A main point of Gelernter’s follows the solution to disorganized history classes; he declares “Teaching children to understand the orderly unfolding of a plot of a logical argument is a crucial part of education.”(98). This not only summarizes all uses of ethos as well as the main argument, but also introduces an emotional appeal that draws the audience closer to his perspective. This use of pathos changes the direction of the article - the question of including computers in the classroom becomes secondary to the question of administering a proper learning environment for the young generation. To exemplify this shift, Gelernter states three rules concerning the use of computers in the classroom should it happen. Summarized, they are, computer programs must offer creative thinking, they should be used sparingly, and that teachers must still fulfill their duty in educating their students on a personal level. These rules tie a bow on Gelernter’s argument, leading into his final
A main point of Gelernter’s follows the solution to disorganized history classes; he declares “Teaching children to understand the orderly unfolding of a plot of a logical argument is a crucial part of education.”(98). This not only summarizes all uses of ethos as well as the main argument, but also introduces an emotional appeal that draws the audience closer to his perspective. This use of pathos changes the direction of the article - the question of including computers in the classroom becomes secondary to the question of administering a proper learning environment for the young generation. To exemplify this shift, Gelernter states three rules concerning the use of computers in the classroom should it happen. Summarized, they are, computer programs must offer creative thinking, they should be used sparingly, and that teachers must still fulfill their duty in educating their students on a personal level. These rules tie a bow on Gelernter’s argument, leading into his final