Tutor profile: Julia M.
Comment functionne le système éducatif français?
Les journées d'école française sont très longues, commençant à 8h et se terminant à 17 ou 18h. Cependant, le mercredi, l'école se termine à midi. Malgré cela, les étudiants ont souvent de longues vacances. De plus, les déjeuners dans les écoles françaises durent généralement environ une heure, beaucoup plus longtemps que dans de nombreuses écoles américaines. Le sport ne joue pas un rôle énorme dans la vie des étudiants comme c'est le cas dans de nombreux autres pays. Les clubs sont également très limités. En France, les notes sont attribuées sous forme de nombre sur un total (généralement 20). À la place de l'ACT ou du SAT, ils ont un examen appelé "Baccalauréat". Les étudiants doivent réussir cet examen pour obtenir leur diplôme et s'inscrire à l'université. À la fin de la 10e année, les élèves peuvent décider d'un Baccalauréat professionnel, technique, ou général. Aussi, les relations entre élèves et enseignants en France sont très formelles. Par rapport aux États-Unis, l'école en France est considérée simplement comme un lieu d'apprentissage et de préparation pour l'avenir; le pays adopte une approche très impersonnelle de l'éducation.
How does the examination and study of fiction and nonfiction texts aid individuals in developing their own interpretation of reality?
The study of literature is so important because it can compel people to tap into their own curiosity. When reading a text, a person must challenge themselves to critically think about what information they are absorbing and whether or not they agree. Since the truth of reality can be very different from person to person, literature can bring the reader into another person's brain and allow them to develop an understanding of what makes up their own reality. For example, literature can make a person empathetic towards characters which can then make them understand its importance in the real world. Furthermore, by visualizing texts, a person becomes better and better at picturing the information in a more interesting and personalized way; the brain becomes more active and the person becomes more imaginative by being able to see things from a new perspective. Despite literature often giving off the idea that there are certain morals or ideas that are "right", reading different kinds of novels can mold someone into more of a free thinker. In the study of nonfiction, principles and rules tend to be more literal. But by combining the creativity of fiction literature and nonfiction literature, a person develops their own creative and innovative version of reality.
What is intelligence, is it possible to truly quantify it, and why should we care about defining it?
Over decades of psychological advancements, the study of intelligence has become a prominent topic with a long history in psychology. It even goes back to the early 1900s (possibly more), when educators wanted to test the mental abilities of young students with the help of psychologists. Up to present day, a standard definition of what makes up intelligence has not been agreed upon. Some psychologists and researchers believe there is only one single ability most commonly known as intelligence. Others believe intelligence includes a large range of different skills. As mentioned, in the early 20th century the term "intelligence quotient" (IQ) was developed by a psychologist who aimed to help identify students in need of extra academic assistance. However since then, it has brought on debates about whether tests aiming to identify IQ are accurate and fair considering the different backgrounds people come from as well as whether or not the definition of IQ is an accurate way to quantify intelligence. These debates have spurred on other theories of intelligence. For example, there is the Theory of Multiple Intelligences which proposes IQ testing cannot accurately exhibit all of a person's abilities. The theory also states that there are eight different kinds of intelligences of which each has its own learning style; the eight are: bodily-kinesthetic, interpersonal, intrapersonal, logical-mathematical, musical, naturalistic, verbal-linguistic, and visual spatial. The theory also states it is possible there are more intelligences not yet identified. A second example is the Triarchic Theory of Intelligence which is similar to the previously mentioned theory in that it proposes intelligence is broader than one general ability but different in that it only suggests there are three different kinds of intelligence: analytical, creative, and practical. These findings are important because they challenge many of the original discoveries about intelligence. People are faced with questions like: Are IQ tests biased? Is intelligence inherited or can the environment play a large role? What do intelligence scores even predict? These questions and new definitions are important especially in the education systems. Teachers, parents, and students need to be taught that there are many ways a person can be intelligent and to not feel poorly for having different strengths and weaknesses.
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