Sep. 24th, 2011

lemniscate: (; the decemberists)
[personal profile] lemniscate
and for my first trick, ladies and gentlemen and persons who would prefer not to be referred to as ladies or gentlemen, an essay about semantics: on the effects of saying "i believe in this", as expanded on from something i wrote all over my homework agenda (it really did not belong there).

believe in me, 'cause i don't believe in anything
and i want to be someone to believe--
you should not believe in me

(mr. jones, across a wire version; adam duritz)

get your essays right here, under the friendly dreamwidth cut. semantics essays! get your semantics essays! semantics essays right here! )
lemniscate: (; cat (cause))
[personal profile] lemniscate
now, here's something i've heard a lot: "there should be an IQ test to vote". or "only educated people should vote". they're very similar, really.

they're very wrong.

the population being educated is listed as a prerequisite for democracy -- for functional democracy. educated, that is, as to what they're doing: having the ability to make educated choices. but claiming democracy should not happen until education is acquired is a chicken-and-egg issue. lack of 'enlightenment' should not be a falsifying condition; claiming it is, claiming anything is, means you support a díaz (porfirio díaz, that is: "oh, of course i believe in democracy, but mexico is not ready for elections yet") -esque manner of stagnancy, in practice.

an educated populace (aware might be a better word, but then it too can be twisted to "people who don't pay attention don't deserve to vote") is necessary for democracy =/= withhold democracy until education is achieved.

there are at least eight billion points of view in the world. )
lemniscate: (face)
[personal profile] lemniscate
this is an essay i did for school last year; it was timed and on paper, so when i found an interesting train of thought and forgot about it that was that.

it does prove that i've been wandering in the general directions i continue to be stubbornly beating my head on for a while, though.

(and at least there's commentary, written shortly after the essay itself: hello, fifteen-year-old lemniscate.)

one last note: there was a point i meant to get at in this essay, that i forgot under the time constraints. and this was the flawed...ness of how democracy is taught-by-example in schools. at least in my experience, you get to vote on something (maybe) and not get bullied into following the majority by a cacophony of screaming peers with larynges, apparently, of steel (maybe), and the votes might even be counted (maybe) -- and then the ruling's probably overturned by a teacher who didn't like it, anyway. which is kind of skeevy, you know? that's worth its own essay, when i run out of other ones to do (i will never run out of ones to do, is the problem)