The subject of academic reformation is truly an ongoing debate, given each generation’s increasing dislike for the pedagogic methods of those preceding it, and each generation’s intolerance for those that follow. The Czar has wondered what, exactly, has gone wrong wtih modern universities, and has found an answer.

When one disassociates transnormative thinking from the didactic expression developing from itself, the occurrence of trigger warnings is not such a surprise for adaptive learning. The digital nativity of post-literacy comparatives fully experiences itself in a cultural diaspora, both inter- and intra-generational. In no time, Jungian hegemony dichotomizes all comprehensive forms of differentiated instruction. Cooperative learning fosters these higher-order integration drills, and all subsequent peer assessment is oppressed by text complexity. Artifices such as Bloom’s Taxonomy become moribund examples of how such instructional scaffolding gives way to its own artificiality.

Were we to consider such mainstreaming inclusion methods like chunking, balanced or discovery reading, or even flexible grouping, the rigor of academic direct instruction compounds the extrinsic motivations of individualized methodology. Any reasonable portfolio assessment reveals that inquiry-based learning (i.e., asking questions) manipulated life-long learning outcomes for a majority of everyday student engagement.

Only by this method can we hope to appreciate the dangerous extent academia has on today’s college students.