The Questionable Science of Learning
Ideas and concepts that many scientists and new age astronomers produce can make a person, tiresome of trying to understand if the listener is determined to learn on his own accord. This forestall can make a mind unaccountable of its learning abilities, making them “tired and sick” (5). In Walter Whitmans, “When I Heard the Learn’d Astronomer” the speaker gives an insight to a character who is perplexed trying to learn from a scholarly lecture but soon is accountable of his own learning ability. Within this foundation lies the reality of two different learning experiences making the passive learning experience a cluster of nonsense while the active learning experience is worthy of the stars. The first …show more content…
Line Five is the strongest point of the poem using the element of tension and diction to break away from the passive learning experience of the lecture. The character’s tension and diction in “How soon I became unaccountable I became tired and sick” literally shut the door to any possibility of learning from this lecture and paved a way to a new idea of learning (5). The diction in the word “unaccountable” is used to state there is no hope of learning from this lecture while “tired and sick” gives tension of how it makes the speaker feel (5). Furthering on lines six, seven and eight his statement “Till Rising and gliding/…I wonder’d off by myself’ moved the speaker out of the lecture room with much dissatisfaction to the passively learning experience (6). The choice of tone and diction made the speaker literally run out of the lecture room and bought the individualism of the speaker ending line six with the word “myself” (6). Moving on to lines seven and eight the speaker completes the second part with three very compelling elements of diction, alliteration and tone excluding concrete elemental evidence. Using statements as “mystical moist night-air” and “perfect silence at the stars “the actively learning experience here is magical, self-taught and not negotiable to concrete evidence (7,8). This contrary to the astronomer’s lecture of a cluster of work. The words “wander’d” (6) “look’d” (8), and “Learn’d” (1) are used to make an alliteration element connection to the actively learned speaker to the passively experienced astronomer. The “D” uses a symbolic element to show the reader he too is educated, but with a active learning
Ideas and concepts that many scientists and new age astronomers produce can make a person, tiresome of trying to understand if the listener is determined to learn on his own accord. This forestall can make a mind unaccountable of its learning abilities, making them “tired and sick” (5). In Walter Whitmans, “When I Heard the Learn’d Astronomer” the speaker gives an insight to a character who is perplexed trying to learn from a scholarly lecture but soon is accountable of his own learning ability. Within this foundation lies the reality of two different learning experiences making the passive learning experience a cluster of nonsense while the active learning experience is worthy of the stars. The first …show more content…
Line Five is the strongest point of the poem using the element of tension and diction to break away from the passive learning experience of the lecture. The character’s tension and diction in “How soon I became unaccountable I became tired and sick” literally shut the door to any possibility of learning from this lecture and paved a way to a new idea of learning (5). The diction in the word “unaccountable” is used to state there is no hope of learning from this lecture while “tired and sick” gives tension of how it makes the speaker feel (5). Furthering on lines six, seven and eight his statement “Till Rising and gliding/…I wonder’d off by myself’ moved the speaker out of the lecture room with much dissatisfaction to the passively learning experience (6). The choice of tone and diction made the speaker literally run out of the lecture room and bought the individualism of the speaker ending line six with the word “myself” (6). Moving on to lines seven and eight the speaker completes the second part with three very compelling elements of diction, alliteration and tone excluding concrete elemental evidence. Using statements as “mystical moist night-air” and “perfect silence at the stars “the actively learning experience here is magical, self-taught and not negotiable to concrete evidence (7,8). This contrary to the astronomer’s lecture of a cluster of work. The words “wander’d” (6) “look’d” (8), and “Learn’d” (1) are used to make an alliteration element connection to the actively learned speaker to the passively experienced astronomer. The “D” uses a symbolic element to show the reader he too is educated, but with a active learning