Rebuttal- Taco491

Posted on November 25, 2024 by taco491

Disadvantages of Encouragement

Encouragement is often seen as beneficial for children, with many studies linking it to improved confidence, performance, and mental health. However, this view is misleading. While encouragement can boost short-term success, it can harm a child’s mental well-being, especially when it pushes them toward unrealistic goals. Rather than building resilience, excessive encouragement can lead to anxiety, stress, and burnout, particularly in competitive sports or when pursuing unattainable dreams.

The source Improving Children’s Mental Health through Healthy Encouragement claims that children who feel encouraged are likely to perform better in school and sports, have healthier relationships, and enjoy better overall well-being. While this may be true in terms of immediate performance, it overlooks the emotional toll such encouragement can take. Encouragement that focuses solely on success does not always lead to better mental health. When children are pushed to exceed their limits or meet unattainable expectations, they can experience pressure and anxiety. This pressure often undermines their intrinsic motivation, leading to stress and burnout. Encouragement can create a cycle where children feel they must constantly perform at high levels to earn approval, which can take a toll on their emotional state.

One of the most significant areas where encouragement becomes problematic is in youth athletics. Sam Dekin, author of The Good and Bad of Youth Athletics On Your Child’s Mental Health, outlines several factors that contribute to poor mental health in young athletes, including high pressure to perform, burnout, perfectionism, coach abuse, and injuries. Sports are typically a place for children to relieve stress and develop social skills, but when encouragement becomes excessive, it can have the opposite effect. The constant pressure to excel in sports can lead to increased anxiety, particularly when children are encouraged to pursue goals that are beyond their abilities. The expectation to perform perfectly, to win, or to meet others’ standards can overshadow the joy of the activity, creating emotional strain. This pressure results in children experiencing stress and feelings of inadequacy, and in some cases, can cause long-term issues like anxiety, depression, and self-doubt. Instead of providing an outlet for stress, sports may become another source of it. Encouragement aimed at achieving unrealistic goals, such as becoming a professional athlete, may lead to a focus on external validation instead of developing a genuine passion for the sport. This shift in focus often leads to feelings of frustration and anxiety, especially if the child is nott meeting the high expectations set by their parents, coaches, or themselves.

Positive reinforcement, like rewards or praise, is commonly used to encourage children to participate in activities like sports. According to Why Children Need Positive Reinforcement, “Positive reinforcement not only increases the likelihood that kids will behave, but it also increases their self-esteem and builds confidence.” While this can be beneficial in some contexts, it can also push children toward goals they do not genuinely want to pursue. This is especially true when positive reinforcement is used to encourage children to pursue their parents’ dreams, rather than their own. Children often find themselves pursuing goals that reflect their parents’ desires, not their own. For instance, a child may excel in sports or academics, not because they are passionate about it, but because they want to earn praise or rewards. While this may keep children motivated in the short term, it can lead to long-term issues, including stress and a lack of fulfillment. Positive reinforcement encourages children to focus more on earning rewards than on developing a true love for the activity, which can eventually diminish their sense of autonomy and lead to burnout. In many cases, children may feel pressured to meet their parents’ expectations, even when those expectations are unrealistic. This can result in feelings of inadequacy and anxiety, especially when the child struggles to meet those standards. Over time, this cycle can erode their self-esteem, leading to depression or other mental health problems.

Another argument often made in favor of encouragement is that failure should be seen as part of the learning process. Gould, in The Psychology of Optimal Performance: The Mindset of Successful Athletes, suggests that failure should not be viewed as defeat but as a stepping stone toward improvement. While this perspective can be empowering for some athletes, it fails to acknowledge the emotional damage that repeated failure can cause, especially when the goals being pursued are unrealistic. When children repeatedly fail to meet the expectations placed upon them, it can lead to feelings of frustration and self-doubt. Instead of learning from their mistakes, they may begin to view failure as a reflection of their inadequacy. Constant failure, combined with excessive encouragement to keep pushing forward, can lead to a decline in mental health, exacerbating feelings of anxiety, depression, and hopelessness. Rather than fostering resilience, this cycle may only reinforce negative emotions and stress. Failure, in this context, doesn’t always lead to growth. For many children, repeated failure without appropriate emotional support can result in discouragement and withdrawal from the activity altogether. Encouraging children to keep pursuing unrealistic dreams despite consistent failure only adds to their emotional burden and can create long-term mental health challenges.

When a child repeatedly fails in an area, whether it’s sports, school, or any other endeavor, it should serve as a signal for parents to reconsider pushing them toward an unattainable goal. The idea that failure is simply part of the process is misleading if the child is emotionally unprepared for the setbacks they’re facing. Failure shouldn’t be a reason to push harder, but an opportunity to reassess the child’s true interests and abilities.Parents should pay attention to signs of stress and anxiety in their children. If a child is constantly failing in pursuit of a goal that doesn’t align with their passions or abilities, it may be time to shift their focus toward something more achievable and meaningful. Encouraging children to pursue realistic goals that match their interests will help them build self-confidence, resilience, and a healthier relationship with failure. This approach prevents the development of anxiety, depression, and burnout.

References

Dekin, S. (2020). The Good and Bad of Youth Athletics On Your Child’s Mental Health. Sports Psychology Review. the-good-and-bad-of-youth-athletics-on-your-childs-mental-health

Ford, H. (2021, March 25). Why Children Need Positive Reinforcement. Www.henryford.com. https://www.henryford.com/blog/2021/03/positive-reinforcement#:~:text=Positive%20reinforcement%20not%20only%20increases,self%2Desteem%20and%20builds%20confidence.

Gould, D. (2016). The Psychology of Optimal Performance: The Mindset of Successful Athletes. Journal of Sports Psychology. https://books.google.com/books?hl=en&lr=&id=NsixEAAAQBAJ&oi=fnd&pg=PR3&dq=%C2%A0Gould,+D.+(2016).+The+Psychology+of+Optimal+Performance:+The+Mindset+of+Successful+Athletes.+Journal+of+Sports+Psychology.&ots=7zd2A7OhQg&sig=1VgrEHBdPMf2E7JOlyEFFssa3V8#v=onepage&q=setbacks&f=false


Improving Children’s Mental Health through Healthy Encouragement – Centerstone. (2022,September 2). Centerstone. https://centerstone.org/our-resources/health-wellness/improving-childrens-mental-health-through-healthy-encouragement/#:~:text=Encouragement%20can%20go%20a%20long,peers%20and%20be%20healthier%20overall.

Posted in Rebuttal Draft, Taco491 | Leave a comment

Rebuttal Rewrite – pineapple488

Posted on November 24, 2024 by pineapple488

The Benefit of Audiation Over Music Theory for Young Learners

Despite widespread advocacy from music educators that children should be taught music theory from an early age, this traditional emphasis on theoretical knowledge often fails to engage young learners’ innate creativity and musical potential. While experts like Christopher Small and Bennett Reimer have made compelling arguments for the importance of music theory in the development of musical literacy, a closer examination reveals that learning music by ear remains the more effective and engaging method for fostering intuition and musical fluency in children.

Many music educators emphasize the importance of music theory as a foundational component of music education, arguing that a thorough understanding of musical notation, scales, harmony, and rhythm is essential for students to develop as proficient musicians. For example, Christopher Small, a prominent musicologist, argues in his book Musicking: The Meaning of Performing and Listening that music theory helps students gain access to the “grammar” of music, providing them with a systematic framework for understanding musical structures. Small writes, “Music theory gives students the tools to comprehend and manipulate the complex layers of music, providing a structure that enhances both performance and composition.” From this perspective, music theory offers an intellectual roadmap that guides students toward deeper musical understanding and technical proficiency.

Similarly, music education theorist Bennett Reimer, in A Philosophy of Music Education, stresses that music theory is vital for cultivating musical literacy and cognitive development. He contends, “Music theory provides the structural knowledge necessary for students to recognize and analyze the underlying principles of music, which in turn makes them more effective performers and composers.” Reimer argues that learning theory equips students to think critically about music, solve musical problems, and engage in meaningful musical expression.

While both Small and Reimer make valid points about the benefits of music theory, there are limitations to emphasizing theory as the primary mode of learning, especially for young children. Music theory, while valuable, can be abstract and disconnected from the natural, creative process that ear training facilitates. Focusing on theory too early can stifle creativity by introducing rigid rules before children have developed the flexibility to express themselves musically.

Ear training, which focuses on developing the ability to understand and internalize music through listening, is a more effective and engaging method for early childhood music education. Audiation, an essential component of ear training, allows children to develop an intuitive understanding of music that can later be formalized through theory. By learning to internalize rhythms, pitches, and melodies first, children can build a strong musical foundation that will enhance their understanding of theory later.

One key reason ear training is especially beneficial for young children is that it aligns with their natural cognitive and perceptual development. Neuroscience research has shown that young children’s brains are highly capable of absorbing complex auditory stimuli. According to music psychologist Diana Deutsch, “Children who receive early exposure to music by ear are more likely to develop advanced aural skills, including perfect pitch.” Ear training enables children to recognize patterns, intervals, and harmonies on a deep emotional level, fostering a more instinctive and creative connection to music.

Moreover, ear training nurtures creativity by giving children the freedom to experiment with sounds and melodies without being constrained by theoretical rules. Children who learn to play music by ear are encouraged to compose and improvise freely, engaging with music in a way that feels personal and expressive. Music educator David J. Hargreaves notes, “Music that is learned by ear allows students to develop a more organic, spontaneous approach to composition and performance, fostering individual expression and musicality.” This freedom to explore music without the constraints of formal notation cultivates creativity, which is often stifled when children are taught theory too early.

In addition to fostering creativity, ear training provides numerous cognitive and emotional benefits that theory cannot offer in the same way. By developing strong aural skills, children improve their ability to distinguish between musical elements such as pitch, rhythm, and harmony. This heightened musical perception enhances cognitive functions like memory, attention, and problem-solving. A study by the Institute for Music Research found that children who participated in ear training showed significant improvements in auditory processing, memory retention, and problem-solving abilities.

Furthermore, ear training helps children develop a deeper emotional connection to music. When children learn to play by ear, they are not just memorizing patterns or following written instructions; they are internalizing the emotional quality of music itself. This process allows them to express their feelings and experiences through sound, leading to greater emotional intelligence and self-expression. As music educator Edwin Gordon argues, “Music should be learned as a means of expression, not merely as a technical skill.” Ear training gives children the freedom to connect with music on an emotional level.

It is important to note that ear training and music theory are not mutually exclusive, and should be integrated into a balanced curriculum. However, the sequence in which they are introduced is crucial. Children should first engage with music through ear training, learning to internalize sounds, rhythms, and melodies. Once these basic musical instincts are developed, music theory can be introduced as a way to formalize and expand upon this knowledge. This way, music theory becomes a tool for enhancing and refining the creativity that was fostered through ear training, rather than a restrictive set of rules that could stifle spontaneous musical expression.

In conclusion, while experts like Small and Reimer present strong arguments for the value of music theory, their perspectives often overlook the benefits of ear training, particularly for young children. Ear training emphasizes listening, improvisation, and composition by ear, offering a more intuitive, creative, and emotionally resonant approach to music education. By allowing children to develop their musical instincts and express themselves freely, ear training provides a solid foundation for later learning music theory. When theory is introduced after audiation, it enhances the child’s natural musical abilities rather than constraining them. Therefore, ear training should be prioritized in music education to foster creativity, emotional expression, and musical fluency in young learners.

References

Deutsch, D. (2013). Psychology of Music. Diana Deutsch – Psychology of Music. https://deutsch.ucsd.edu/psychology/pages.php?i=601 

Gordon, E. (2012). Learning Sequences in Music: A Contemporary Music Learning Theory. GIA Publications, Inc. 

Hargreaves, D., & Lamont, A. (n.d.). The Psychology of Musical Development. Cambridge Core. https://www.cambridge.org/core/books/psychology-of-musical-development/C6BADF11A36C530CAFD496CB5379D2FB 

Miendlarzewska, E. A., & Trost, W. J. (2014, January 20). How musical training affects cognitive development: Rhythm, reward and other modulating variables. Frontiers in neuroscience. https://pmc.ncbi.nlm.nih.gov/articles/PMC3957486/ 

Reimer, B., & Webster, P. R. (1989). A Philosophy of Music Education. State University of New York Press. 

Small, C. (1998). Musicking — The Meanings of Performing and Listening. https://www.tandfonline.com/doi/abs/10.1080/1461380990010102 

Posted in Pineapple448, Rebuttal Rewrite | 1 Comment

Rebuttal Argument – pineapple488

Posted on November 24, 2024 by pineapple488

The Benefit of Audiation Over Music Theory for Young Learners

Despite widespread advocacy from music educators that children should be taught music theory from an early age, this traditional emphasis on theoretical knowledge often fails to engage young learners’ innate creativity and musical potential. While experts like Christopher Small and Bennett Reimer have made compelling arguments for the importance of music theory in the development of musical literacy, a closer examination reveals that learning music by ear remains the more effective and engaging method for fostering intuition and musical fluency in children.

Many music educators emphasize the importance of music theory as a foundational component of music education, arguing that a thorough understanding of musical notation, scales, harmony, and rhythm is essential for students to develop as proficient musicians. For example, Christopher Small, a prominent musicologist, argues in his book Musicking: The Meaning of Performing and Listening that music theory helps students gain access to the “grammar” of music, providing them with a systematic framework for understanding musical structures. Small writes, “Music theory gives students the tools to comprehend and manipulate the complex layers of music, providing a structure that enhances both performance and composition.” From this perspective, music theory offers an intellectual roadmap that guides students toward deeper musical understanding and technical proficiency.

Similarly, music education theorist Bennett Reimer, in A Philosophy of Music Education, stresses that music theory is vital for cultivating musical literacy and cognitive development. He contends, “Music theory provides the structural knowledge necessary for students to recognize and analyze the underlying principles of music, which in turn makes them more effective performers and composers.” Reimer argues that learning theory equips students to think critically about music, solve musical problems, and engage in meaningful musical expression.

While both Small and Reimer make valid points about the benefits of music theory, there are limitations to emphasizing theory as the primary mode of learning, especially for young children. Music theory, while valuable, can be abstract and disconnected from the natural, creative process that ear training facilitates. Focusing on theory too early can stifle creativity by introducing rigid rules before children have developed the flexibility to express themselves musically.

Ear training, which focuses on developing the ability to understand and internalize music through listening, is a more effective and engaging method for early childhood music education. Audiation, an essential component of ear training, allows children to develop an intuitive understanding of music that can later be formalized through theory. By learning to internalize rhythms, pitches, and melodies first, children can build a strong musical foundation that will enhance their understanding of theory later.

One key reason ear training is especially beneficial for young children is that it aligns with their natural cognitive and perceptual development. Neuroscience research has shown that young children’s brains are highly capable of absorbing complex auditory stimuli. According to music psychologist Diana Deutsch, “Children who receive early exposure to music by ear are more likely to develop advanced aural skills, including perfect pitch.” Ear training enables children to recognize patterns, intervals, and harmonies on a deep emotional level, fostering a more instinctive and creative connection to music.

Moreover, ear training nurtures creativity by giving children the freedom to experiment with sounds and melodies without being constrained by theoretical rules. Children who learn to play music by ear are encouraged to compose and improvise freely, engaging with music in a way that feels personal and expressive. Music educator David J. Hargreaves notes, “Music that is learned by ear allows students to develop a more organic, spontaneous approach to composition and performance, fostering individual expression and musicality.” This freedom to explore music without the constraints of formal notation cultivates creativity, which is often stifled when children are taught theory too early.

In addition to fostering creativity, ear training provides numerous cognitive and emotional benefits that theory cannot offer in the same way. By developing strong aural skills, children improve their ability to distinguish between musical elements such as pitch, rhythm, and harmony. This heightened musical perception enhances cognitive functions like memory, attention, and problem-solving. A study by the Institute for Music Research found that children who participated in ear training showed significant improvements in auditory processing, memory retention, and problem-solving abilities.

Furthermore, ear training helps children develop a deeper emotional connection to music. When children learn to play by ear, they are not just memorizing patterns or following written instructions; they are internalizing the emotional quality of music itself. This process allows them to express their feelings and experiences through sound, leading to greater emotional intelligence and self-expression. As music educator Edwin Gordon argues, “Music should be learned as a means of expression, not merely as a technical skill.” Ear training gives children the freedom to connect with music on an emotional level.

It is important to note that ear training and music theory are not mutually exclusive, and should be integrated into a balanced curriculum. However, the sequence in which they are introduced is crucial. Children should first engage with music through ear training, learning to internalize sounds, rhythms, and melodies. Once these basic musical instincts are developed, music theory can be introduced as a way to formalize and expand upon this knowledge. This way, music theory becomes a tool for enhancing and refining the creativity that was fostered through ear training, rather than a restrictive set of rules that could stifle spontaneous musical expression.

In conclusion, while experts like Small and Reimer present strong arguments for the value of music theory, their perspectives often overlook the benefits of ear training, particularly for young children. Ear training emphasizes listening, improvisation, and composition by ear, offering a more intuitive, creative, and emotionally resonant approach to music education. By allowing children to develop their musical instincts and express themselves freely, ear training provides a solid foundation for later learning music theory. When theory is introduced after audiation, it enhances the child’s natural musical abilities rather than constraining them. Therefore, ear training should be prioritized in music education to foster creativity, emotional expression, and musical fluency in young learners.

References

Deutsch, D. (2013). Psychology of Music. Diana Deutsch – Psychology of Music. https://deutsch.ucsd.edu/psychology/pages.php?i=601 

Gordon, E. (2012). Learning Sequences in Music: A Contemporary Music Learning Theory. GIA Publications, Inc. 

Hargreaves, D., & Lamont, A. (n.d.). The Psychology of Musical Development. Cambridge Core. https://www.cambridge.org/core/books/psychology-of-musical-development/C6BADF11A36C530CAFD496CB5379D2FB 

Miendlarzewska, E. A., & Trost, W. J. (2014, January 20). How musical training affects cognitive development: Rhythm, reward and other modulating variables. Frontiers in neuroscience. https://pmc.ncbi.nlm.nih.gov/articles/PMC3957486/ 

Reimer, B., & Webster, P. R. (1989). A Philosophy of Music Education. State University of New York Press. 

Small, C. (1998). Musicking — The Meanings of Performing and Listening. https://www.tandfonline.com/doi/abs/10.1080/1461380990010102 

Posted in Pineapple448, Rebuttal Draft | Leave a comment

Rebuttal Rewrite-Elongated Lobster

Posted on November 24, 2024 by Elongated lobster

The Hidden Costs of 11:59 Deadlines: Stress, Procrastination, and the Need for Change in Education

While there is a common belief that 11:59 and weekend deadlines are mostly a negative aspect of most classes, there are some who argue against this. The main arguments are that by having a deadline looming overhead the entire day, the students will feel more pressure to get the assignments done as soon as possible as well as that the late night and weekend deadlines will give busier students that participate in extracurricular activities more time to complete these assignments. While there is merit behind these arguments, they are both flawed in their own ways. Both of these arguments fail to mention the largest issue with this line of thinking: students are people that can fall into the trap of procrastination as well as the fact that they can become overwhelmed. 

“Why do students procrastinate? Teachers confirm that 11:59 is the magic hour”, an article published by Ella Goodweather, a reporter for the website Three Penny Press, points out that one student felt as though the 11:59 deadline could be beneficial to students as “‘it can make you more productive’” as it will force the students to be more efficient as the deadline is closing in with the day. Although this may be the case for one student, there are a multitude of other students that find these deadlines to only cause more stress and lead to them feeling overwhelmed. There is a reason that a study published by the American Psychological Association found that students today experience significantly higher levels of stress than any other generation of students in recent history. 

 A high school AP teacher in this same article argues that “‘When you have no other choice, you do it’”. When looking at this quote closer, therein lies the issue, “you have no other choice”. The students that have these deadlines feel as if they have no other choice and are trapped into feeling as if they have a constant ticking time bomb looming above their heads at all times as when they complete one 11:59 deadline, another soon follows, if it is not already there. This feeling of entrapment is what builds up dangerous levels of stress within students. 

This cycle of constant deadlines creates an environment where students begin to prioritize survival in the classroom and the preservation of their gpa over genuinely learning the material. Rather than helping students to foster a love for life-long learning and critical thinking, the relentless nature of these deadlines pushes students to work past burnout, which sacrifices both the quality of the work that they are submitting as well as their personal well-being.  This toxic education culture not only diminishes the school and learning experience, but also results in the developing of unhealthy habits among students such as sleep deprivation, anxiety, and burnout. 

In regards to the busy students that may find these later deadlines more useful, an article from Technician by Jordan Birkner argues that having assignments due during the day makes things more difficult for these students and that it makes it much less manageable as they will typically have more time to work on homework later at night after work, sports, or clubs. Despite this claim, the National Institutes of Health found that almost 80% of all college students procrastinate. This number is so overwhelmingly high that it would be dishonest to say that this is the case for the majority of these students that are involved in extracurricular activities. 

This figure indicates that regardless of level of participation in different clubs, sports, or activities, most students will procrastinate and find themselves in the same bind that the other students find themselves in, with a looming deadline fast-approaching and the stress will begin to ensue. 

Furthermore, while late-night deadlines might appear to accommodate these busy schedules, they often enable the very behavior that they aim to help alleviate: procrastination. By allowing students to push off assignments to the last possible minute in the day, the deadlines create a false sense of flexibility and cushioning that leads to heightened stress and diminished productivity as they may begin to feel tired or weary from the long day that they often have. Rather than encouraging effective time management, the 11:59 deadline reinforces poor habits, leaving students to be forced under pressure rather than helping them learn to balance their responsibilities more effectively. 

One way to help combat this pressure and stress that the students may feel throughout the day is to give them the time and space to spend time outside. Multiple studies published by the American Psychological Association, the Harvard Gazette, and the National Institutes of Health have all shown that spending even 10-20 minutes outside a day can show significant improvement in mood, productivity, as well as diminishing stress levels. 

One way to do this in the classroom is to move some classes outside if possible. Taking students outside to do their work will allow them to get the rejuvenating effects of nature while still remaining productive and getting their assignments done. Another possibility is to take even 15 minutes out of class time to allow the students to go outside and to relax in the middle of the day. This will allow for the students to come back to the classroom refreshed and more productive which, in the middle of the day, can be massively beneficial in getting them through the day less stressed and to be better prepared to get their work done in a timely fashion. This will allow for a less stressed, and happy generation of students in an era of fast-paced, stressful living. 

While 11:59 and weekend deadlines may appear beneficial to some students, their negative impacts often overshadow any of the potential advantages. These deadlines encourage procrastination, increase stress, and promote unhealthy habits, leaving students overwhelmed and focused more on meeting deadlines than truly engaging with their learning and becoming lifelong learning. Rather than maintaining these rigid deadlines, teachers should focus on setting aside time for alternative approaches such as incorporating stress-relief activities such as spending some time outside during the school day. These small adjustments will help to prioritize student mental health and help to foster healthy practices to avoid burnout that create life-long learners. 

References

Three Penny Press. (2021, February 21). Why do students procrastinate? Teachers confirm that 11:59 is the magic hour. https://threepennypress.org/opinions/2021/02/21/assignments-flood-in-just-on-time/

Technician. (2023, March 7). Dueling Column: Assignments should be due at class time. https://www.technicianonline.com/opinion/dueling-column-assignments-should-be-due-at-class-time/article_e03df6c8-bd5c-11ed-ad3e-9f6ec27bd31b.html

González-Brignardello, M. P., Sánchez-Elvira Paniagua, A., & López-González, M. Á. (2023). Academic Procrastination in Children and Adolescents: A Scoping Review. Children (Basel, Switzerland)https://pmc.ncbi.nlm.nih.gov/articles/PMC10297372/

Posted in Elongated Lobster, Rebuttal Rewrite | 1 Comment

Rebuttal- Elongated Lobster

Posted on November 24, 2024 by Elongated lobster

The Hidden Costs of 11:59 Deadlines: Stress, Procrastination, and the Need for Change in Education

While there is a common belief that 11:59 and weekend deadlines are mostly a negative aspect of most classes, there are some who argue against this. The main arguments are that by having a deadline looming overhead the entire day, the students will feel more pressure to get the assignments done as soon as possible as well as that the late night and weekend deadlines will give busier students that participate in extracurricular activities more time to complete these assignments. While there is merit behind these arguments, they are both flawed in their own ways. Both of these arguments fail to mention the largest issue with this line of thinking: students are people that can fall into the trap of procrastination as well as the fact that they can become overwhelmed. 

“Why do students procrastinate? Teachers confirm that 11:59 is the magic hour”, an article published by Ella Goodweather, a reporter for the website Three Penny Press, points out that one student felt as though the 11:59 deadline could be beneficial to students as “‘it can make you more productive’” as it will force the students to be more efficient as the deadline is closing in with the day. Although this may be the case for one student, there are a multitude of other students that find these deadlines to only cause more stress and lead to them feeling overwhelmed. There is a reason that a study published by the American Psychological Association found that students today experience significantly higher levels of stress than any other generation of students in recent history. 

 A high school AP teacher in this same article argues that “‘When you have no other choice, you do it’”. When looking at this quote closer, therein lies the issue, “you have no other choice”. The students that have these deadlines feel as if they have no other choice and are trapped into feeling as if they have a constant ticking time bomb looming above their heads at all times as when they complete one 11:59 deadline, another soon follows, if it is not already there. This feeling of entrapment is what builds up dangerous levels of stress within students. 

This cycle of constant deadlines creates an environment where students begin to prioritize survival in the classroom and the preservation of their gpa over genuinely learning the material. Rather than helping students to foster a love for life-long learning and critical thinking, the relentless nature of these deadlines pushes students to work past burnout, which sacrifices both the quality of the work that they are submitting as well as their personal well-being.  This toxic education culture not only diminishes the school and learning experience, but also results in the developing of unhealthy habits among students such as sleep deprivation, anxiety, and burnout. 

In regards to the busy students that may find these later deadlines more useful, an article from Technician by Jordan Birkner argues that having assignments due during the day makes things more difficult for these students and that it makes it much less manageable as they will typically have more time to work on homework later at night after work, sports, or clubs. Despite this claim, the National Institutes of Health found that almost 80% of all college students procrastinate. This number is so overwhelmingly high that it would be dishonest to say that this is the case for the majority of these students that are involved in extracurricular activities. 

This figure indicates that regardless of level of participation in different clubs, sports, or activities, most students will procrastinate and find themselves in the same bind that the other students find themselves in, with a looming deadline fast-approaching and the stress will begin to ensue. 

Furthermore, while late-night deadlines might appear to accommodate these busy schedules, they often enable the very behavior that they aim to help alleviate: procrastination. By allowing students to push off assignments to the last possible minute in the day, the deadlines create a false sense of flexibility and cushioning that leads to heightened stress and diminished productivity as they may begin to feel tired or weary from the long day that they often have. Rather than encouraging effective time management, the 11:59 deadline reinforces poor habits, leaving students to be forced under pressure rather than helping them learn to balance their responsibilities more effectively. 

One way to help combat this pressure and stress that the students may feel throughout the day is to give them the time and space to spend time outside. Multiple studies published by the American Psychological Association, the Harvard Gazette, and the National Institutes of Health have all shown that spending even 10-20 minutes outside a day can show significant improvement in mood, productivity, as well as diminishing stress levels. 

One way to do this in the classroom is to move some classes outside if possible. Taking students outside to do their work will allow them to get the rejuvenating effects of nature while still remaining productive and getting their assignments done. Another possibility is to take even 15 minutes out of class time to allow the students to go outside and to relax in the middle of the day. This will allow for the students to come back to the classroom refreshed and more productive which, in the middle of the day, can be massively beneficial in getting them through the day less stressed and to be better prepared to get their work done in a timely fashion. This will allow for a less stressed, and happy generation of students in an era of fast-paced, stressful living. 

While 11:59 and weekend deadlines may appear beneficial to some students, their negative impacts often overshadow any of the potential advantages. These deadlines encourage procrastination, increase stress, and promote unhealthy habits, leaving students overwhelmed and focused more on meeting deadlines than truly engaging with their learning and becoming lifelong learning. Rather than maintaining these rigid deadlines, teachers should focus on setting aside time for alternative approaches such as incorporating stress-relief activities such as spending some time outside during the school day. These small adjustments will help to prioritize student mental health and help to foster healthy practices to avoid burnout that create life-long learners. 

References

Three Penny Press. (2021, February 21). Why do students procrastinate? Teachers confirm that 11:59 is the magic hour. https://threepennypress.org/opinions/2021/02/21/assignments-flood-in-just-on-time/

Technician. (2023, March 7). Dueling Column: Assignments should be due at class time. https://www.technicianonline.com/opinion/dueling-column-assignments-should-be-due-at-class-time/article_e03df6c8-bd5c-11ed-ad3e-9f6ec27bd31b.html

González-Brignardello, M. P., Sánchez-Elvira Paniagua, A., & López-González, M. Á. (2023). Academic Procrastination in Children and Adolescents: A Scoping Review. Children (Basel, Switzerland)https://pmc.ncbi.nlm.nih.gov/articles/PMC10297372/

Posted in Elongated Lobster, Rebuttal Draft | Leave a comment

Rebuttal Argument Rewrite: PRblog24

Posted on November 24, 2024 by PRblog24

A Prescription-Free Stress Reliever

Nearly 73% of Americans report that their mental health has faced negative repercussions due to stress and anxiety while only 37% believe they have helpful tools to manage these feelings. Expressive writing is an effective method to reduce stress and anxiety. Despite its proven benefits, critics suggest that expressive writing’s impact is limited and unreliable due to the individual, study design, or placebo effect. While stress is a natural human response, becoming aware of solutions, such as expressive writing, can help minimize these feelings for an overall anxiety-reduced lifestyle. By addressing common critiques, we can allow for further education on the benefits of expressive writing for stress and anxiety relief. 

Critics argue that most studies done on expressive writing involve small groups, such as college students studying in one institution, making it difficult to apply these results to a larger audience. However, a study conducted in 2023 showed that classes requiring students to practice mindfulness techniques such as expressive writing show consistent stress and anxiety improvements across many institutions and student populations, incorporating a diverse group of participants. While there is a need for large-scale studies, existing research points to the ability to reduce stress using expressive writing.

Some suggest that the stress-relief benefits of expressive writing are simply a placebo effect. As you expect positive results, you will experience improvement through the expectation, not the process. A case study done in 2021 shows that the practice leads to physiological and emotional changes, such as lowering cortisol levels and improved mood. Expressive writing helps possess emotion and organize thoughts. These effects cannot be intertwined with expectation and the placebo effect. The evidence from this case clearly shows that this process goes beyond the placebo effect, resulting in genuine stress reduction.

Critics will argue that the act of expressive writing is not universal, as its benefits depend on the individual, such as their willingness to write, their personality, etc. However, a study conducted in 2013 demonstrated that expressive writing is versatile and can be tailored to the individual’s needs. For example, unlike other therapeutic approaches such as therapy, there is no definite schedule for when and where you can write. By simply having a book to write in, expressive writing can be done at any time, anywhere. Expressive writing has no rules, so depending on what you are feeling and what you believe you need to express, you are able to write and relieve your stress on your own terms. Variability is common in therapeutic approaches and does not lessen its overall efficiency.

Expressive is accessible and effective tool, allowing for participants to process their emotions and manage their stress, overall becoming an adaptable practice to individual needs and preferences. Although there are doubts and concerns about how the placebo effect and variability in results to expressive writing, they do not diminish the evidence supporting its benefits to stress and anxiety reduction. By challenging these critiques and raising education on expressive writing,  participants will find their overall mental and physical health to flourish.Expressive writing is an effective method for reducing stress and anxiety. Despite its proven benefits, critics have raised concerns about how well it can be applied, due to factors such as the placebo effect, individual factors, and study design. However, these critiques do not acknowledge the proven emotional and stress-relieving effects that expressive writing has on an individual.

Needs References

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Rebuttal Argument-Softball1321

Posted on November 24, 2024 by Softball1321

Cell Phones and Broken Bonds

It is true that the use of cell phones can be a distraction from face-to-face interactions, which can possibly ruin relationships between friends, family, partners, or any person that we have a shared connection with. Although, it is important to recognize that these devices can actually enhance and strengthen our relationships.

Firstly, cell phones provide us a way in staying connected with loved ones, regardless of distance. In the past, maintaining relationships with friends and family who lived far away required significant effort which made it much more difficult to stay connected. In today’s world, cell phones allow us to communicate instantly through phone calls, messaging, and various apps that are used to communicate all across the world. Keeping in touch constantly helps close the gap created by long distance. For example, a person living in a different country can easily stay in touch with their family or friends back home, and consistently keep them updated on their everyday life. This level of connectivity can strengthen and maintain relationships and bonds we have without having to worry about the struggles of long distance.

Moreover, cell phones enable us to maintain friendships and relationships through social media platforms. These platforms provide us to share our experiences and milestones with a bigger audience, including friends and family members. Engaging with each other’s posts can show support, possibly offer encouragement, and also celebrate each other’s achievements. For instance, if a friend moved to a different city, state, or country, sharing their experiences and friends and family liking their posts, or positively commenting on them can give them a sense of belonging and make them feel like they are still connected with their loved ones.

In addition, cell phones can enhance relationships by using special apps to strengthen bonds. For example, there are apps that offer relationship advice, communication exercises, and ideas to improve relationships. These tools can help couples navigate challenges and strengthen their relationship skills, which can create a longer and fulfilling partnership. On the other hand, there are also apps that can help families stay organized, such as shared calendars, task lists, and messaging platforms. By using these different apps, families and people in intimate relationships can improve their communication and coordination, ensuring that everyone feels supported.

Cell phones can play a crucial role in maintaining relationships during times of emergency. For example, if something happened to a friend, family members, or any loved one, help can just be one call away. Cell phones can be a lifeline. They allow us to quickly reach out to loved ones, check on their safety and offer tons of support. The ability to offer and receive reassurance in situations where it is immediate is valuable to maintaining strong relationships.

It is also important to know that cell phones allow us to stay organized which is essential in maintaining strong and healthy relationships. Being organized helps us keep track of plans, remember important dates, and generally show that you care. When you are organized it is easier to stay on top of your friends and family’s when they need it. It is a way of showing reliability and respect for their time, which is undoubtedly important to keep a healthy relationship with your loved ones.

While it is important to recognize the values of cell phones, it should also be noted that we should not rely on these devices on every situation that occurs in a relationship. It is important to acknowledge that cell phones can have a negative impact on relationships if used improperly. Excessive screen time, constant notifications during personal times, the negative uses of social media platforms, and the temptation to check our phones in conversations can all degrade from the quality of our relationships with the use of cell phones. However, these issues have nothing to do with the technology itself, but rather how we intend to use it. By being mindful of our phones usage and setting boundaries, we can minimize the negative effects that the overuse of cell phones can cause and allow us to enhance our relationships, rather than block them.

When individuals spend more time on their phone, it is easy to neglect in person experiences or activities that you can share with your partner. Experiencing different things together with your significant other, family, or friends is very essential for building and maintaining a strong bond. If you are constantly on your phone and not enjoying the moment with whomever you are with, it can cause an emotional distance between your relationships. For instance, when couples spend excessive time on their phone during shared activities, such as going out to lunch or going to a store, something that is so little yet meaningful, they miss out on opportunities to engage in special conversations or experiences. The feeling of knowing your partner’s phone is more important to them than a conversation with you, can lead to isolation and loneliness. Overtime, the lack of genuine interaction can lead to emotional distance or even dissatisfaction in the relationship. 

As we all know, cell phones are a big distraction. Either when you are at work, in class, or even talking to someone, it is easy to get distracted by a notification on your phone. Specifically when you are having a meaningful conversation with someone you share a genuine connection with, constant notifications, calls, and messages can disrupt that conversation you are having and cause frustration which then leads to neglect and then other negative feelings that person may endure. It can be easily shown if your partner is more interested in their phone then you.

It is very arguable that cell phones offer numerous benefits. Although, the overuse of cell phones has many negative effects. Miscommunication, distraction, and a decrease in productivity with your partner are just some of the few ways cell phones have negative consequences in different relationships. It is important that individuals need to set boundaries for their use of cell phones, especially in important and meaningful situations. Being fully present in any situation shows respect and appreciation for the experience. Being able to put the phone down shows that you value the time or moment, whether it is a special event, deep conversation, or simply spending time with loved ones. I believe it is important to minimize distractions and prioritize more face-to-face interactions rather than computer-mediated interactions to maintain and build a fulfilling relationship. 

In conclusion, while it is true that the use of cell phones can have a negative impact on relationships if used improperly, it is important to know that they also offer opportunities to enhance and strengthen our bonds with friends, family, and partners. By providing constant connectivity, communication through social media platforms, offering tools for building relationships, and acting as a lifeline in emergency situations, cell phones can play a crucial role in maintaining and fulfilling long and healthy relationships.

Resources

https://www.sciencedirect.com/science/article/pii/S2451958821000361

https://d1wqtxts1xzle7.cloudfront.net/53398067/Advantages_and_Disadvantages_of_Technology_1_-libre.pdf?1496688932=&response-content-disposition=inline%3B+filename%3DAdvantages_and_Disadvantages_of_Technolo.pdf&Expires=1728230409&Signature=ZjgQ8WwxOI5~rG-puAs0xftloWVcydDE-w9qAfBl3~MtA9QgDBJNvbG1J-KFxFSEsyd4aJ8HNCmTqiw1ibSIRJwMSWgG8IYfiQDWBe4G4HdpNvh5J3RXKpbTrpr4A8rMJfUby5ot~~SZdne3oyY3qVtJ0fwAAU6gvC0bGHK0xl5Kp6zuKWY4w9-wT6KOhjEwYQFIXsFnJzIH1watHN1bJS0iV6qYI9ZWPPSgSZu5uKuORr3c4nK4iB1kpr4-sXT145WrhfBBMkgckfePFuxUrQsDT9RU-TTUtnuQWFlo78P167koQ~PrfAfWpHX1gwSnxxJ9DSR0ThGr07s-q703lA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
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Rebuttal Argument Rewrite—GamersPet

Posted on November 24, 2024 by GamersPet

A Daily Dose of Caffeine Addiction

I firmly believe that my statement about caffeine being a psychologically addicting substance based on researchers’ reports about how caffeine does to our brains is factual. Of course, there is no surprise that there are other alternative opinions about what caffeine is based on their hypothesis.

An article in “National Library of Medicine,” during the era of COVID-19 by researchers, Mohammad Aghamohammadi, and his team proposed an idea of vitamins B1, B3, B6, and caffeine as key ingredients for a drug design to fight the pandemic. Scientists in the article believed they could use caffeine as part of a chemical reaction where the effects could help our respiratory system by helping our muscles relax to improve our breathing. I approved the science and logic behind Aghamohammadi’s hypothesis of using caffeine to counter the pandemic. Still, if that were the case then that would mean that we would take twice the amount of caffeine than usual since certain foods that we eat have already provided for us.

Tea and soda are the most common food products for children to obtain and consume based on the article Trends in “Caffeine Intake Among US Children and Adolescents,” which proves that caffeine intake builds up slowly to become part of our immune system. Amy M Branum, one of the researchers of the article, claims that approximately 73% of children consumed caffeine on a given day which is a significant increase from 63% of kids ages 2 to 5 years old to 75% among the older age group. Our preferences for tea and soda will indeed change as we grow, but that’s when coffee and energy drinks will come into our lives where we cannot escape caffeine itself.

We already know how COVID-19 affects a person’s body by saying that it has similar effects to the flu, but it goes further past beyond the limits to the point that the disease has become severe. It is not ideal for Aghamohammadis team to double the amount of caffeine in our immune system if we already have caffeine in us from our early childhood. The government would need to find a way to get rid of Covid-19, however, the method of adding caffeine into a vaccine wouldn’t benefit us entirely because the negative side effects will affect our minds and bodies.

People were skeptical and scared when the government announced the release of the vaccine because the effects were either minor or severe. It’s a fact that adding more caffeine to the vaccine would mean that we would be overdosing ourselves to where we would likely get the chance to get a headache.

Another hypothesis suggests that caffeine is a physical drug that enhances our bodies, especially among athletes in sports. Researchers from the article “Caffeine-containing energy drinks Improve Physical Performance in Female Soccer Players” on the website of Springer Nature Link, claimed that consuming caffeine can help improve peak performance in sports games. Respectfully, our brains are the main controls of our bodies than the other way around. I acknowledge that caffeine can boost physical since it acts like a stimulant, but the problem with their argument is that they only talk about the benefits that caffeine can provide for female athletes instead of the negative side effects that come after it.

The reason is that they admitted that their report findings aren’t complete because they only gathered information about short-term effects rather than long-term effects. Athletes who use caffeine before their competition match will eventually lose their momentum and focus as time goes on during a late game. There will be a sudden change in an athlete’s mental health because of caffeine where minor pains such as headaches will hinder their physical performance in sports games.

To further support my argument about caffeine being a psychologically addicting substance is back to caffeine that can mimic as an antidepressant drug. In the article “Caffeine-induced Augmentation of Antidepressant Therapy,” by Pravin Popatrao Kale and his team in Science Direct, caffeine can take in form of a psychomotor stimulant which means a drug that can react towards the central nervous system. Depression is a huge problem that can’t be eliminated since over the past few years, there has been an increasing number of prescriptions for antidepressants. Caffeine can “lift” a person’s mood up drastically for those who seek the spark they need to get through their day. The psychological effect plays a key role when it comes to controlling our behaviors where the effects can trigger the dopaminergic system that causes us to feel “happy”,

Even though drinking coffee can “lift” our spirits and soothe our anxiety, we would soon feel the urge to grab another cup of coffee to feel euphoric again since the effects are not long-lasting. There are other methods of reducing depression such as medications, but we would rather lean towards caffeinated food products since they look visually pleasing than pills. Drinking caffeinated products while being depressed is not the only reason why a person would drink it in the first place. I’ve encountered people who drink caffeinated products for different reasons such as the joy of feeling the taste of coffee even though they are not depressed. Another case that I encountered was when I went to a local coffee bean shop where I saw a slogan that said, “Caffeine is not a drug, it is a vitamin,” which is a huge bold claim to define what caffeine is.

I firmly believe that obtaining caffeine is a byproduct of a psychological drug addiction that makes us feel alive or happy. I’m continuously drinking coffee every day because of the “spark” that caffeine gives me to start my day, regardless of the negative side effects. As long as we look after ourselves by calculating the dosage amount, we eat or drink that involves caffeine then we would be able to decrease our chances of suffering the side effects. Caffeine may not be described as addictive, but the effects that come from it can be described as a psychological addiction.

Reference

Lara, B., Gonzalez-Millán, C., Salinero, J.J. et al. Caffeine-containing energy drink improves physical performance in female soccer players. Amino Acids 46, 1385–1392 (2014). https://doi-org.ezproxy.rowan.edu/10.1007/s00726-014-1709-z

Pravin Popatrao Kale 1, et al. “Caffeine-Induced Augmentation of Antidepressant Therapy.” Journal of Experimental & Clinical Medicine, Elsevier, 23 Oct. 2010, http://www.sciencedirect.com/science/article/pii/S1878331710000124?casa_token=qIgsBPashCoAAAAA%3A5k38trTBGFJNWMtu3cRM9FNUX4WMRkjXvxebK_vq3xteqM2FJPMQqg4YVh-1Wf7XEPUWrSHEm6c.

Trends in Caffeine Intake among Us Children And …, publications.aap.org/pediatrics/article/133/3/386/32320/Trends-in-Caffeine-Intake-Among-US-Children-and. Accessed 25 Nov. 2024.

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Rebuttal Argument—GamersPet

Posted on November 24, 2024 by GamersPet

A Daily Dose of Caffeine Addiction

As I firmly state my claim about caffeine being a psychologically addicting substance. There is no surprise that there are other alternative opinions about what caffeine is.

An article that was published in “National Library of Medicine,” during the era of Covid-19 where researchers, Mohammad Aghamohammadi, and his team were studying the roles of vitamins B1, B3, B6, and caffeine as potential role ingredients for a drug design to fight against Covid-19. Scientists in the article believed they could use caffeine as part of a chemical substance reaction where the effects could help our respiratory system by helping us breathe better. I can see where the science and logic behind using caffeine can help counteract the pandemic. We are already well informed of how COVID-19 affects a person’s body by describing it as a flu which acts like a flu, but it can go over the limits of what a flu can’t do. If that were the case, then why is it required to increase the amount of caffeine when we already have been eating food that contains caffeine throughout our whole lives?

Caffeine inside our bodies builds up slowly at a young age based on the article Trends in Caffeine Intake Among US Children and Adolescents where tea and soda are easy to obtain and are the most consumed caffeine products for children. Amy M Branum, one of the researchers of the article, claims that approximately 73% of children consumed caffeine on a given day which is a significant increase from 63% of kids ages 2 to 5 years old to 75% among the older age group. If we as kids are already exposed to eating caffeinated products from the start, then does that mean the vaccine is giving us twice the amount then what we need?

Of course, during the pandemic, the government would need to find a way to get rid of Covid-19, however,  the method of adding caffeine into a vaccine wouldn’t benefit us entirely because the caffeine side effects can easily affect our minds and bodies. People were skeptical and scared when the government announced the release of the vaccine because the effects were either minor or severe. We would have to make an ethical, and moral choice of whether we should take the vaccine for COVID-19 because the most common adverse side effects are headaches, trouble breathing, and tiredness which are the same aftereffects as what caffeine does.

Another suggests that caffeine is a physical drug that enhances our bodies, especially among athletes in sports. Researchers from the article Caffeine-containing energy drinks Improve Physical Performance in Female Soccer Players on the website of Springer Nature Link, suggest that ingestion of caffeine can improve peak performance in sports games. Respectfully, the way that our bodies would improve physical performance is through our minds in our brains. The brain is the main controller of our own body. The common equation that we know of is that when we feel tired then our minds malfunction to the result of our body crashing. The problem with their argument is that they only talk about the effects of caffeine on physical boost rather than mental boost. The reason is that their test isn’t complete because the researchers only tested short-term effects rather than long-term effects. What happens when athletes who consume caffeine products before their competitive match eventually start to lose their momentum later in the game if the game lasts for a very long time? Would there be a sudden change towards their mental health due to the effects of caffeine or will there be a sudden change in physical performance?

To support my argument, you could say that caffeine can act like an antidepressant drug. Based on the article by Pravin Popatrao Kale in Science Direct, caffeine acts like a psychomotor stimulant which means a drug that acts on the central nervous system. Depression is a huge problem that can’t be eliminated since over the past few years, there has been an increasing number of prescriptions for antidepressants. Caffeine that is obtained from people who are depressed can “lift” their mood up and give them the spark they need to get through their day. This is how the effects of being addicted come into play because caffeine can trigger our dopaminergic system which plays a key role in controlling our behaviors. When we first consume caffeine, we feel our spirits “lifted” with subtle joys and reduce anxiety that only lasts for a short amount of time until we feel the urge or a need to obtain that euphoric feeling again. Even though there are other methods of reducing depression, we would lean towards food products with caffeine rather than medications since food looks more pleasing to our eyes than pills or tablets. There are a bunch of different factors and reasons for individuals who want to consume caffeine products.

I firmly believe that obtaining caffeine is a byproduct of a psychological drug addiction that makes us feel alive and happy. Caffeine in itself may not be described as addictive, but the effects that come from it can be described as a psychological addiction.

Reference

Lara, B., Gonzalez-Millán, C., Salinero, J.J. et al. Caffeine-containing energy drink improves physical performance in female soccer players. Amino Acids 46, 1385–1392 (2014). https://doi-org.ezproxy.rowan.edu/10.1007/s00726-014-1709-z

Pravin Popatrao Kale 1, et al. “Caffeine-Induced Augmentation of Antidepressant Therapy.” Journal of Experimental & Clinical Medicine, Elsevier, 23 Oct. 2010, http://www.sciencedirect.com/science/article/pii/S1878331710000124?casa_token=qIgsBPashCoAAAAA%3A5k38trTBGFJNWMtu3cRM9FNUX4WMRkjXvxebK_vq3xteqM2FJPMQqg4YVh-1Wf7XEPUWrSHEm6c.

Trends in Caffeine Intake among Us Children And …, publications.aap.org/pediatrics/article/133/3/386/32320/Trends-in-Caffeine-Intake-Among-US-Children-and. Accessed 25 Nov. 2024.

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Rebuttal—RoboFrog

Posted on November 24, 2024 by Robofrog

Is “Percy Jackson and The Olympians” Appropriation?

Some people would argue that the “Percy Jackson and The Olympians” series is appropriation of Greek culture. Darshini Gokli does this in their paper, “Americanization of the Greeks in Percy Jackson series.” The following essay will be pointing out flaws in his arguments, therefore proving it is not appropriation.

An argument made by Gokli, in the introduction on page 3 is that:

the perspective that Riordan has used to narrate the whole story of Percy Jackson and his friends, is actually Americanization of the Greek ways, culture, traditions and thus its mythology as well.

A flaw in this argument is that the stories in Greek mythology had originally started their existence as being part of the main religion of the ancient Greeks, however according to Cultural Atlas, about 98% of modern Greeks considers themselves as part of the Greek Orthodox Christian faith. Christianity has only one God who controls everything, whereas the main religion of the ancient Greeks was comprised of gods each with their own separate domain such Poseidon being the god of the sea and Zues being the god of the sky. As such the series cannot be considered an Americanization of Greek ways, culture, traditions because stuff it is using is from the time of ancient Greece.

A second argument made by Gokli, in the introduction is that:

There is no doubt that Riordan has taken the Greek mythology as the base of this series, but simultaneously, we can see that slowly and tactfully he Americanizes the whole Greek culture and he clearly brings forth the American culture as the culture that is more powerful, responsible, strong, moral, ethical and thus better than any other culture of the world.

The flaw in this argument is that the story takes place in America with the elements from Greek mythology hidden from the view of the average person. So, it does not make sense for characters to be attired in ancient Greek clothes that no one wears those kinds of clothes anymore in modern times daily. It also therefore makes sense for locations in the series to look more modern because the locations are visible to people and so must blend in the rest of the area to avoid attracting unwanted attention that would realistically occur if the locations were exclusively built in same way as they were in ancient times.

A third argument made by Gokli, one that is throughout their paper is that Riordan is using Greek mythology to create his own mythology.

The flaw in this argument is that as mentioned earlier, Greek mythology originally started as being the main religion of the ancient Greeks. So Gokli is basically arguing that Riordan is creating his own religion. This is like saying any work of fiction whether it be literature, theater, or movies to name a few, that contains religious elements are automatically creating new religions. Which is not true, those religious elements in the works of fiction are just intended to add depth to the story, not spark a new religion. Likewise, Riordan is just writing stories that include elements from Greek mythology.

A fourth argument made by Gokli on page 8, is that:

Daedalus is shown not in his original form but a smart looking American man in
his forties, working and managing the Labyrinth through his high-tech computer technology.

The flaw in this argument is that Daedalus is supposed to be a genius to begin with so it would make sense for him to have a high-tech lab to work in since the series is set in modern times and not ancient times. Another flaw is that in story Daedalus says that his current body is not his original one and he has switched bodies multiple times and actively avoiding death. As such it makes sense that his current body does not look like his original one, especially since he would not want any immortals, he might run into to be able to recognize him on sight.

A fifth argument made by Gokli, also on page 8 is that:

Also, Riordan brings up a very important point of Global warming and destruction of
nature because of the pollution created by humans, through the quest of Grover of finding
Pan. Yes, the battle is a major part of the book and shows how united are the campers of
Half-Blood camp, but the two main foci of the book are the above mentioned point, which are again very much contemporary rather than Greek.

The flaw in this argument is that the series takes place in modern times not the ancient past. Another flaw in this argument is the very fact that Gokli claims that Global warming and destruction of
nature are not Greek issues. Global warming affects the whole planet including Greece as implied in the global part of its name. The same can be said in regard to the destruction of nature that is occurring across the globe.

A sixth argument made by Gokli on page 12, is that:

these Gods are Greek who choose to follow their ancient customs and rituals, there is a touch of modernism in their ways as well. For example, we don’t see any of the Gods in their Greek attires, except during the last battle. In fact they wear quite modern clothes.

The flaw in this argument is that as mentioned previously the series takes place in modern times so it is perfectly reasonable for them to wear modern clothes since it is logical they would adjust their everyday attire to blend in with the mortals. Also, another issue with this argument is that the gods are gods and can change their attire with a thought so they just going to wear whatever they want, which considering the fact that the gods are vain they are probably going to wear something that makes them look good while they are seducing mortals to have demigod children with or interacting with said demigods.

Overall, Gokli’s argument that the “Percy Jackson and The Olympians” series being appropriation is wrong. This is because his arguments are mostly centered around the changes made to make Greek mythology blend together with the modern time period that the series takes place.

References

Evason, N. (2019). Greek – religion. Cultural Atlas. https://culturalatlas.sbs.com.au/greek-culture/greek-culture-religion

Gokli, D. (2015). Americanization of the Greeks in Percy Jackson series. Gujarat University. https://d1wqtxts1xzle7.cloudfront.net/62026080/Americanisation_of_the_Greeks20200207-80415-xf9178-libre.pdf?1581092394=&response-content-disposition=inline%3B+filename%3DAmericanization_of_the_Greeks_in_Percy_J.pdf&Expires=1732508095&Signature=UAolkdWsNEvTITNyTuoRKEUm-z1hNbRndDOCWRvFEnH~pS6~bJLEQg2ZbmtE~v-JUsmzsWqRZGqRdpt4~4R7r7l17PeyMxWMT61AWKuRDCV8bnOvJQk2omIow4GF8T5qKhoaS0vBcjm44g9ModAgP2bzupVavHRgqIIL4lesV4jbD-C8ROjP7fHb7PFY2x-plZbkELCTW07oXck~cVG~OEBt0XqYpwhtCYmCwZXqPeDmw17nDlVyzts2eu30-CuHLddeRkCrJOKdYN1Yoj-gyPmeUoDeU9G4tTUNLVdCQKHzSzSUw-NOfrLrhyhwvS2xTQf9085XnI9wzK8Rv40K0A__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Riordan, R. (2005). The Lightning Thief (Percy Jackson & the Olympians #1) (1st ed.). Disney/Hyperion.

Riordan, R. (2006). The Sea of Monsters (Percy Jackson & the Olympians #2) (1st ed.). Disney /Hyperion.

Riordan, R. (2007). The Titan’s Curse (Percy Jackson & the Olympians #3) (1st ed.). Hyperion Books for Children.

Riordan, R. (2008). The Battle of the Labyrinth (Percy Jackson & the Olympians #4) (1st ed.). Hyperion Books for Children.

Riordan, R. (2009). The Last Olympian (Percy Jackson & the Olympians #5) (1st ed.). Disney/Hyperion Books.

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