The Exploration of Societal Ideologies

To Whom It May Concern:

The class in which I intend to propose will be entitled: The Exploration of Societal Ideologies. The primary emphasis of the class will be to explore and contemplate the numerous social experimentations that have rectified and destroyed entire civilizations alike. One of the greatest aspirations of the curriculum will be to shed light on the correlation between the principles of social ideologies and the functionality of empowered governments (past and present) that are then in turn bound by the underlying historical relevancies that have measured its performance. A series of connections can be made about a particular nation, community, and culture by observing these fundamentals.

            The initial policy of education that I intend to incorporate to the class curriculum will diverge on methods of self-empowerment and interpretation of the given subject matter. In my own personal conviction I feel that the greatest learning experiences can only truly be embraced once an independent perspective is formulated on the receiving end on behalf of the student. This methodology extends a sense of academic self-sufficiency that establishes this degree of independent interpretation. In reference to my own experiences in which I have embraced through my own academic career I have come to the realization that the stimulation of independent thought processes develops the greatest degree of general awareness within the vast academic realm.

            I feel that the facilitation of such a class is essentially necessary in order to achieve a more advanced level of comprehension of mankind’s interaction with the rest of its social environment. At the height of the information technology era a vast concentration of informative resources are available at our fingertips. Such a blessing has the tendency to be taken for granted and I have been under the general impression that such a mentality has become an overpowering in our general community structures. The essence of education takes on two different roles in which it can be applied to our everyday lives. This is derived into esteemed privileges as well as inherent responsibilities that are attached to the learning process. In retrospect to my own experiences those that neglect the importance of education are not necessarily entitled to its attainment; however, this should never suggest turning away on anyone actively in its pursuit. In turn, a series of unwritten responsibilities is attached to the learning process. It is in our best interest to comprehend the fundamental mechanics of a particular subject matter if it is the intention of an individual to contribute a legitimate

perspective. Above all, I feel that that such a concept generates validity in the learning process which I will in turn integrate into the learning environment.

            The most essential element that emerges out of any ideological provocation are7 the aftereffects in which it openly sponsors and perpetrates. Once we have a better understanding of the diversified arena of pretenses that surround the realities that unfold these social realities will we be in a better position to understand our role as human beings to our corresponding environments. This is a segment of what I would like to bring into the Experimental College of the Twin Cities academic community.

-Regards,

Omar Alansari-Kreger.