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COLLEGE INDEPENDENT 'ALTERNATIVE PROSPECTUS' GUIDE
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Page 7.
Post-script continued.
-2 were "complete non-courses"*. One is described above and another was exactly in this way with no more ten minutes of annual teaching, totally relevantly similar in this respect though with the added circus that there were not even any presentations required, giggled third year secondary presentations or not (or even first year secondary but even these specialities were altogether missing with this subject). Although there was teaching timetabled, for everyone, but for around this number of minutes in one year, none was issued.
-1 other I also described above this as having no teaching during the year after some very basic introductory courses, rather than a "complete non-course". This was like an easy first year degree one-eighth course, being generous, though it was saved anyway for a full final years course. What is taught is how to use an analogue studio - though the teaching might be the same as here in first year at secondary school.
-1 other, a historical course, had some degree of involvement though was around seventy percent low school level awareness, to 2nd year though not good with some though not much teaching and then there was some awareness to A-level standard and maybe just a tiny fraction beyond. Maybe, I say. And just a tiny fragment.
-1 other of the ten I took amounted to what should be a basic though really not terrible but not advanced first year introductory degree level course (a half-course) which they give actually near the end of the course as a third or fourth year honours option.
This was the only possible degree level subject of the whole two years I experienced and therefore goes with the fraction of the course above and also the first week of first year which was a nice introduction, and maybe some tiny fragments of the course below. Properly this, again, would make a first year half-course which should allow for great things. Having said this it could also easily be properly of a degree foundation year level, Year 0, and there was not much that was actually taught.
-1 other course, I can only say was mostly terrible with maybe in total one hour or a tiny bit more of real tutoring in one year. This was the reading out of concise specialised dictionary definitions of the prevalent topics in this subject after more usually unlistenable student ramblings, intentional or not. Taking the one hour or so, this would be a nice and interesting indulgence, in intellectual level somewhere between the end and middle of a second level school of seven years, if very unstretching. A lunch break club with no preparation, grounding at all, nor reading required for what was discussed.
This leaves aside the personal presentation reading each fortnight, ten minutes, sometimes fifteen, often five though sometimes three, which was either notes on a compact chapter, every fortnight, or sometimes only a couple of pages a fortnight. And I was sometimes the only one who reported back anything audible for beyond four year olds here anyway. Some sometimes just asked questions but there were seldom answers. "Yes... quite right to ask". Up to you. Perhaps, as I thought, there wasn't sufficient seriousness for the tutor to sagely take the students seriously.
The attitude of most of the students prevented myself, for one, of gaining anything at all other than the small prescribed necessary reading here. When there appeared a chance for renewal and new starts, such as I saw at the beginning of this course, the students concerned began to protest in this manner, perhaps pre-emptively, perhaps to fob off more possible disappointment. Some students tried to enforce this, rather tried to enforce the annhiliation of anything 'good'. One in particular was a Mr. Richard Curran, the young man from the west of Scotland who hated classical music and musicians and who was there to "get them", and to "stop them, pretensious b*******". He expressed he was "retarded" and not to treat this lightly. He was not intelligent at all. Frightened and unable to see sense in that this was there, apparently nice people joined him.
-2 other courses were outreach work, and there was no tuition at all here for those in the two years when I took the course. Students were expected to go out to placements with some vague descriptive suggestion of what they might do given in ten to twenty minutes at the beginning of the year. I might say although there is experience. Indeed I put that. Although there is experience (good thing or terrible thing in the circumstances?) these courses did not have the ten minutes teaching that the two "complete non-courses" had every fortnight.
Somehow this project won a Queen's Award for Further and Higher Education. There was not one ounce of education present here, of that gained of teaching. What a shame. It would be a lovely opportunity.
Not an ounce for me. Not for anyone that I saw. Not an ounce. Not an ounce. Not an ounce.
There was though one meeting with specialists in the area which worked out to be remotely and briefly educational for me, and in more ways than one unfortunately, though this was the only educational element I received. (Two courses of the same title: first and "advanced" course; there was not even the pretence of teaching in the latter.) Things had gone wrong. We were made aware that the course we were experiencing unfortunately for us was not that which would develop, and we were given the choice of staying or going. Unfortunately I still believed that, naturally, that still meant there would be some teaching involved. Others understood differently.
I have listed eight of the full ten honours years courses taken. Five were taken in third year and five were taken in fourth year. The two remaining courses on the awarded certificate are the two courses of the Philosophy Department's first year course which made up half of that department's full first year course. These are adequately described above.
Another word for those still interested in a good time or personal study in a fresh and bracing climate under Arthur's Seat is that, here, I found the type of personal learning you do for these courses is something which would not hold up in any way to what you would have done at home, or somewhere else in the real world. For intending good timers it was my experience on this course you would have to separate completely the notion of any satisfying real personal study realisable afterwards from the life.
* Reference from above:
Finally, by "complete non courses", but for up to, say, ten minutes of teaching in each case, I mean just and exactly this.
END OF ARTICLE "College Independent 'Alternative Prospectus' Guide",
subtitled "Edinburgh: Incredible, a Personal Response.". This
publication is a formal act.
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Poem:
The Green Train
The Blue train for the South - but the Green Train for us.
Nobody knows when the Green train departs.
Nobody sees her off. There is no noise; no fuss;
No luggage on the Green Train;
No whistle when she starts.
But quietly at the right time they wave the green light
And she slides past the platform and plunges into the night.
Wonderful people walking down the long Green Train,
As the engine gathers speed.
And voices talking.
'Where does she go to, Guard?'
Where indeed?
But what does it matter
So long as the night is starred?
Who cares for time, and who cares for the place,
So long as the Green train thunders on into space?
E.V. Rieu.
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A brief review of www.realuni.com follows below after a disclaimer / current webpages contextualising statement.
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Dislcaimer and additional comments.
[Disclaimer / web pages contextualising statement.]
The opinions and experiences expressed within the article subtitled "Edinburgh: Incredible, a Personal Response." are unofficial as it represents the views of an individual whom is no part of and is not connected in any way with the legal UK educational company which calls itself "The University of Edinburgh" of Edinburgh, Scotland, United Kingdom or any other or rival institution, and is part of no body whose public role, ordained or self-ordained, whether government agency or private body, includes assessing or inspecting the company concerned. However, officially, this is a prior sudent's view and that of a former "graduate" of the institution concerned. The author forms no part of the institution and never has done though the institution considered has claimed to regard that upon finishing its testing requirements to its satisfaction, the author had been considered a life member of what is titled a General Council related to this institution, which it charges fourty pounds for, the fee to graduate and at the same time become a member. It is the Child Catcher's cage. The author has no idea how this entity, the Geenral Council, whatever it is, it not being a company or part of a company, and not knowing Scots' Law, is intended to exist in relation to the legal educational company in British company law which calls itself a company of people, and by decree a university, and which takes fees and pays salaries. In any case, this author does not consider with personal regard that, properly and in any fashion in British law, any sort of members club related to this company has been joined willingly at any time by this author since just before finishing the institution's four year course requirements, except where this could finally have been considered to have actually happened and this only by mistake. And if this could have been considered to have occurred, it was never intended and is not to be considered then to be or to have been valid should this be possible in law. The author considers that this must be the case considering that a society cannot admit a member where there is not an intending member. It is a shame, a great shame, that this old once venerable institution was so befell at the time when this author attended. The author understands that this has been the result of illnesses, serious campaigns against the institution, misunderstandings, all of these combined in an unfortunate time in the university's subequent development with regard to its identity.
Where there may be doubt as to consideredness of this full opinion expressed on these pages, the author adds that the opinion and description here is given rather accurately and veering on the "nice" side of an accurate description in favour of the described company, Edinburgh University. All of what is published in these web pages is part of a true, considered and fully genuine, though relatively quickly expressed, opinion of a prior student and a person who was deemed by the named institution to have completed the described course and, as the institution terms it, graduated. The author considers absolutely with personal regard that a real educational degree which would be expected to be and was expected to be forthcoming from the named institution has never been held personally. This is so despite the acceptance of a certificate from this institution which claims that an educational degree has been studied and a degree qualification awarded. The author no longer recognises or professes to hold this certificate and qualification which had been issued by the institution, as has been communicated to the institution such that their certificate is deemed by the original acceptee to be unrecognised, ingenuine in this case, and untenable, and what was accepted in a purely formal sense and bewildered state is to be regarded as having been returned. There is no personal self-interest or gain in expressing through publication this opinion in any way. The only interest in making this opinion as available here to members of the general public is that persons who are in a very important situation and are making important choices may do so being more aware. This opinion is not that of any company or group. There is usually little or no criticism of any third level educational institution, of whatever type, in the United Kingdom which is published in any form.
It is expressed as most worrying that there is little criticism of the concerned institution, although some opinions agreeing with that expressed here have been found to have been published on the World Wide Web. The author here uses the term "university" and name "Edinburgh University" sparingly and to refer to the legal company with this name so as not to confuse, and only to refer to a company so named and not to recognise an establishment which is of the type named a university as this company's name and its royal charter suggests. All of what is written here validly I express is related to and indeed about real persons, institutions, groups and societies, living and dead.
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[Regarding W.W.W. site REALUNI.COM]
Unfortunately, retaining the positive and serious attitude, I’ve found so far on this site but for one entry which alone seems adult and critical beyond a symbolic moan if stopping short in being this at an obvious point of acceptance, all reasonably good things about colleges in the UK, though I have not searched all opinions yet. I don’t quite know how all of this could be the truth. I think we are perhaps meant to read between the lines sometimes or not read at all. Though having gone to study somewhere regarded by this author as not only the worst but the worst imaginable, there is a lacuna of sometimes not quite being able to surface again from occasionally onset disillusionment which does not affect reason, but only lowers one's assumptions where they occur, and they didn't used to! Perhaps the codes used in the two short Edinburgh opinions are necessary as my attempt to post an opinion was refused without contact. Is it still going?
This review which receives a reference at the beginning of my article is by author Chris is at W.W.W. address:
www.realuni.com/index.php?page=altprospectus&action=displayuni&id=67
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