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Text File  |  1995-06-10  |  2KB  |  47 lines
  1. Article: 6970 of comp.graphics.packages.lightwave
  2. Xref: netcom.com comp.graphics.packages.lightwave:6970 comp.graphics.apps.lightwave:180
  3. Path: netcom.com!ix.netcom.com!noc.netcom.net!news.sprintlink.net!uunet!in1.uu.net!news3.digex.net!access4.digex.net!erniew
  4. From: Ernie Wright <erniew@access4.digex.net>
  5. Newsgroups: comp.graphics.packages.lightwave,comp.graphics.apps.lightwave
  6. Subject: Re: LW student pricing?
  7. Date: Wed, 7 Jun 1995 15:40:20 -0400
  8. Organization: Express Access Online Communications, USA
  9. Lines: 29
  10. Message-ID: <Pine.SUN.3.91.950607153424.1184A-100000@access4.digex.net>
  11. References: <dkennett.801933677@sfu.ca> <3qmq4h$fo3@news.globalone.net> <jgrossD9K850.M5o@netcom.com> <3qvp7m$eh2@darwin.nbnet.nb.ca> <3r1mob$p99@carrera. <dkennett.802464687@sfu.ca> <3r4dje$m4n@carrera.inc.net>
  12. NNTP-Posting-Host: access4.digex.net
  13. Mime-Version: 1.0
  14. Content-Type: TEXT/PLAIN; charset=US-ASCII
  15. In-Reply-To: <3r4dje$m4n@carrera.inc.net> 
  16.  
  17. Brian Hoffman wrote:
  18.  
  19. > Are you saying that we should automatically discount the opinions of
  20. > those who stand to benefit from educational pricing?   We might just
  21. > as well discount the opinions of those who would NOT benefit from
  22. > educational pricing and who oppose it, on the grounds that they are
  23. > merely expressing sour grapes.
  24.  
  25. Now you're catching on.  The discussion is taking place in a factual
  26. vacuum, so there's no compelling reason to give great weight to either
  27. side.
  28.  
  29. Suppose this were a car forum, and students drivers decided that they
  30. should be able to buy cars for 20% of their retail price.  They might
  31. argue that, after learning how to drive, they will continue to buy that
  32. make of car and so, in the long run, everybody benefits.
  33.  
  34. I'd feel justified in replying that that's a load of crap.  Notice,
  35. however, that I wouldn't be addressing the merit of the argument, but
  36. would instead be calling into question its sincerity.  This is what I
  37. meant when I said that such a discussion is "dishonest and pointless."
  38. The only possible outcome is that students profess their piety while
  39. non-students express disbelief.  It's a waste of time.
  40.  
  41. Except, as John Foust pointed out, it's worthwhile to educate students
  42. in the reality that the world doesn't revolve around them.
  43.  
  44. - Ernie
  45.  
  46.  
  47.