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The topic of education will be discussed through the reasons of why education leads to a better future and how to outline a constructive eventuality through the creation of educational capabilities. These notions were derived from several sources: In my IB philosophy class we were reading Martha Nussbaum’s book titled Creating Capabilities. Martha Nussbaum is an American philosopher with degrees and teachings from Harvard Law School, Columbia University, and the University of Chicago. In my Spanish 4 IB class we were chatting about immigration and the difficulties getting into another country. In my health class we watched a video about mindset and its impact on the human body. My cousin and I were also discussing the subject of suppressive statements and how that led to her corrosive disadvantages of practical reasoning.
Creating Educational Capabilities is an inspirational article that has been published by the Lion’s Roar and is meant to encourage those who are not currently creating a capability for themselves and those who need a little push to be cognizant of reality. This article is meant for both minorities and majorities who have the capability to learn and to help others learn. The purpose of this article is to spiritually stimulate young teenage minds to become conscious of their future by performing exceedingly well in high school. It is implied that mundane responses by the public be very limited.
A capability is a quality obtained by a sentient individual in order to have a constructive eventuality. Any individual can create a capability, it just takes mindset and ambition. Now, one might say, some are more capable than others, but that certain capability can be obtained through immense effort. Let’s take education for example, individuals who work hard are successful in the future, whereas those who don’t make a significant effort, tend to regret it later in life. So, one might wonder, how will this help the individual later in life? The question does not refer to benefits later in life but pre-creating a successful future for oneself. No one is omniscient of every capability but these intrinsic capabilities can be created and learned as a second-nature function.
“An individual once told me not to waste my time on studying to become a teacher based on my current capability. After hearing that from the individual, it made me rethink what the world has become. People these days say suppressive statements based on one’s ethnicity, current capability, and social class. I was surprised, heartbroken, and devastated by the statement said to me. I completely shut down my dream of becoming a teacher, but I shouldn’t have let that individual define my future based on the words she said. Instead, I should’ve kept believing in myself and kept trying to create a capability for myself,” said LHS student Elizabeth Fahn.
This individual possibly denied her the support that would have developed her ambition of practical reasoning, fertile capabilities, and impeded her from thinking of herself as an individual who has a plan in life that is set on future successes. These infringements upon the current capability of individuals extend to infringements upon human dignity. Just because educational capabilities are not yet fully realized by an individual does not mean that they will never be realized. With a change in an individual’s mindset, there is always a contingency to create educational capabilities.
Social affiliations or associations with certain groups of people can directly impact an individual’s learning ability. If an individual associates himself with those who want to create a capability for themselves and achieve higher education, then it will be easier to build a better future for himself. This is because the more determined your peers are, the more accessible that determination is to you. However, if a person interacts with individuals who don’t care for higher education or a constructive eventuality, then the effect of that person’s determination for higher education will be very limited. Furthermore, If people interact with individuals who care for higher education, their determination is more likely to increase because they are around educationally determined minds.
Ultimately, it is up to the individual to establish a capability. When an individual makes the effort of creating a capability for himself/herself, others will see that and help that individual reach his/her full potential. Determined minds will never listen to suppressive statements. This meaning, the corrosive disadvantages of practical reasoning do not impact the individual in any way. Corrosive disadvantages relate to the failure of educational capabilities, which then impacts future successive thoughts. So if an individual is determined to learn, if he/she is determined to create a capability for himself/herself, then that will be their mental state of mind. Educational capabilities open way for opportunity conditions for self determination, and a constructive eventuality.
Many immigrant families come to the United States in search of a constructive eventuality. Now, the excursions are never easy so it is surprising that some individuals aren’t appreciative of their parents’ exertions. There are many difficulties getting into a first world country, where opportunities are prolific. These difficulties include crossing boundaries, borders, border patrol, rivers, oceans, misfortunes, and setbacks while a continuous endeavor burns in an immigrant’s’ soul. In spite of strenuous hindrances, immigrants come to the United States. Families suffer immeasurably for their children to have a constructive eventuality, so why do these individuals still feel like it is not an obligation to indemnify these efforts through educational capabilities. If an individual creates an educational capability, then it will be easier to acquire scholarships, acceptance letters, and letter of recommendations for universities. Many of these immigrants aren’t thinking of going to college, and if they are, a community college. I urge individuals who are in this state of mind to have a greater goal, that a higher level of education is achievable not just by “smart people”. The purpose in which immigrants came to the United States is not to simply survive, but to strive for the best possible future when given a real opportunity.
If an individual already has educational capabilities, it is vital that these capabilities become functions. It is implied that these capabilities are not just meant to uphold educational endeavors, but carry on as an everyday lifestyle. If an individual knows that others around him are struggling to realize their potential capabilities, they should support others because at some point in the past, that certain individual was in that state of mind where there was no sentient pursuit for a constructive eventuality. These individuals also know that it was very difficult to get to where they are now, so why not make it easier for these individuals. Others are still striving to become cognizant of their reality and undertaking hardships to reach their full potential. I suppose that we are not in the ideal society, but if every student becomes enlightened, the constructive eventualities of teenagers would be tremendous. In many other nations, specifically second or third world countries, these real opportunities are very limited, if any. Nussbaum describes real opportunity as being opportunities that give every individual an equal opportunity for a constructive eventuality. Exemplifying this, individuals begin at the same starting point, and it is up to them, as a free agent, to determine their future. Education is a real opportunity in democratic nations like the United States because economic status is not such a significant factor in the creation of educational capabilities. Fortunately, real opportunities allow significant changes in the lives of individuals such as moving up a social class. The motive I urge individuals to have is the desire to take advantage of educational opportunities to its fullest extent. If this happens, educational capabilities are bound to be created by many individuals.
Mindset is the state of mind that affects everyday life and the ability to overcome hardships. Mindset has an impact on all aspects of life, including health. In a study conducted by Dr. Alia Crum and her colleagues at Yale University, two batches of milkshakes were made to test the effects of mindset on health. These individuals invited people to test their milkshakes, in exchange for seventy-five dollars. While these people were drinking the milkshakes, they were hooked up to an IV, and blood was drawn out of them. The experimenters were out to measure the enzyme Ghrelin. When our stomachs are hungry, our Ghrelin levels rise, signaling to the brain that the body needs food, while slowing down our metabolism just in case food is not available. When food is consumed, our Ghrelin levels drop, informing the brain that no more food should be consumed, and metabolizing the foods that were just consumed in order to create energy for the body. The milkshakes were the same, but the twist was that different information was given to the same people. For the first batch of milkshakes, individuals were told that the milkshake contained only 140 calories with 0 grams of fat. This information was used to signal to the brain that very little food would be consumed. For the second batch of milkshakes the individuals were told that the milkshake contained 620 calories with 30 grams of fat. This information was used to signal to the brain that a lot of food would be consumed. The first group’s data showed that the Ghrelin levels dropped a small amount, whereas the second group’s data showed that the Ghrelin levels dropped about three times as much as the first group’s Ghrelin levels. The data does not just show the effects of mindset on health, but shows the significance of alterations on an individual’s mindset to be beneficial in any aspect of life. If mindset has this much of an affect on health, then just imagine the effects it will have on the creation of educational capabilities.
In regards to educational capabilities, mindset is defined as the mental determination that allows for the best possible future. Mindset isolates IB, AP, and honor students from regular students. These higher level students have the mindset of creating the best possible eventuality, that is why their physical determination/ambition is much greater. Exemplifying this, the comparison between individuals who desire the best possible eventuality, and individuals who just don’t care for academics or the future is overwhelming. Higher level students have had a determined mindset at a very young age, which is why it carried on into high school as well. Many regular students have had an undetermined mindset that led to a much more difficult time in academics. The amount of educational capabilities that are created by a group of higher level students versus regular students varies greatly. Just imagine the cooperation of students who desire the best possible future in relation to those who don’t desire the best possible future. The cooperation of higher level students promotes educational capabilities enormously, whereas a cooperation of regular students either promote or impede educational capabilities.
Apropos of educational capabilities, ambition is defined as the physical determination that promotes a constructive eventuality. Ambition is the mental determination being physically manifested, which shows a direct correlation between the two intrinsic factors that impact the creation of educational capabilities. There is a clear and direct correlation between mindset and ambition, therefore if mindset is fundamentally determined from the beginning, ambition will follow that determination. Therefore, the earlier a determined mindset is acquired, the better the constructive eventuality of students. If mindset is determined, individuals will see the efforts of students and provide real opportunities such as scholarships and other scholarly programs. Ambition does not only include hard work in school, but striving to be a part of other programs that promote education and academics. Ambition allows higher level students to study harder, take more rigorous classes, and still be able to perform well. Both mindset and ambition are determined by the individual to a certain extent. Past this extent, the individual’s mindset and ambition become positively habitual. This meaning, higher level students have a determined mindset for the best possible eventuality and physically strive for a constructive future. These individuals get used to the intensity of academics and find a way to still perform well. For that reason, mindset can either promote or prohibit an individual’s educational capabilities.
In order to create not just educational capabilities, but a constructive eventuality, mindset and ambition are vital concepts to understand and acquire.The level of determination that a student has can also impact educational capabilities. As a determined student grows in knowledge, he/she should be able to exercise that knowledge by building better study habits, increase focus, and sacrificing sleep and time. The reason that students don’t pass a class, or do poorly in school is not necessarily because of the teachers, or even the students, the main reason is that the student did not have the necessary amount of determination required for the class or major. Therefore, in order to build the determination needed for any major or minor in college that the student would like to pursue, it must take the build up of determination as soon as possible. Taking challenging classes every year is the fastest way to build up mental and physical determination because those classes will make the student develop good study habits, get exposed to what happens at the college level, sacrifice time, and sleep, and learn to be focused. Students should not limit themselves in any educational path they wish to take in college by not having the necessary amount of determination required, instead, ensuring that they have the determination required for their best possible future.
To conclude, hard work and perseverance are intrinsic factors in the creation of educational capabilities. Educational capabilities affirm opportunity conditions for self-determination, and a constructive eventuality. This meaning, these capabilities assert conditions for opportunity, and a better future. Social affiliations with those who are not cognizant of reality or striving for a constructive eventuality can have a drastic impact on one’s educational journey. Martha Nussbaum has a similar take on creating capabilities in her book Creating Capabilities: The Human Development Approach, as she relates the increase in the gross domestic products of countries to the increased deprivation of basic education, healthcare, and other opportunities. In her book, Creating Capabilities, Nussbaum states that those who create capabilities for themselves are not just planning to live, but to strive for a constructive eventuality. From this statement, I was inspired to write this article on the creation of educational capabilities, as it pertains to the cognizant realization of the surplus amounts of educational opportunities waiting to be scrutinized. Conclusively, the decision is left up to the individual, whether that may be to create educational capabilities or to remain in the very state that he/she is in. There is a contingency that some individuals will create a capability, and if this happens, there will be change in the mentality of many. As this occurs, practical reasoning and fertile capabilities will come into effect, which is the basis for a constructive eventuality. And remember: Determined minds never listen to suppressive statements.