argument essay about academic freeze

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Argumentative Essay Examples & Analysis

July 20, 2023

Writing successful argumentative or persuasive essays is a sort of academic rite of passage: every student, at some point in their academic career, will have to do it. And not without reason—writing a good argumentative essay requires the ability to organize one’s thoughts, reason logically, and present evidence in support of claims. They even require empathy, as authors are forced to inhabit and then respond to viewpoints that run counter to their own. Here, we’ll look at some argumentative essay examples and analyze their strengths and weaknesses.

What is an argumentative essay?

Before we turn to those argumentative essay examples, let’s get precise about what an argumentative essay is. An argumentative essay is an essay that advances a central point, thesis, or claim using evidence and facts. In other words, argumentative essays are essays that argue on behalf of a particular viewpoint. The goal of an argumentative essay is to convince the reader that the essay’s core idea is correct.

Good argumentative essays rely on facts and evidence. Personal anecdotes, appeals to emotion , and opinions that aren’t grounded in evidence just won’t fly. Let’s say I wanted to write an essay arguing that cats are the best pets. It wouldn’t be enough to say that I love having a cat as a pet. That’s just my opinion. Nor would it be enough to cite my downstairs neighbor Claudia, who also has a cat and who also prefers cats to dogs. That’s just an anecdote.

For the essay to have a chance at succeeding, I’d have to use evidence to support my argument. Maybe there are studies that compare the cost of cat ownership to dog ownership and conclude that cat ownership is less expensive. Perhaps there’s medical data that shows that more people are allergic to dogs than they are to cats. And maybe there are surveys that show that cat owners are more satisfied with their pets than are dog owners. I have no idea if any of that is true. The point is that successful argumentative essays use evidence from credible sources to back up their points.

Argumentative essay structure

Important to note before we examine a few argumentative essay examples: most argumentative essays will follow a standard 5-paragraph format. This format entails an introductory paragraph that lays out the essay’s central claim. Next, there are three body paragraphs that each advance sub-claims and evidence to support the central claim. Lastly, there is a conclusion that summarizes the points made. That’s not to say that every good argumentative essay will adhere strictly to the 5-paragraph format. And there is plenty of room for flexibility and creativity within the 5-paragraph format. For example, a good argumentative essay that follows the 5-paragraph template will also generally include counterarguments and rebuttals.

Introduction Example

Now let’s move on to those argumentative essay examples, and examine in particular a couple of introductions. The first takes on a common argumentative essay topic —capital punishment.

The death penalty has long been a divisive issue in the United States. 24 states allow the death penalty, while the other 26 have either banned the death penalty outright or issued moratoriums halting the practice. Proponents of the death penalty argue that it’s an effective deterrent against crime. Time and time again, however, this argument has been shown to be false. Capital punishment does not deter crime. But not only that—the death penalty is irreversible, which allows our imperfect justice system no room for error. Finally, the application of the death penalty is racially biased—the population of death row is over 41% Black , despite Black Americans making up just 13% of the U.S. population. For all these reasons, the death penalty should be outlawed across the board in the United States.

Why this introduction works: First, it’s clear. It lays out the essay’s thesis: that the death penalty should be outlawed in the United States. It also names the sub-arguments the author is going to use to support the thesis: (1), capital punishment does not deter crime, (2), it’s irreversible, and (3), it’s a racially biased practice. In laying out these three points, the author is also laying out the structure of the essay to follow. Each of the body paragraphs will take on one of the three sub-arguments presented in the introduction.

Argumentative Essay Examples (Continued)

Something else I like about this introduction is that it acknowledges and then refutes a common counterargument—the idea that the death penalty is a crime deterrent. Notice also the flow of the first two sentences. The first flags the essay’s topic. But it also makes a claim—that the issue of capital punishment is politically divisive. The following sentence backs this claim up. Essentially half of the country allows the practice; the other half has banned it. This is a feature not just of solid introductions but of good argumentative essays in general—all the essay’s claims will be backed up with evidence.

How it could be improved: Okay, I know I just got through singing the praises of the first pair of sentences, but if I were really nitpicking, I might take issue with them. Why? The first sentence is a bit of a placeholder. It’s a platitude, a way for the author to get a foothold in the piece. The essay isn’t about how divisive the death penalty is; it’s about why it ought to be abolished. When it comes to writing an argumentative essay, I always like to err on the side of blunt. There’s nothing wrong with starting an argumentative essay with the main idea: Capital punishment is an immoral and ineffective form of punishment, and the practice should be abolished .

Let’s move on to another argumentative essay example. Here’s an introduction that deals with the effects of technology on the brain:

Much of the critical discussion around technology today revolves around social media. Critics argue that social media has cut us off from our fellow citizens, trapping us in “information silos” and contributing to political polarization. Social media also promotes unrealistic and unhealthy beauty standards, which can lead to anxiety and depression. What’s more, the social media apps themselves are designed to addict their users. These are all legitimate critiques of social media, and they ought to be taken seriously. But the problem of technology today goes deeper than social media. The internet itself is the problem. Whether it’s on our phones or our laptops, on a social media app, or doing a Google search, the internet promotes distracted thinking and superficial learning. The internet is, quite literally, rewiring our brains.

Why this introduction works: This introduction hooks the reader by tying a topical debate about social media to the essay’s main subject—the problem of the internet itself. The introduction makes it clear what the essay is going to be about; the sentence, “But the problem of technology…” signals to the reader that the main idea is coming. I like the clarity with which the main idea is stated, and, as in the previous introduction, the main idea sets up the essay to follow.

How it could be improved: I like how direct this introduction is, but it might be improved by being a little more specific. Without getting too technical, the introduction might tell the reader what it means to “promote distracted thinking and superficial learning.” It might also hint as to why these are good arguments. For example, are there neurological or psychological studies that back this claim up? A simple fix might be: Whether it’s on our phones or our laptops, on a social media app, or doing a Google search, countless studies have shown that the internet promotes distracted thinking and superficial learning . The body paragraphs would then elaborate on those points. And the last sentence, while catchy, is a bit vague.

Body Paragraph Example

Let’s stick with our essay on capital punishment and continue on to the first body paragraph.

Proponents of the death penalty have long claimed that the practice is an effective deterrent to crime. It might not be pretty, they say, but its deterrent effects prevent further crime. Therefore, its continued use is justified. The problem is that this is just not borne out in the data. There is simply no evidence that the death penalty deters crime more than other forms of punishment, like long prison sentences. States, where the death penalty is still carried out, do not have lower crime rates than states where the practice has been abolished. States that have abandoned the death penalty likewise show no increase in crime or murder rates.

Body Paragraph (Continued)

For example, the state of Louisiana, where the death penalty is legal, has a murder rate of 21.3 per 100,000 residents. In Iowa, where the death penalty was abolished in 1965, the murder rate is 3.2 per 100,000. In Kentucky the death penalty is legal and the murder rate is 9.6; in Michigan where it’s illegal, the murder rate is 8.7. The death penalty simply has no bearing on murder rates. If it did, we’d see markedly lower murder rates in states that maintain the practice. But that’s not the case. Capital punishment does not deter crime. Therefore, it should be abolished.

Why this paragraph works: This body paragraph is successful because it coheres with the main idea set out in the introduction. It supports the essay’s first sub-argument—that capital punishment does not deter crime—and in so doing, it supports the essay’s main idea—that capital punishment should be abolished. How does it do that? By appealing to the data. A nice feature of this paragraph is that it simultaneously debunks a common counterargument and advances the essay’s thesis. It also supplies a few direct examples (murder rates in states like Kentucky, Michigan, etc.) without getting too technical. Importantly, the last few sentences tie the data back to the main idea of the essay. It’s not enough to pepper your essay with statistics. A good argumentative essay will unpack the statistics, tell the reader why the statistics matter, and how they support or confirm the essay’s main idea.

How it could be improved: The author is missing one logical connection at the end of the paragraph. The author shows that capital punishment doesn’t deter crime, but then just jumps to their conclusion. They needed to establish a logical bridge to get from the sub-argument to the conclusion. That bridge might be: if the deterrent effect is being used as a justification to maintain the practice, but the deterrent effect doesn’t really exist, then , in the absence of some other justification, the death penalty should be abolished. The author almost got there, but just needed to make that one final logical connection.

Conclusion Example

Once we’ve supported each of our sub-arguments with a corresponding body paragraph, it’s time to move on to the conclusion.

It might be nice to think that executing murderers prevents future murders from happening, that our justice system is infallible and no one is ever wrongly put to death, and that the application of the death penalty is free of bias. But as we have seen, each of those thoughts are just comforting fictions. The death penalty does not prevent future crime—if it did, we’d see higher crime rates in states that’ve done away with capital punishment. The death penalty is an irreversible punishment meted out by an imperfect justice system—as a result, wrongful executions are unavoidable. And the death penalty disproportionately affects people of color. The death penalty is an unjustifiable practice—both practically and morally. Therefore, the United States should do away with the practice and join the more than 85 world nations that have already done so.

Why this conclusion works: It concisely summarizes the points made throughout the essay. But notice that it’s not identical to the introduction. The conclusion makes it clear that our understanding of the issue has changed with the essay. It not only revisits the sub-arguments, it expounds upon them. And to put a bow on everything, it restates the thesis—this time, though, with a little more emotional oomph.

How it could be improved: I’d love to see a little more specificity with regard to the sub-arguments. Instead of just rehashing the second sub-argument—that wrongful executions are unavoidable—the author could’ve included a quick statistic to give the argument more weight. For example: The death penalty is an irreversible punishment meted out by an imperfect justice system—as a result, wrongful executions are unavoidable. Since 1973, at least 190 people have been put to death who were later found to be innocent.

An argumentative essay is a powerful way to convey one’s ideas. As an academic exercise, mastering the art of the argumentative essay requires students to hone their skills of critical thinking, rhetoric, and logical reasoning. The best argumentative essays communicate their ideas clearly and back up their claims with evidence.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Refusal for an Academic Freeze: An Ideal But Unrealistic Decision

John Syril Siquijor

Trisha Mae Rojales

• May 17, 2021

Because of the emerging peril of COVID-19 in the Philippines, the government introduced a new learning approach to be adopted by all educational institutions along with its students: Online Learning. And, with the ongoing threat of the pandemic, online education is only reasonable; thus accepted by the people. What was not well received by the public, however, was the refusal of an academic freeze. Regardless of the clamors made by the public, the Department of Education (DepEd) still refused the petition for an academic freeze nationwide, thereby continuing the opening of classes. A glaring fault in this refusal is the reality that the Philippines is not prepared. We are not prepared to implement such drastic changes under the assumption that with their limited preparation, online learning would be workable to push immediately — workable to the fortunate, but not to those who are less fortunate. Hence, the academic freeze is not a petition to discontinue classes from happening. They purely meant it to give more time. It may not be an ideal action, but it is certainly realistic to stop the widening digital divide in the Philippines.

First point: the petition for an academic freeze may not sound ideal, but it is assuredly realistic considering the situation of the Philippines. During the nationwide lockdown caused by COVID-19, many businesses either temporarily or permanently  closed  their operations because of the great loss of customers. While there are still businesses that survived the ordeal, this often came with an opportunity cost: to either give salaries lower than what they had agreed upon or to end the employment of someone. What this implies concerning the academic freeze is that pushing for an already expensive online education when not everybody has the means to comply with it, simply for the fear of being left out, will only aggravate the struggles and stress given to them by the pandemic. That, certainly, is not being realistic.

Second point: insisting education to continue, regardless of the situation, will only romanticize, once again, what has been coined as “Filipino resiliency.” There is this idea that Filipinos will always smile even when faced with a calamity. We know Filipinos are known to be strong individuals, who will always manage their situations no matter how bad it is. Though it may sound good, in reality, it is not. This Filipino resiliency becomes an excuse for some people to neglect their situation because they can and will manage. What this signifies to the refusal for an academic freeze is that Filipinos are once again indirectly expected to deal with whatever challenges they are facing using their creativity and resiliency, which could only further widen the digital divide — to the extent that the two clusters of society (the privileged and underprivileged) are no longer visible to each other.

Hence, although we cannot reverse what already happened, the only thing that we could do is to make sure that we will continue to help and lift the burden laden to them by the pandemic. We should make sure that this divide, not only in technology but also in all aspects of life, will not widen to the extent that it is already impossible to bridge it. We must always remember that we should, at all times, be considerate of others’ situations. We should not neglect the lives of the minority only because we or the majority can. All it takes is a bit of empathy: what if you were them?

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An Argument Against Academic Freeze. The Essay About Covid 19 and its Impact on Studying

The year is 2020, and the danger and fear from the COVID – 19 pandemic looms over the countries. Whilst frontliners work hard to meet the needs of our society, and politicians develop policies to improve the current situation, a different issue troubles the many people involved in education. While DepEd wants to continue the school year by using distance learning, 359,000 people nationwide have proposed in an online petition an academic freeze. My question for these people is simple: who is actually going to benefit from such a policy?

Supporters of the academic freeze justify their opinion by stating that many are ill-equipped for distance learning. Not every student has a stable internet connection if they have any at all. Moreover, most do not even have the devices to use the internet in the first place. If they do decide to choose offline alternative methods such as by modules, that would still be increased financial pressure that comes from the delivery fee of said modules. Most of all, even if we presume that the student has the capabilities to engage in alternative learning modalities, these methods might not be efficient because of the different learning environments.

The truth of the matter is, these points are all valid. None of them are inherently incorrect, but despite that, I object to the academic freeze. Yes, many families cannot afford education. Yes, only the middle and upper class have the privilege to study during this pandemic. So what? Distance learning is not mandatory. If your family can not support it, then you can choose to skip the school year. The choice is in the hands of the people, and if the family can afford it, then why should they be stripped of their choice? Even if not everyone can study, it is still far better than the alternative. Either some people get to study, or everyone doesn’t.

Besides, if an academic freeze does occur, what about our workforce? For the K-12 students, the impact isn’t as large, but for college students, delaying the school year would mean delaying the production of doctors and other professionals. With the current lack of health workers, we cannot afford to further lessen the workforce. 

The teachers’ livelihoods are at stake as well. Thousands of jobs across the country would be lost. If the academic freeze goes through, then instead of simply helping students, more funds need to be reallocated for the families without income.

Even more, what if the professionals cannot produce a vaccine quickly? What if the virus mutates further, and they take 1-3 years more to find a cure? Those are not just 1-3 extra years of “no classes”; those are 1-3 years where no new professionals can join the workforce. It is simply not economically viable to have an academic freeze if such a situation occurs.  

In conclusion, although not everyone may be able to participate in distance learning, an academic freeze should be a last resort. An academic freeze would inhibit education and be economically unviable due to the loss of jobs and production of professionals such as doctors.

It may be imperfect, but distance learning is the best option. If the family cannot afford it, they shouldn’t worry about keeping up, as it is not necessary. The choice is in the people, and if they think that the cons outweigh the pros, they can choose not to.

Education is and has always been the greatest weapon of a country. Together we will recover, and an academic freeze would only be a hurdle to our recovery.

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STRIKING A BALANCE: Yes to blended learning, no to academic freeze

• Mark Pere Madrona
• September 15, 2020
• commentary , education

The coronavirus disease (COVID-19) pandemic has forced education systems around the world to rethink how learning can still be provided to students despite the ongoing uncertainties. On one hand, Philippines’ education leaders have been adamant in their marching orders that “education must go on” and that “education cannot wait.” On the other hand, some student organizations have proposed a so-called “academic freeze” where school year 2020-2021 will be effectively canceled.

The context of this debate is the reality that as long as a vaccine against COVID-19 has been developed, Philippine-style face-to-face classes where 50 to 70 students are cramped inside classrooms is way too risky to resume anytime soon.

Proponents and opponents of academic freeze both offer strong arguments. For their part, the advocates of the #AcademicFreezeNow initiative highlight the difficulty of pursuing online education in the Philippines . To back up their stand, they point out that many Filipino families do not have the necessary gadgets and strong Internet connection needed for online classes.

This concern, they add, is causing mental health anxieties among students who are already experiencing difficulties due to the pandemic. Those calling for an academic freeze also the reality that many parents lost incomes, if not their jobs itself, as a result of the months-long lockdown.

Meanwhile, the Department of Education (DepEd) has reiterated the warning of the United Nations International Children’s Fund or UNICEF last June 2020 that “the longer children stay out of school, the less likely they are to return” to support their decision to push through with SY 2020-2021. It should be recalled that the number of out-of-school youth has been persistently high for decades here in the Philippines.

Amidst this debate, it must be emphasized that education stakeholders here and around the world are just trying to make the best out of a really bad situation. Face-to-face classes as we know it will not likely resume during this school year, and all alternatives should be explored – no matter how imperfect they are.

Canceling school year 2020-2021 can also have dire consequences for the country’s economy. The prolonged suspension of classes has already forced hundreds of private schools nationwide to close – forcing teachers working there into unemployment.

Suspending an entire school year will also jeopardize the development of our country’s labor sector. Also, instead of being able to finish their studies on time, graduating students will be forced to wait one more year before they can earn their degree – which will in turn delay their ability to be employed earn for themselves and their families. On a side note, the cancelation of licensure examinations this 2020 is painful because it means that we don’t have more professionals especially in the health care industry.

Having said that, there is a need to balance the imperative for the learning process to go on while not overlooking the valid concerns raised by so many students. It is clear that settling on online classes as the only alternative to face-to-face learning will not, does not, and cannot work. Therefore, schools across the country should develop learning modules or course packs to make sure that students with limited access to the Internet can still catch up with the lessons.

The Department of Education and Commission on Higher Education’s push for a blended learning approach for this school year can be a good compromise toward that. The blended learning approach includes using online platforms, self-learning modules, and even television and radio to deliver lessons to students.

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The Filipino Scribe (TFS) is managed by Mark Pere Madrona, a multi-awarded writer and licensed professional teacher from the Philippines.

Mr. Madrona earned his master’s degree in history from the University of the Philippines-Diliman last 2020. He obtained his bachelor’s degree in journalism cum laude from the same university back in 2010. His area of interests includes Philippine journalism, history, and politics as well as social media.

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Insisting on an Academic Freeze Isn’t the Solution (or Why Are We So Hypersensitive?)

Academic freeze is like giving up and flipping the table during a board game at the slightest sign of hardship.

Disasters affect most of the classes and school activities. Households wait for the official announcement if classes are suspended or not during. The question is, Is academic freeze a solution to the problem?

We are in the virtual age, yet the system is the same. After Typhoons Siony, Tonyo, and Ulysses there's a clamor for an academic freeze or cessation of education activities. Most people think that the pandemic, disasters, and pressures in the unprepared educational system overwhelmed the students.

Sure! Breaks are acceptable, especially in the areas affected by the disasters. Department of Education has rejected canceling the school year for an academic freeze and insists that it will do more harm than good.

“It does not take into consideration the adjustments that would have to be made for the succeeding school year if we continue to prolong the already four months of interruption of the learning process for this school year (academic freeze),” said DepEd Undersecretary Nepomuceno Malaluan.

At the risk of sounding like a curmudgeon, I Think the oldies at DepEd are right. In the flooded areas, places without power and internet. Academic freeze should be automatic.

We face an unprecedented crisis almost every day of our lives. No one is downplaying the effects of the pandemic and natural disasters on students’ physical and mental health. Still, it’s arrogant to assume other people's hardships and impose a solution to a complex issue. Call for an academic freeze everywhere else in the country too far.

The DepEd might have its faults and I believe they are doing their best to ensure that students get the education they need.

For an instance we had people rise against Harry Styles on the cover of a magazine, the depiction of physically deformed people in Anne Hathaway’s new movie, white “sand” dumped over the stink of Manila Bay; heck, people have been up in arms over the new RC Cola commercial, calling it offensive to families who adopt. 

There are some things worth our outrage, and it’s good to use our voice in social media to defend the voiceless and bring attention to issues that might not see the light.

“But here’s an idea: how about we try not expending all our energy yelling at our digital screens at every little thing that ticks us off and triggers our fury button?”

We don’t have to be offended by the issue du jour, tous les jours . So Sia decided to cast non-autistic people in her new movie. If that speaks to you personally, then @ her on socials. I f you’re just jumping on the bandwagon, that concludes how empty your life is. Insert that “People are dying, Kim” GIF here.

It’s so easy for us to do virtue signaling (An act of being self-righteous in front of others while not living and upholding these beliefs.) in the comfort of our homes, but the reality is only a few take virtual activism to real life. 

That takes us right back to the students whose campaigning for the academic freeze for the sake of their mental health. They may have a point but it seems to us that giving in to these demands would be a cop-out.

“It’s like giving up and flipping the table during a board game at the slightest sign of hardship or defeat.”

There are many things to fix in our educational system—questionable modules, overworked teachers, flawed processes, just to name a few. In conclusion, Insisting on an academic freeze is pointless and rebuilding our educational system is our ultimate dream until that happens. There’s no reason we should put education on hold in order to capitulate to the demands of the privileged.

RELATED: From Mass Academic Strikes to School Closures, Here’s How Local Private Schools Are Doing in a Pandemic.

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DepEd fears ‘massive impact’ of academic freeze on students

“Ease not freeze.”

This is the stand of the Department of Education (DepEd) amid renewed calls for the implementation of an “academic freeze” or cancelling the school year in the formal education system. DepEd Undersecretary for Curriculum and Instruction Diosdado San Antonio, in an interview with ANC’s Matters of Fact on Wednesday, reiterated the position of the agency: education must continue even during the emergency. “I think the stand of the Department of Education is so clear,” San Antonio said. “We want the youngsters of our generation to be able to learn because we know, world studies are clear, the moment we stop - I mean the provision of basic education services for our learners - will have a massive impact in their lives economically - their capacity to earn is affected,” he added. Before DepEd opened the school year 2020-2021 on Oct. 5, various quarters have been calling for an academic freeze due to the COVID-19 situation in the country and problems related to the implementation of distance/blended learning. DepEd has dismissed these calls - noting that the agency has been preparing for the school opening for months already.

DepEd said that adjustments have been made to ensure that millions of students enrolled at the basic education level will continue learning even if the conduct of face-to-face classes is not yet allowed. However, calls for the implementation of an academic freeze has resurfaced in the aftermath of the recent typhoons that ravaged the country.

Teachers, students, and other youth groups have also been calling for an academic break as the country grapples with the effects of the calamities. Despite these calls, San Antonio maintained that DepEd there is no need for large-scale or nationwide academic freeze since schools have already been instructed to implement “academic ease” measures. “We can't afford to withdraw the opportunity of our youngsters to be able to learn,” San Antonio said.

“We will make this available we will also continue to make it flexible and we will make adjustments, mindful of the idea that we will enable the child to really learn the most foundational skills - the most essential ones that they will find useful later in their lives,” he added. Currently, San Antonio said that thousands of schools in parts of Luzon are already implementing academic break after the onslaught of Super Typhoon “Rolly” and Typhoon “Ulysses.” In areas where learning is not possible because of the calamity, San Antonio said that “there are class suspensions” declared by the local executives. The DepEd Region IV-A (CALABARZON), for instance, has declared suspension of classes and other related distance learning activities this week.

In particular, isolated classes are enforced in Antipolo City and in some areas in Rizal from Monday, Nov. 16 until Friday, Nov. 20. There are also class suspensions in the National Capital Region (NCR) depending on the announcement of local executives.

DepEd NCR said that suspension of the conduct of Distance Learning activities - either online or modular- will only happen in areas where LGUs will declare suspension of classes on Nov. 16 and thereafter. Marikina City has declared a month-long suspension of classes starting Nov. 16 to Dec. 16, 2020.

DepEd said that the Schools Division Office Marikina is already preparing the “catch-up plan” with the assistance of the Central Office.

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Griby i mukhi : a historical contextualization of the esoteric mushroom religion of moscow conceptualism: fungal erotic imagery of entheogens and insects.

“ The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: his eyes are closed. The insight into the mystery of life, coupled with fear, has also given rise to religion. To know what is impenetrable to us really exists, manifesting itself as the highest wisdom and the most radiant beauty, which our dull faculties can comprehend only in their most primitive forms—this knowledge, this feeling is at the center of true religiousness .” Albert Einstein ( 1954 ).

1. Preliminary Remarks

2. introducing the subject: esoteric context and the fungi.

“I have come to the conclusion that much can be learned about music by devoting oneself to the mushroom.”. —John Cage, 1954

2.1. Mushrooms, Humans, and Religious Systems: Analytical Observations

2.2. new age esotericism, gnosticism, and the world of fungi: the problematics of spermic religious imagery.

Zohar Sitrei Torah 1: 147b–148b, ( Jacob’s Journey ) ‘ The secret of secrets: Out of the scorching noon of Isaac , out of the dregs of wine, a fungus emerged, a cluster , male and female together, red as a rose , expanding in many directions and paths . The male is called Sama’el , his female is always included within him . Just as it is on the side of holiness , so it is on the other side: male and female embracing one another . The female of Sama’el is called Serpent , Woman of Whoredom, End of All Flesh, End of Days . Two evil spirits joined together: the spirit of the male is subtle; the spirit of the female is diffused in many ways and paths but joined to the spirit of the male .’ ( Sitrei Torah is translated in ( Zohar 1983, p. 77 ))

“ If you force me to say something still more daring, it is his essence to be pregnant (kuein) with all things and to make them .”

“ We know you, O intellectual Light, O Life of life, We know you, O Womb of every creature, We know you, O Womb pregnant by the member [physis = phallus] of the Father. We know you, O eternal permanence of the begetting/pregnant Father .”

2.3. Fungal Eros: Phallic Occult Esotericism and Russian Cultural Links

2.4. mushroom art: several important visual models, 3. russian post-avant-garde conceptualism: the case of moscow milieus, the world of flies complements the universe of fungi.

In the garden, if you glance, you’ll see insects, old friends by chance , As if in cages, they now stay, perched on branches in dismay . Bees and flies, a buzzing sound, they once would dance and circle ‘round , In your ear, a letter Zh , 22   they’d bite you and your Shura, free . Now unhealthy, pale to see, Petrova the flea, sadly , Not a sight for pleasant eyes, trapped beneath the somber skies . Life is harsh, no comfort found, dawn winds howl with mournful sound , Wolves tear at the hapless hare, life’s cruel tale laid bare . From the oak, a bird takes flight, seeking food by day and night , Providence, with brutal charm, offers worms instead of farm . Calves beneath the butcher’s blade, fish ensnared in nets displayed , Lions roar through night’s domain, cats on chimneys cry in pain . In this world, a sorrowed dance, bourgeois, worker, no chance , Both these beetles in their class plight, struggle through the endless night . (1932). 23

“ Look now at Behemoth, which I made as I made you:   He eats grass like an ox . Look at his strength in his balls, and his power in the muscles of his penis . He makes his penis stiff like a cedar, the sinews of his balls are tightly wound . His balls are tubes of bronze, His balls like bars of iron ”. (Quick 345)

4. Concluding Remarks: Fungi, Esoteric Sensual Occult, and Russian (Post)-Avant-Garde

Fa-Fa I’m nervous, I’m loyal, so far… I’m tender . Fa-fa, fa-fa, fa-fa, fa-fa . Hallucinogens, the South… There’s plenty of us! The essence is coming . I’m a fugitive, I’m poor, so far… I’m white Fa-fa, fa-fa, fa-fa, fa-fa . Smokey grandfathers, snow… I’d like to go on the run , There’s an essence… Aha! I’m nervous, I’m loyal, bye-bye . I’m harmful . Fa-fa, fa-fa, fa-fa, fa-fa, fa-fa . If I were magic, taiga … I’d be on fire, I’d be living … The essence is coming! yeah . 25

… you inspire knowledge To both heart and mind: The distance is clearer When you look at the moon And time and separation , And the aunt of the arts The occult science , And many different feelings . The faces of the dead You make them pretty , And sometimes you dream …you’ll make a mindless mouse You confuse, you broadcast , You tumble your sickle And you accurately mark Only profit and damage . Your name is Hecate , Your name is Shepherd , The cats are your pay And a crowing rooster . 29

Share and Cite

Ioffe, D. Griby i Mukhi : A Historical Contextualization of the Esoteric Mushroom Religion of Moscow Conceptualism: Fungal Erotic Imagery of Entheogens and Insects. Religions 2024 , 15 , 777. https://doi.org/10.3390/rel15070777

Ioffe D. Griby i Mukhi : A Historical Contextualization of the Esoteric Mushroom Religion of Moscow Conceptualism: Fungal Erotic Imagery of Entheogens and Insects. Religions . 2024; 15(7):777. https://doi.org/10.3390/rel15070777

Ioffe, Dennis. 2024. " Griby i Mukhi : A Historical Contextualization of the Esoteric Mushroom Religion of Moscow Conceptualism: Fungal Erotic Imagery of Entheogens and Insects" Religions 15, no. 7: 777. https://doi.org/10.3390/rel15070777

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