think because the school itself was ironic. The teachers who preach about the sexless life used his neck in thinking. Miss Parson who said all she wishes for is the welfare of his students actually wishes for a husband her never got. The school was full on contradictions that they cannot even solve their own complexities. In my opinion, it was the boy who helped himself think. It was through his own effort and observations that he was able to be critical enough to find out the problems in his own surroundings. The school may not have directly helped the boy think, yet it became an avenue for the boy to develop his thinking. I also believe that the school must always encourage the students to think and set as an example to always practice what they preach.


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