Common-place, by Aphthonius, “appears to favor a focus on evil,” attacking those that have done evil rather than favoring those that have done good or those that approach issues in ways that attempt to look at both sides.
(PROLOGUE): Since bullying of classmates has been known to lead to lower self-esteem, can lead to the harm, even hospitalization and death, of persons, the bullying of classmates must be considered.
(CONTRARY): Not letting nature take its course in bulling and the bullied of classmates while at school can also be supportive of being capable of observing the actions occurring under supervised conditions, rather than outside of view. Also, it draws on building up the confidence of those who are bullied, by leaving them to deal with the problems on their own, leaving them with a learning experience on how to deal with the “real world.”
(EXPOSITION—to gain interest of the reader): However, this leaves the bullied lacking “real world” conditions because on many occasions bullying is outside of one’s ability to control, and authoritative stands and influence on such conditions needs to occur. These acts, when handled properly, can leave one who is bullied with the notion that support does exists (as opposed to the alternate message one may receive; that one is incapable of preventing oneself from harm, and incapable of reaching for support).
(COMPARISON –attaching blame to the accused): Bullying, being repeated acts of dehumanizing, picking on, or beating up an individual, done without repercussions or intervention of others, leaves the bully with the notion that such acts are permissible. This not only gives the bully a false sense of what society will allow them to get away with in the future, but also gives the bullied a complex that can escalate to the harm coming to them (continuing to come to them) and perhaps others.
(INTENTION—attack on the doers motives): Those who bully have various motives, whether they be learned conditions from home, genetics, the environment they live in, a medical condition needing attention, a lack of attentiveness they need, a lessening of the pressures too much attentiveness is bringing them, unawareness of their doing any harm, etc.
(DIGRESSION—castigates the doers past life): These conditions perhaps need evaluation and the root of the problem sought out, while perhaps also working on the issues at the surface (the bullying going on) as well.
(REJECTION OF PITY): Those that bully, and those that let it slide (perhaps considering it a phase, something they went through their self, something the bullied need to learn to deal with, etc.) hold less, if not just as much, weight in their actions as those that are bullied, and those that intervene (perhaps considering it for what it is, an escalating problem; something that holds qualities similar to those that end up placing people in legal conflicts later in life; something the bully needs to learn to deal with).
(reminder to audience of the standard topics that were relevant to the common-place being amplified: legality, justice, expediency, practicability, honor, or result):
(LEGALITY): “If it is custom to praise those who protect people, then it follows that it is right to punish those who destroy them” (pp.156).
(JUSTICE): Given that laws have been set up to prevent the spanking of students, it should follow that actions should be taken against those that bring harm to other students.
(ADVANTAGE): Those that are bullied will be provided with learning conditions that are capable of worrying more about their academic performance, rather than spending time worrying about unnecessary harm coming to them while going to school.
(POSSIBILITY): If intervention occurs properly, those prone to bullying could have less concern/worry leading to emotional-based fatigues which prevent one from learning to their fullest potential. If intervention occurs properly, those that bully may learn social skills at a critical time which benefit the rest of their life; where not learning them could lead to their living a less fulfilling life. If intervention occurs properly, it may avert the nonproductive living and social skill conditioning of the bullied.
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I agree and disagree with your post. I to some extent think bullying is not a huge problem. I think that kids need to learn to defend themselves, stick up for themselves, and have more confidence. Of course bullying is bad, or can be harmful, but in general, to me that's not really bullying, that's more like abuse or plain out beating someone up. To me bullying is name calling or teasing, and I think to a certain degree that's not always terrible. Kids should be taught to stand up for themselves. They shouldn't be afraid or or timid or intimidated. When kids stand up to bullies, that bully usually backs off and stops being a bully because they're defeated. If no one stands up to the bully, they're going to keep on being bully's. I know some schools are trying to enforce harder consquences for bullying but I disagree with that because there are different forms of being a bully. Standing up for yourself, or being a push over in my opinion usually forms kids; it'll either break them or make them.
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