The Relation Between Learning and Wisdom
"But aren't love of learning and love of wisdom the same?" Socrates asks Glaucon in Book II of Plato's Republic. "Yes, the same," Glaucon answers. And the dialogue passes on to the next point. Today, outside utopia one might question whether these two are the same, since we so often see the one pursued in the absence of the other. In an essay of no more than 750 words, take up the problem of the relation between learning and wisdom.
For many college students, the only time the relation between learning and wisdom becomes evident is when an exam is placed before him or her, and the nature of the college experience abruptly changes from passive learning to the conveyance of that learning, under the constraints of time, pressure, and the endurance of the muscles in the hand. There is, however, an alternative to passive learning, one that many students shy away from out of fear of embarrassment or scorn, and, to be truthful, out of sloth. These students attend college without purpose, without direction, and with only a vague notion of what they truly possess a passion for. They attend class and that is all. When the class proceeds, they do not speak, they do not question, they simply exist, as stones do, and listen in rock-like silence. And they learn. In the most painful, difficult way possible, they learn.
For others, the learning proceeds a different way. These students are interested, prepared, and vocal. They come to class not to obtain some elusive 5% of the grade doled out on the basis of attendance but rather to question and to probe. They take what is presented to them and mentally polish and refine it, continually molding it, never satisfied with si...
... middle of paper ...
...hat learning which they pursue, and that passion derives in no way from a resignation to leave that learning the same as it was before the student arrived. These scholars turn that passion, that love, to the unending task of refining, analyzing, and adding to the body of learning, and it is through this task that the elusive goal of wisdom is pursued. I believe that my pursuit of scholarship, along with the inspiration given me by many fine individuals, has kindled a some small measure of passion within me for that which I learn, and this love of learning I hope to someday translate in to a lasting contribution. Then, and only then, will that passion have achieved part of the unending task laid before those who truly love learning, the herculean endeavor of expanding the body of human knowledge and imparting some small portion of wisdom to future generations.
William Zinsser’s essay “College Pressures” emphasizes the struggles students have in trying to conquer the college milestone in life. Zinsser believes that college has lost the authenticity of the overall goal of gaining knowledge for one’s own interest, rather than the overall need of going. He sympathizes with struggles college kids go through and hopes to provide insight on the overall situation. One of his major points are that succeeding the first time is not always the best way in learning, and that sometimes students need to fail in order to properly learn. The author mentions the “Four pressures, economic pressure, parental pressure, peer pressure, and self-induced pressure” and how there are “No villains; only victims” that fall
The multiple choices students have today in college have made the university a party environment, resulting in complacent students. Mark Edmundson raises important questions and makes valid points in this essay that are worth thinking about. If people don’t take a look at our present college system and start thinking outside the box, the college education system will continue on its downward spiral of consumerism. It is fun to graduate high school and go to college to party and to have a comedic professor, but there is so much more to college then having fun. People need to realize that by challenging student, students can then start to recognize their own potential end become better for it. Learning and utilizing the information that is being taught in college is essential. “Everyone is born with their own mind, all that is left to do is break out of the stereotypical college student mold, and use
During my first few days of sophomore year at Stuyvesant High School, I saw how the ways of thinking were diverse in each of my classes. In my European Literature class, where, in our first reading assignment, we questioned the purpose of education itself. I always went with the flow in my learning, and never stopped to say to myself, “Why am I doing this to myself?”. However, once I read Live and Learn by Louis Menand, I started to think about Menand’s three theories of college and juxtapose each of them to my experience so far in high school. In the end, I concluded that many of my classes followed the main points of Theory 2, which was the theory that I mostly agreed with when I read the article for the first time.
The desire to learn new things means that both sides, students and teachers, must have an engaged pedagogy. According to hooks, an engaged pedagogy is both sides are willing to learn and grow. Not only the students are empowered and are encourage sharing things about themselves and learning new things but teachers are also meant to do these things (21). This is a barrier because if students and teachers are not willing to learn and grow democratic citizens cannot be created. This is so because people will not be educated of differences and others react and deal with different things in society. This goes along with the importance of self-actualization of teachers in the class...
As Zig Ziglar once said, "If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you." Basically, Ziglar is emphasizing how learning can be accomplished, only if you put your mind to it. In “Learning (Your First Job),” Dr. Robert Leamnson shares his strong belief of beginning students entering the post-secondary education. Leamnnson discusses the many ways of learning that can be used in college, such as studying, notes, assignments, and exams. Leamnson continuously discusses how no one will learn unless they want to. Learning is a biological process that relies on the brain. Just like how our bodies need maintenance, the brain does too. College is a place where you learn things that help you later. Leamnson mentions how students are responsible for succeeding in college not by just showing up, but by putting in effort towards the classes they are taking. In order to succeed in the learning of the post-secondary education process, students should be aware of how to make notes, understand what they are studying, and take assignments seriously.
During said lecture he discussed Descartes. Many students were intrigued by his words. Previously the answer to his question had been clear, the point of college was to learn. However, today with numerous advancements and changes to the educational world, the answer isn’t so simple. As higher education grows, so does the exploration of its atmosphere and purpose. With a great number of students enrolling in both two and four-year college alike the question remains what’s the point of going to college? What is the reason most students go to college? What are they looking to get out it? Although the author touched base on these concepts they are not the only college experiences out there. There and severe different educational
Merriam-Webster Online Dictionary defines the word wisdom as “the quality of being wise; power of judging rightly and following the soundest course of action, based on knowledge, experience, understanding, etc.; good judgment; sagacity (penetrating intelligence and sound judgment).” In this paper, I will present my interpretation of one instance of how wisdom is obtained and hopefully passed on.
Tagg, John. “Why Learn? What We May Really Be Teaching Students.” About Campus. 2004. Print.
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
Many people believe that college is not for everyone. They believe that knowing and learning about life cannot be gained by reading books. In the meantime, there are many people who believe that college does prepare students for the real world. They believe college offers students valuable tools that will equip them for the real world. For instance, open classrooms where students can engage in stimulating conversations prepare students for professions that pay people who can think fast and come up with creative ideas for their companies. Moreover, professors assign homework, exams, and papers to stimulate thinking and prepare students for deadlines and job assignments. However, college may prepare students for the professional world, but does it really prepare students for the real world. The purpose of this essay is...
College will require a great degree of self motivation and personal responsibility from the student. It would be great if during the primary stages of the college introduction the student took inventory of several personal traits that can impact their learning. A student should also be able to honestly assess his or her strengths and weaknesses. Awareness of shortcomings will arm the student with the ability to enhance them. Having awareness of strengths can help the student further develop their strong areas. Parallel to becoming aware of strengths and weaknesses, is becoming aware of one’s dominant style of learning. Chapter 2 introduces the concept of different learning styles, but encourages the student take personal responsibility for their education by adjusting to the env...
College is not the end of the journey. Students need to be reminded constantly that their learning will continue on into their careers and life. All the learning activities and assignments are simply a foundation for the skill of the lifelong learner. The instructor simply points them out and directs the student.
Let 's start with a dictionary definition: "Wisdom is knowledge and good judgment based on experience; being wise. 2. wise conduct; wise words. 3. scholarly knowledge." My citation for wisdoms definition is in the mind of man. How far will it advance? We think ourselves to sleep. These are our lives but do they matter? What 's worth remembering? To me the pursuit of wisdom is a way for us to not live our lives in Vain. “Let no one deceive himself. If anyone among you thinks that he is wise in this age, let him become a fool that he may become wise.” (1 Corinthians 3:18) Jesus is devastating to philosophy because he claims to be the end and the answer to all of man’s questioning. The philosopher thinks “if he’s right, then...”. The Kingdom
The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
The overall essence of education or knowledge acquisition is reflected in an axiom by Confucius which says “Tell me, and I will forget; show me, and I will remember; but involve me, and I will understand. Back then, it was clear that learning was a comprehensive process which involves passionate exchanges between students and their teachers; unfortunately this is not the case in most modern classrooms. Instead of the expected bidirectional communication between learners and teachers, in the modern learning environment there is a unidirectional system which involves the teacher incessantly hurling facts at students who, due to their passive roles as mere receptacles, have fallen asleep or; in the case of “best” students are mindlessly taking notes. This leads to a situation where knowledge has neither been conferred nor acquired.