Dear Hazel, 
I am not afraid of death, from a very young age I have understood death is inevitable, and therefore do not feel no resent towards it. One of my favorite poet has a line that says "Everyday you play with the light of the universe." You were my light of the universe, briefly but infinitely. I'll always remember when you came and saved me at the gas station, there your were ready to expand my universe. You understood what it meant to have a disease, even when you thought yourself to be a granade, you let me into your heart. We feel lonely and I never felt lonely with you. I'm forever grateful for the light you have given me. I'm also grateful for that god awful support group at church even though it was bad and a hated it, but at least I got to meet you.
 
With all of my love,
Augustus Waters 

P.S remember to live life like a metaphor!

David Takacs asks his readers to evaluate their understanding of the world based on the biases or unique absolute truths they have acquire from their environment. He states this can be done by engaging in “cooperative argumentation.” This entails listening to others perspectives and experiences and considering them truthful knowledge that is different from ones own. This newly acquire knowledge may contradict or question our own, but it is still another version of the truth we already comprehend based on our preconceived experiences. Takacs then suggests readers utilize their new acquire knowledge to come to a consensus on what structures are failing to promote equality, and then create an intentional action plan that creates new “critical intervention in reality.” To him lecturing a position of knowledge does not promote learning environments in which all students are respected, in which all students are encourage to repect each other’s positions, or in which all students are allowed to use knowledge they create in the classroom to change the world. 
         Out of all the articles I have read in my time as a New York teaching fellow, this is my favorite. Takacs used a philosophical perspective of learning and teaching that was free of the typical statics of learning that might make us bias towards the system and our students. He presented a philosophical perspective that drives from objectively looking at knowledge as a holistic tool. That said, it will be interesting to see his views of the gradual release teaching style to promote reading comprehension. Gradual release is suppose to give space for students to develop and use multiple strategies to gain knowledge from a text(a different perspective), but at times, depending on who it is using it, it dictates students practice a skill a specific way. For students that lack direction and foundations it is good to have them follow along a model, the hardest part of teaching is making sure we are not abusing our power and stating there is only on way to ‘write a short response’ because it is the only way they’ll get full credit in the standardized test. This is something our education system as a whole must keep in mind, but it most certainly does not. I hope in the future I develop a balanced praxis pedagogy that mirrors Takacs, but still am able to make sure my students get through their require expectations from system. 
Takacs give all students equity and autonomy to use their knowledge throughout the the rest of their lives.