Exegesis is (according to oxford advanced learners dictionary) a detailed explanation of a piece of writing.
It is a sufficient redress to a written material that was hard to interpret, due to limitations in the semantic structure.
Thus, if we compare one and one, and two and two, we would arrive at an ethical conclusion that our exegesis is a mirror to which the concept of school (piece of writing) is viewed.
Now, having brushed up the pre-requisites, we advance into the prelude. School (in our times) has been considered to be one of the most exciting and boring organization on earth, especially to teenagers, and youths.
In Excitement, we would probably say that it offers us the chance to meet new friends, interact, and imbibe moral visions. We would partake in social activities, play field games, have lots of fun and more…
In Boredom, we tend to dislike the very instance of school. We’ll take lessons that are irrelevant to our personality. We are coerced to sit for long durations writing notes. Our desire for fun keeps accentuating until we become fun-sick.
We should see from this angle that the first consideration (Excitement) isn’t durable. Plausibly, we mistake the true identity of the organization.
School wasn’t set up for excitement. Its primary role is to educate, and teach its sustained inhabitants. Excitement is merely a by-product that isn’t guaranteed to exist.
Therefore, going to school for excitement is contrasted to building a house on a weak soil.
The building will surely be erected, but it won’t last long enough to meet the satisfaction of the builder. Thus, it will collapse under any internal/external influence. It is unstable, and relies on the grace of the enervated foundations.
Since it’s a weak soil, the house shouldn’t be big, as a big house will overpower the weak soil.
Going to school in pursuit of satisfaction is a sheer waste of time, and a substantial display of mental retardation.
However (on the hand), going to school for its primary goal is not a waste of time. It is a use of time. The time, in this sense, is used to build and work for the future. It takes a long period to build, and the only device to uphold is FAITH.
In this wonderful context, faith is defined as the thing that gives assurance of the thing to expect. In this case, the thing to expect is satisfaction.
We go to school to expect satisfaction in the future. The satisfaction is in course to the rationality of what we aim to achieve in the future. In essence, school can be likened to a religious organization which incites its cohort to withhold faith.
In a School, there are essentially two classes of students.
First class is the unserious students.
They are the ones that mirror the bad side of the school to the observers. What they do is to play, catch fun, and make merriment in places that are not essential, relevant to the condition of being on the spot.
They’ll waste their time and resources, to the extent of wasting those of other students. They’ll do these and more till their very essence of living in school is culminated.
Then there is the second class which has the serious students.
They are the ones to which purpose is designated for. You’ll see students reading with interest and studying with passion. They know the value of being in school, and they give no space for extraneous fun.
Their definition of fun would probably be an academic exercise that stretches the moral vision of school. These classes of students aren’t always with friends.
Now, how can justify the usefulness of school to the first class, and how does it affect the relationship to their concept.
We begin by establishing coherence.
Justification is the process of making justice to a particular activity. Justice is making the activity “just”, free from its guilt, rendering right principles to enforce rightness, and so on.
When something is useful, it can be used, and its usefulness is “how it can be used”.
A concept is a central idea that governs the effectuation, establishment, and moral value of a thing. It is the initial thing that gave rise to the new thing.
Thus, we can say that concepts produce new things.
Then, we expound.
The first class does not appreciate school. They see its usefulness in a different way. Reasonably, a social organization where people gather to catch fun.
However school is not intended for fun, but education, and so… it’s not useful for them. They won’t get much of the fun they’d want.
They should rather be in an organization that tags fun as full time item.
Their concept of school is misguided. There are deluded to think on the inessential part of school.
Thus, their relationship to the concept of school is irrelevantly a delusion.
The first class relishes pleasure to the core, and (thus) will always be searching for it. For instance in the class, receiving a particular lecture, you’ll hear mischievous jokes, irascible comments, and so much of its likes.
All these are for their own pleasure. They are encouraged if the class expresses an ovation, discouraged and lugubrious if otherwise.
Although, so far we’ve been viewing relative component of these first class, we’re yet to consider their intellectual and ethical component.
We approach logically…
The first class students can be intellectually graced, or the same depraved.
If in grace, they’ll use their propitious blessing to their advantage. For instance, a talented public speaker could carry the whole class along with his rhetorical devices, a good singer is aware of the right intonation, pitch, e.t.c. they can produce melodious sounds far enough to get the required ovation.
However, if it dominates, the environment of the class would be intellectually bound. It then imparts trifles of intellects to the inhibitors.
Nevertheless, an unstructured model of learning can also be made.
If depraved, they’ll cause an invaginated type of nuisance. They’ll disrupt the flow of learn and instate their retardation into work.
Of course, if it succeeds, the environment of the class would be be in retardation.
On the other hand, the first class of students can be ethically graced. Then we’ll be viewing how they consider the rightness of their acts. It tends positive it is in ovation, negative if otherwise.
What is the relationship between the first class, second class, and the class?
Apart from the fact that they all contain the keyword “class”,
The ‘first class’ disturbs ‘the class, and the ‘second class’ is an appreciated victim. The class’ contains the ‘first class’, and the ‘second class’.
Now, if the ‘first class’ disturbs the class, they disturb themselves, and the second class.
The ‘second class’ acts as a fringe to the ‘first class’.Ergo, if there is no ‘second class’ (which is unlikely), then there is no class, but a group.
Emphatically, the ‘first class’ disrupts the usual flow of ‘the class’, so as to make due an equality with the intellectual second class, and stratification with the ‘second class’.
Their deeds illuminates ostentation, promotes egotistic satisfaction, and destroys social integration.
It negatively reinforces ‘the class’, introduces reason to the intellectual second class, and banishment from the second class. – Final
The denouement to this set up is that the school has its periphery, uniqueness, and uses.