Group Progression in Society Essay Example for Free

congregation Progression in Society EssayThe pressures of guild force humans into groups, whether to assortment nearthing, unite, or to expression a sense of belonging. N unmatchabletheless, it earth-closet be difficult to find what groups you may fit into and these groups can change as you trans reach into a more critical entailer. Studs Terkel tells the story a of Ku Klux Klan member turned check identity card activist, C.P. Ellis, in his essay, C.P. Ellis. Ellis struggles and realizations prove what critical thinking and self-importance-examination can do. Mike rosebushs essay, I only when Wanna Be Average also displays the importance of conveying by means of groups and how changing kind habits can help transform ace into a more efficient critical thinker, therefore allowing one to surpass the cultural myths placed upon them. Gary Colombo enlightens admiters by defining and giving advice on how to transform oneself into a critical thinker in his essay, intel lection Criti chaffery, Challenging Cultural Myths. Colombo argues that by thinking critically and challenging the norms of our rules of order we can fight to be the people we truly want to be. Humans form into groups subconsciously as well as consciously.Consequently, these groups we cast ourselves into atomic number 18 the very things that can hold us back from becoming true individuals. By reexamining old ways and becoming active critical thinkers, members of society can participate in groups in a manner which go out allow them to grow intellectually and outlast the cultural myths that is society has placed upon them. Groups call for a large impact on society since they are constructed to allow humans to do more than they would be able to as mere individuals. However, groups can often hinder the thought process of individuals and may example people to settle for less than what they are actually capable of. The cultural myth of belonging in society can cause individuals to p op off immersed in a groups ideas wholly instead of bl hold oning them with their own beliefs. Ellis recalls when his former Klansmen called him afterwards he started working for integration on the develop board with Ann Atwater, African American women.My old friends would call me at night C.P, what the hell is wrong with you? Youre selling out the white race. This begin to micturate me have guilt feelins. . . . My mind was beginnin to open up. I was beginnin to see what was right and what was wrong. I dont want the kids to fight forever (405). Had Ellis remained a narrow-minded member of the Ku Klux Klan his judgments and perceptions would have continued to be excessively influenced by the Klans extremist beliefs. By expanding his mind Ellis was able to work on non-Klan related issues and get well his racist tendencies thus transforming him into a more independent thinker.Critical thinking such as this is inwrought in being able to think independently opposed to being over p owered by a groups point of view and opinions. Colombo defines critical thinking as a matter of dialogue and debate discovering relationships between apparently unrelated ideas, finding parallels between your own experiences and the ideas you read about, exploring points of agreement and conflict between yourself and other people (9). By applying these skills Ellis talked through the issues on the school board and reexamined his relationship with Ms. Atwater which in turn matured his critical thinking abilities. These critical mental skills will modify one to choose which groups they truly belong to instead of merely becoming a drone in order to fulfill their own senses of belonging.However, not all group enrollment and involvement is by the survival of its members. Some are pieced together by members whose superiors have placed them in said groups. In some cases, placement into these groups can impede on the development of critical and independent thinking. Mike Roses unjust pla cement into his schools vocational is a prime example of this forced-group hindrance. Colombo states that cultural myths choke so closely identified with our personal beliefs that rereading them means rereading ourselves, rethinking the way we see the world. Questioning long-held assumptions can be an exhilarating experience, but it can be distressing too (8).By rethinking the groups society places us in we can gain a give understanding of ourselves as well as a better perception of the cultural myths that hold our true identities down. Rose tells about that the defenses mechanisms that he and his classmates built up to push-down stack with the below average, self-image that the vocational track gave them, they to twist the knife in their own grey matter in order to stand up to the mental wear-and-tear of the vocational schooling process. Rose delves further into this process Youll have to shut down, have to reject intellectual stimuli or diffuse them with sarcasm, have to cultiv ate stupidity, have to diversify boredom from a malady into a way of confronting the world. Keep your vocabulary simple, act stoned when youre not or act more stoned than you are, flaunt ignorance, materialize your dreams. It is a powerful and effectual defense it neutralizes the insult and the frustration of being a vocational kid. (Rose 162)Defenses like the ones used in Roses essay cause individuals to do the bare minimum and do not allow individuals to grow within the group but quite the opposite it stunts their identities and makes them complacent rather than questioning the world around causing a lack of internal expansion.By questioning the cultural myths of society and expanding the mind to think more critically individuals will be able to broaden their intellectual and social horizons. Ellis reminiscences at the end of the essay about his person growth by saying that our troubles are over with. They say the older you get, the harder it is for you to change. Since I cha nged, Ive set down and listened to tapes of Martin Luther King. I listen to it and tears come to my eyes cause I know what hes sayin now. I know whats happenin (408). By progressing through groups (the Ku Klux Klan and school board) Ellis was able to stick a critical thinker and overcome the many cultural myths of his life.Similarly, Rose progressed to become a critical thinker. By going from vocational track to college prep, Rose was forced to reassess his self in order to become the type of student and person he wanted to be upon ledger entry college prep. Id been mediocre for too long and enjoyed a public redefinition. And I suppose the privileged workings of my mind, such as they were, had been private for too long says Rose on regards to his switch and act in college prep (166). Both of these experiences show that by reevaluating the cultural myths in society and growing through different groups individuals can become critical thinkers and redefine themselves as the people they want to be.Society is fill up with cultural myths and pre-assigned groups for its members. Only by overcoming these myths and growing intellectually can individuals become who they want to be rather than what society decrees them to. The experiences of Rose and Terkel show what critical thinking and group progression can do to ones true self. Since Colombo defines critical thinking in his essay, the two experiences of Rose and Terkel allow the idea to be brought to life and put his work into context. Upon building critical thinking skills and experiencing group progression throughout life, individuals will be able to gain a multifaceted understanding of their true selves. This understanding will allow individuals to delve into the critical thinking and lead them to constantly challenge the world and groups around them. industrial plant CitiedColombo, Gary. Thinking Challenging Critically, Cultural Myths. Rereading America Cultural Contexts for Critical Thinking and Writing. Ed s. Colombo, G., Cullen, R., and Lisle, B. Boston Bedfortd/St. Martins, 2010. 1-15. Print. Rose, Mike. I Just Wanna Be Average. Rereading America Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston Bedfortd/St. Martins, 2010. 157-169. Print. Terkel, Studs. C.P. Ellis.. Rereading America Cultural Contexts for Critical Thinking and Writing. Eds. Colombo, G., Cullen, R., and Lisle, B. Boston Bedfortd/St. Martins,