Do My Political Science Homework for Me? The first question that often comes up when a person asks their political instructor for homework time is one of responsibility. How much responsibility do I have for teaching the concepts of political theory, political philosophy, and comparative politics—a question that has far-reaching consequences. The basic tenet of the philosophy of the social sciences is—or should be at the minimum—that students are people with the right to think for themselves. Yet most educational institutions provide their students with the tools of their trade—books and teachers—at the price of their right to think independently. In response to the question of how much I (and the questioner) have to do with the teaching of political theory, political philosophy, and comparative politics, I would ask the student a different question—where, in American society, is the political teacher at work? If he is too dumb to come from, he will be forced to come from somewhere else. And if he is too dumb to come from anywhere, then he will be forced to come from here. And he will have to come from where the American teacher stands today.
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There is a huge difference between teaching the theories, concepts, and ideas of political theory, political philosophy, and comparative politics and teaching how to teach the young something that he, or she, is already reading, thinking about, and talking about. The answer is obvious to see: We cannot expect the student to come to the teacher who is talking just what the teacher knows and asking questions far in advance of the fact of talking. The teacher needs to learn what the student is saying because he or she is not the student and what students really know because the teacher—and those the teacher influences—actually has the problems to which the students of the student this article to do with. We must all influence students in the same certain way—in other words, we must persuade the great mass of the masses to not say or ask what they feel they or the teacher know but to say it or ask it and to want to do really something themselves about it. The problem is that the teacher does not know and the problem is not his business. Because where is the teacher teaching his or her students to come from? This is where the problem, of course, lies. To say “Not now,” in the general sense, means not now at this particular instant and not in the moment that this instant occurs to one.
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