Flying into Undergraduate Research with the Wright Brothers

Timothy Brown

September 24, 2012

Assignment # 3

Flying into Undergraduate Research with the Wright Brothers

“We were lucky enough to grow up in an environment where there was always much encouragement to children to pursue intellectual interest, to investigate whatever aroused curiosity.” Orville Wright said this quote in reference to the first successful flight that he and his brother, Wilbur Wright, made in North Carolina on December 17, 1903. Orville and Wilbur were two brothers who owned a bicycle shop before embarking on their interest in aviation ⁽²⁾. These two brothers, who lacked “principled knowledge”, used skills of motivation, curiosity, and wit to become the first in flight. Through their innovation, the skills of inventers and researchers are now evident today and often related back to ways in which the Wright brothers became successful ⁽¹⁾. They exemplified what it should be like to be an undergraduate researcher, similarly to what many universities have today, and laid the fundamental processes that are used in undergraduate research.  

            Curiosity was the first factor that made the Wright brothers act like undergraduate researchers. They took a simple little toy that they referred to as a ‘bat’ and let it fuel their interest in aviation. This toy, a gift from their father, was actually know as a helicopter and would fly from the release of rubber bands. In examination of this toy the Wright brothers began their simple experimentation, without realizing it, in aviation ⁽³⁾. After becoming bored with their helicopter experiments, many years passed before they decided to pick their old interest back up. This time they exemplified another undergraduate researching concept by pursuing an interest that is in efforts of supplying needs or advancement of society. They realized that the knowledge and practice of aviation was lacking and envisioned the benefits that could be made, and through this realization they began to fully research and experiment in aviation. Lastly, one other major characteristic of undergraduate research that the Wright brothers showed was their motivation and dedication to continue past each failed attempt and not give up on their pursuit at building an aircraft that was actually flyable. Through their dedication, they surpassed their competitors who were falling behind due to giving up their on further attempts due to their lack of dedication ⁽²⁾.

            Undergraduate researchers today studying in universities across the world now have basic characteristics among themselves. Like the Wright brothers they have a curiosity that acts as their ignition, the desire to reach a goal that improves society as a destination, as well as motivation and dedication to be the fuel that runs it all. In addition to these characteristics undergraduate researchers today have others characteristics that the Wright brothers implemented. The main characteristic is the persistent of trial and error. In an article titled “Innovation in the Absence of Principle Knowledge: The Case of the Wright Brothers” written by Carl Bereiter, the persistent of trial and error as well as growing from error is deeply discussed. The article breaks down the Wright Brothers work into three segments based off of three separate analogies that they used to compare their aircraft to. The first analogy was based on a bird, the second a bicycle, and the third a twisted box. From each analogy Bereiter shows how the two brothers tested a hypothesis, failed, and gained a better understanding for a new approach ⁽¹⁾. This type of trial and error is something that researchers today implement, and also grow from, just like how some undergraduate researchers accept failure and don’t continue on, while some do.

            Another characteristic of undergraduate research that was displayed by the Wright Brothers was their acceptance of help from support systems as well as peers more knowledgeable than themselves. The Wright Brothers allowed their failures to be noticed by their support system, which only helped refuel their dedication ⁽²⁾. In today’s society when researchers hit a brick wall or reach failure they often hid from peers in fear of judgment. In reality, if researchers were to reach out for support during periods of failure, not only would they find encouragement but also the spark of inspiration to start back to work with a renewed vigor.  Also, it is beneficial for researchers to reach out and seek advise from someone with a broader knowledge on the subject as well as a different viewpoint. This is just how the Wright Brothers went about their research. One example of this relates back to Mr. Chanute, a fellow researcher in aviation at the time. The Wright Brothers became acquainted with him and as he watched their experimental flights he was able to offer advice to them that helped get them even closer to being the first in flight ⁽³⁾.

            Wilbur Wright once stated, “From the time we were little children, my brother Orville and myself live together, played together, worked together and, in fact, thought together” ⁽²⁾. This quote gives some insight into how the two brothers operated as a team that helped them succeed at being first in flight. It is through their hard work, dedication, curiosity, and persistence that led them on their road to the history books. The characteristics that the Wright Brothers exhibited were not only great methods of experimentation but were also very similar to what undergraduate researchers should exemplify today. The Wright Brother’s success has not only been an inspiration to young eyes needing a reason behind their extravagant dreams, as it has laid out the foundation pathway for researchers today to look back on upon as one of many examples to see what it takes to be successful.

           

Bibliography

   1.   Bereiter, Carl. "Innovation In The Absence Of Principled Knowledge: The Case Of The

Wright Brothers." Creativity And Innovation Management 18.3 (2009): 234-241. PsycINFO. Web. 21 Sept. 2012.

    2.   Freedman, Russell, Wilbur Wright, and Orville Wright. The Wright Brothers: How They   Invented the Airplane. New York: Holiday House, 1991. Print.  
     

    3.    Wright, Orville, and Wilbur Wright. "The Wright Brothers Aeroplane." The Century

            Magazine Sept. 1908: n. pag. Dayton History Books Online. Web. 16 Sept. 2012.

         <http://www.daytonhistorybooks.com/page/page/1679239.htm>.

A Short Reflection: Its Just Begun

Working in the campus garden located behind the cafeteria has been a very great way to embrace agriculture and learn many new things. Kelly, my supervisor, is a senior at UNCA and is very enjoyable to be around. She has been very sociable and interactive in helping me learn my way around the garden. Within the five hours I’ve spent with her and the rest of us volunteers, I’ve stayed pretty busy with simple work. On the first day I went we harvested the last of the tomatoes before clearing them out to make room for fall plants. After that we weeded out the herb hill and watered all the new seeds we planted; among those seeds were cabbage, radish, and kale. These were all simple tasks that I am very familiar with, but it was exciting to get to plant seeds that I’ve never grown before. I have been very anxious to see the kale and radishes sprout. The next week, just yesterday, we did quite a bit of harvesting. We got numerous eggplants, (a vegetable that I’ve yet to try in my life time but will soon) along with a full crate of peppers of different varieties. After this we harvested a full bag of basil and two full bags of spinach. After all the harvesting we had the opportunity to take some of the produce home if we wanted but even after that we were left with a gracious amount to be donated to a local food bank, a huge incentive for working in the garden as helping the needy is an awesome benefit. After a small break we set forth to more weeding in order to plant all the new herbs that Kelly had bought. We planted lavender, dill, and even rosemary. After all of this we finally did a little re-mulching on the pathways to help control weeds and give the garden a better look. Just over these two days and five short hours I’ve already had a blast in the garden. I’ve been able to work with agriculture in a way that I’m not familiar with; I’ve been learning all about the types of season plants as well as several new plants I’ve not worked with. Aside from this huge learning experience, I’ve had a great way to escape the stress of college essays, calculus two homework, and that ‘Nazi’ chemistry lab professor. Through all the weeding and harvesting I’ve been able to escape the reality around me and just relax for a while, relaxation that is very much needed and deeply appreciated. Lastly, through these two days I’ve been able to grasp the effects that UNC Asheville is doing on its community through their garden. Even though the garden is small, we still are able to donate a lot of food to local shelters and food banks, which can be a huge impact on someone’s life. Its simply amazing how a simple task like this can easily help those in need, if only we the environmental center could get more people involved in order to expand to do more for the community. 

Subjected to Adaptation

Timothy Brown

J. Hutchman

Lang 120

September 16, 2012

Subjected to Adaptation

            “The teacher is the Subject of the learning process, while the pupils are mere objects.” This quote comes from Paulo Freire’s excerpt “The Banking Concept of Education”. In this excerpt, Freire defines the banking concept of education for its readers and gives many reasons as to why this concept is hurting the future of our students as well as the future of society. Within the concept of banking education, students are considered to be “receptacles”; the teacher is allowed to deposit knowledge of their choice into them. The students, as receptacles, are expected to contain all the knowledge deposited into them and recall it at any point when needed. Freire, a Brazilian educator, is completely against this concept of education as it only prepares students to “adapt” into the world around them, being hindered from being a humanitarian in efforts to help transform the world.

            After Freire’s assertions against the banking concept of education he fully supports this assertion with one major paragraph. Freire states, “It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and the fragmented view of reality deposited in them.” This paragraph proves just how disruptive the banking concept can be towards our society flourishing. If our educators continue to merely have students memorize and regurgitate information then we will be left with no one adequate enough to invent new things, make important connections with our future to our past, nor anyone to expand on the knowledge available to us today.

            Freire does a great job communicating his thoughts in this excerpt due to his ability to express his ideas to the readers in a very structured way. This allows the readers to follow and connect with his assertion given they are even interested. The fact that the audience for this piece is mainly for educators it is understandable if someone else may not really grasp the importance nor fully understand what Freire is trying to say. In my opinion, the audience for this piece could also be for students. As a graduate form the North Carolina public education system, I have fully experienced the banking concept of education. At my high school it seemed as though most teachers were only concerned about the students passing their tests than actually making sure we were learning. The reason for that falls back on the teacher’s administration as they forcefully imply that their students must pass in order for the school to maintain its credibility. Due to these experiences of having answers to a test thrown at you the day before, memorizing them, and then moving on past that A is extremely frustrating for the students that actually are there to learn, prosper in knowledge, and striving to make something of themselves one day.

            Although I enjoyed reading Paulo Freire’s excerpt, completely understood what he was discussing as well as being able to relate and connect to it his assertion, I felt as though I had gained nothing as a reader. Freire does a great job at stating his assertion while baking it up to the fullest, yet he doesn’t really make you want to go out and demand change; he solely makes you wish for someone else to make that difference. Despite this excerpt doing a great job at informing, I feel as though it should also persuade the reader. If there were more essays like this one by Paulo Freire, and they are actually persuasive, then society might be able to comprehend the fault behind the banking concept of education and reach out to implement change in order to make a difference in the lives of students subjected to adaptation.

Based of the Source:

Deans, Thomas. "Excerpt: Paulo Freire, The Banking Concept of Education." Writing and Community Action: A Service-learning Rhetoric and Reader. New York: Longman, 2003. 69-72. Print.

Succeeding Happily

Timothy Brown

J. Hutchman

Lang 120

September 14, 2012

Succeeding Happily

A reading response to "I Just Wanna Be Average" by Mike Rose

            Learning environments for young students are very important in order for a student to be successful; without a positive or open environment to learn in students just like Mike Rose are subjected to face greater difficulties in life. Mike Rose is a professor at UCLA, but within the excerpt “I Just Wanna Be Average” from his book Lives on the Boundary, we are described a learning environment that was not supportive for his high school education. He describes the difficulties of going to a private school where he is placed on a vocational track rather than a college prep track all due some paperwork mix-ups.

            Throughout this essay, Rose is very accepting of his past even though he had very difficult times in the school he attended. In the private school he attended, he was tossed into the “dumping grounds” for the “disaffected”, had to accept the titles “slow”, “half-minded”, and “mediocre” as he also had to face the fact that a vocational education would only train him for “un-desired work”. Through all the bitterness tone and resentment of these experiences he reveals a revelation towards the end that makes it all worthwhile. At the start of Rose’s junior year he was placed into the college prep track after doing exceptionally well in his biology course. Due to his ability he was able to get to experience a new English teach in a way that he may not have gotten had he stayed on a vocational track. This English teacher, Jack MacFarland, was not only an inspiration to Rose’s ideas and love for writing, he was also a huge tool in getting Rose to attend college. MacFarland gave Rose the chance to rise to the education mark rather than float upward, allowing him to see the opportunity his life possessed.

            Through his writing style of acceptance while showing bitterness, Rose does a great job at portraying his stories from the years he spent at his school Our Lady of Mercy. He stays very structured in his stories by making sure his stories are in chronological order while flowing to create this recall. Through this structure, Rose is able to connect to his audience by truly getting them to understand his past while getting fulfillment just as he did in his revelation. Anyone that has every had a hard time in school, felt that they were subjected to unfriendly or unjust learning environments or just are concerned for the education of others can get a lot out of this excerpt. Readers get the chance to either relate or observe in a meaningful way to get the same hopes of a brighter and better future just as Rose did.

            Despite having to read this excerpt a few times, as well as feeling left in the dark on some aspects of his stories I enjoyed reading this. I came from a school where vocational education is not at all considered a bad thing and is more respected than a college prep track. For that reason it was very interesting to see how schools with such diversity, and geographical differences can be immensely different. Rose was able to add to my perspective by showing that there are always going to people out there like Jack MacFarland to give you the inspiration and hope you need in order to succeed happily.

Based off the source:

Rose, Mike. “I Just Wanna Be Average.” Writing and Community Action; A Service-Learning Rhetoric with Readings. Thomas Deans. Addison Wesley Longman, Inc, 2003. 39 – 50.