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Touchstone 3.1: Construct a Rogerian Argument 1
Touchstone 3.1: Construct a Rogerian Argument Name Sophia.org
English II
03 December 2023
Touchstone 3.1: Construct a Rogerian Argument 2
Over time, the conversation about dress codes and school uniforms has been ongoing, involving politicians, authorities, parents, educators, and students. People globally discuss whether uniforms significantly affect students' educational success, looking at how they impact social, educational, and behavioral aspects, bringing up various pros and cons. In this exploration, two opposing articles, one in favor of dress codes and uniform implications and the other in opposition, provide valid arguments. Both viewpoints, from a personal standpoint, contribute valuable insights united by a common goal: the overall well-being and triumph of our children and students.
In Anderson Wendel's 2002 report, "School Dress Codes and Uniform Policies," he discusses the benefits of dress codes or uniforms in schools, suggesting they enhance academic performance by focusing on education rather than appearance. He stresses the importance of involving parents, teachers, community leaders, and students in decision-making. As Wendel (2002) says, "... it is essential to involve parents, teachers, community leaders, and students" (p.15).
On the other hand, Loyola University Chicago's 2015 article by Samantha Dean, "Dressing Diversity: Politics of Difference and the Case of School Uniforms," engages in
a thoughtful exploration of social justice. She critiques the impact of school uniforms, arguing that they disregard individuality and societal variations, hindering character development and posing challenges for a vulnerable school-aged population. Dean contends that these challenges may persist into adulthood, influencing overall personality. Supporting her viewpoint, Dean states, "The public is heterogeneous, plural,
and playful, a place where people witness and appreciate the diverse cultural expressions that they do not share and do not fully understand" (2015, p. 112). This
Touchstone 3.1: Construct a Rogerian Argument 3
quote emphasizes the vibrant and messy nature of schools, challenging the idea of them as apolitical sanctuaries and portraying them instead as dynamic environments where children navigate and understand the diverse world around them. Through her passionate stance, Dean offers a rare and positive outlook on the potential richness of students' experiences.
In my opinion, a compromise is necessary, allowing students to express themselves within reasonable limits to avoid classroom disruptions. This approach aligns with Anderson's (2002) suggestion to reduce the emphasis on fashion conflicts and encourage practical, cost-effective school clothing. However, it's crucial to acknowledge that uniforms may not eliminate such conflicts. Instead, we should consider preparing students for the diverse realities of the world, where people differ in appearance and behavior. The question arises: do we want to cultivate a society where individuals look and act alike, or do we embrace diversity and encourage understanding
beyond superficial judgments based on clothing choices?
In conclusion, school uniforms offer benefits in maintaining a well-functioning educational institution by promoting student focus, peer acceptance, and overall success. However, dress codes provide a potential alternative to stricter uniform policies. Committees involving parents and teachers can weigh the benefits of each policy, considering changing environments and student populations. A balanced approach, reflected in a written policy, allows prohibiting inappropriate dress while permitting students' clothing choices, encouraging individualism and appreciation of versatility. Recognizing the importance of social development is crucial for the academic
future and well-being of our young learners. Balancing these aspects is essential for
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Touchstone 3.1: Construct a Rogerian Argument 4
guiding the younger generation toward acceptance and appreciation of diversity, avoiding a society that suppresses differences.
Touchstone 3.1: Construct a Rogerian Argument 5
Reflection
How does the Rogerian model of argument help you better understand the topic that’s being discussed? Why is it a good practice to acknowledge both sides of the argument? The Rogerian approach is effective in enhancing my understanding of the topic by encouraging me to objectively consider opposing views. It aims to establish common goals or points of agreement, fostering a deeper understanding of my own biases and promoting the belief that both parties share similar aspirations and qualities. Acknowledging both sides of the argument is beneficial as it demonstrates thoughtful consideration, elevating the discussion to a deeper level. This practice strengthens my argument by showcasing a clear understanding of my own biases and presenting a more comprehensive perspective on the matter.
How might the Rogerian approach help you gain insight into your own argumentative essay?
The Rogerian approach aids self-reflection in an argumentative essay by encouraging consideration of opposing views, fostering a more comprehensive understanding of the topic. Engaging empathetically with differing opinions helps uncover nuances, refine arguments, and anticipate counterarguments, ultimately strengthening one's position. The emphasis on respectful dialogue promotes self-
awareness, prompting critical evaluation of biases and assumptions for a more well-
rounded and persuasive essay.
Touchstone 3.1: Construct a Rogerian Argument 6
References
Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report.
Deane, S. (2015). Dressing Diversity: Politics of Difference and the Case of School Uniforms. Philosophical Studies in Education
,46, 111-120.
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