A Life of Usefulness and Reputation
The moral responsibility of training individuals for a life of usefulness and reputation rests within the university. However, it is difficult to define what this type of life entails. College education, therefore, is not about supplying students with specific moral obligations to be completed over the course of their lives; instead, universities teach their students to be proactive, to question everything, and to never be afraid to make mistakes. I am confident that my education at Brown, both in and out of the classroom, as well as my interests and concerns reflects my acquisition of these moral obligations.
When I entered Brown University as a freshman, I was completely intimidated by my fellow classmates. I was afraid to ask questions in class for fear of sounding unintelligent. I seldom attended my professors' office hours. Paranoid, I spent hours in the libraries trying to memorize all of my material without fully understanding it. At the end of first semester, I returned home feeling unfulfilled academically and socially. Was this what the next four years of my life would be like?
Over winter break, I came to realize that I had been looking at my educational experience completely backwards. In this way, Brown University is a scary place because you can miss the point completely; there is no one looking out for you, holding your hand to tell you to make the right decisions. This is why college is the obvious environment to teach students how to acquire reputable and useful lives. This type of life is not just thrown at you, as it might be in high school. It is the student's job to create a place for himself where he will be academically and socially fulfilled. This is what I learned from my first semester and this is the environment I have tried to create for myself ever since.
Both inside and outside class, I learned to be proactive, to question everything, and never to be satisfied with imperfection. I learned that my classmates were not evil rivals, but fellow comrades with the same educational goals as my own. I found them to be invaluable sources of help and guidance in my education. Although extremely different, each Brown student is incredibly passionate about whatever they love to do. I still like nothing better than to sit in a room with a few friends and discuss ideas and concepts that were presented in class.
In the article “College is Not a Commodity. Stop treating it like one,” Hunter Rawlings explains how people today believe that college is a commodity, but he argues that it’s the student’s efforts; which gives value to their education. Rawlings states that in recent years college has been looked at in economic terms, lowering its worth to something people must have instead of earn. As a professor Rawlings has learned that the quality of education has nothing to do with the school or the curriculum, but rather the student’s efforts and work ethic. Rawlings explains the idea that the student is in charge of the success of his or her own education, and the professor or school isn’t the main reason why a student performs poorly in a class. Rawlings
In Jennie Capo Crucet 's essay, “Taking My Parents To College,” Crucet describes her own experience as a freshman college student who was faced with many challenges that were unknown to her, as well as the cluelessness of what the beginning of her freshman year would look like. I felt like the biggest impression Crucet left on me while I was reading her essay, was the fact that I can relate to her idea of the unknown of college life. Throughout her essay, she described her personal experiences, and the factors one might face as a freshman college student which involved the unknown and/or uncertainty of what this new chapter would bring starting freshman year of college. Crucet’s essay relates to what most of us
The right and privilege to higher education in today’s society teeters like the scales of justice. In reading Andrew Delbanco’s, “College: What It Was, Is, and Should Be, it is apparent that Delbanco believes that the main role of college is to accommodate that needs of all students in providing opportunities to discover individual passions and dreams while furthering and enhancing the economic strength of the nation. Additionally, Delbanco also views college as more than just a time to prepare for a job in the future but a way in which students and young adults can prepare for their future lives so they are meaningful and purposeful. Even more important is the role that college will play in helping and guiding students to learn how to accept alternate point of views and the importance that differing views play in a democratic society. With that said, the issue is not the importance that higher education plays in society, but exactly who should pay the costly price tag of higher education is a raging debate in all social classes, cultures, socioeconomic groups and races.
Walvoord, John F., Roy B. Zuck, and Harnold W. Hoehner. "Ephesians." The Bible Knowledge Commentary: An Exposition of the Scriptures. Wheaton, IL: Victor, 1983. 613-45. Print.
Christianity is one of the most popular religions of the early 21st century. Through the course of Christianity's first millennia it was able to rise from its original twelve followers to become the state religion of Rome and the mighty empire which it held. However, unbeknownst to many, the concepts that exist in Christianity and Judaism (the religion from which Christianity spawned) were initially conceived by the nearly dead religion of Zoroaster. Christianity is closely modeled after the Zoroastrain's beliefs in the afterlife, redemption, judgment, duality of deities, apocalypse and messiahs. Whether Christianity adopted or coincidentally shared the beliefs of the Zoroastrians is up for debate. Regardless, the similarities are staggering.
As one begins to read the letter to the Ephesians, he is intrigued not only by the many topics that the letter mentions, but also the fact that there are some major differences between this book and Paul’s other writings. The purpose of this essay is to explore the book of Ephesians by commenting on critical issues, such as date, authorship, and setting, major theological themes, the purpose of the letter, and to offer an outline of the book itself.
The historical cultural situation of the writer and his audience is that in this time Paul is preaching to Ephesus, and that the audience are mostly gentiles. Pauls original name was Saul, and he was an apostle who spoke the Gospel of God, to the 1st century audience/world. The author is much undeinfed, but most have found that it can be paul, and little say it was a follower of paul. His background was personally chosen by God. Gods best messeng...
The author goes on to say that God has “made us alive together with Christ” (Ephesians 2:4-5). The author states that God’s mercy is a gift “not as a result of works, so that no one may boast” (Ephesians 2:8-9). The audience was previously “far off” but has since been “brought near by the blood of Christ” (Ephesians 2:13). The author talks about the “Law of commandments contained in ordinances” (Ephesians 2:15). He speaks of the audience now being a part of “God’s household, having been built on the foundation of the apostles and prophets” (Ephesians 2:19-20). In summary of Ephesians Chapter 2, the author speaks of the knowledge of what is right, God’s gift of mercy, the Law, and God’s foundation to build knowledge of Him and His Son through apostles and
"That is why God gave them up to disgraceful sexual appetites, for both their females changed the natural use of themselves into one contrary nature and likewise even the males left the natural use of the female and became violently inflamed in their lust toward one another, males with males, working what is obscene and receiving in themselves the full recompense, which was due for their error." (Romans 1:26-27)
...ed. The psalmist said, “Hope in God; for I shall again praise him, my help and my God.” The psalmist remains caught between despair and hope.
In Paul Toughmay’s “Who Gets to Graduate,” he follows a young first year college student, Vanessa Brewer, explaining her doubts, fears, and emotions while starting her college journey. As a student, at the University of Texas Brewer feels small and as if she doesn’t belong. Seeking advice from her family she calls her mom but after their conversation Brewer feels even more discouraged. Similar to Brewer I have had extreme emotions, doubts, and fears my freshman year in college.
It has been observed that Christianity and Judaism have several similarities which come from the fact that they share a common origin. Nevertheless, they differ greatly in their concept of God, salvation, marriage, rules followed, rituals and their belief about final judgment and having one’s name written in the book of life.
21All times are approximations, and are based on the chronology set forth by Fred Coulter in his A Harmony of the Gospels In Modern English, York Publishing Co., Second Edition, 1976.
All or most of us have gone through it. The countless hours we spent filling out college applications, scholarship applications, visiting colleges, and taking the dreaded tests. Whether it was the PSAT, SAT, ACT, or other college entrance exams, it was a big hassle. After visiting such a great number of colleges, the advantages and disadvantages of the schools seemed to run together in my mind. The endless paper work and deadlines seemed as though they would never end. When I thought about college, it seemed like it was not real, like it was a figment of my imagination. I imagined what it would be like, wondering where I would go. The questions of "What did I want to major in?" and after I decided that, "What schools had my major?" circled around in my head. When filling out questionnaires for college searches I was asked about what size college I preferred, whether I wanted to be in a rural or suburban area. Did I really know how to answer these questions that would so greatly affect the next four years of my life?
“The moral quality of education is inevitably affected by the moral character of educational institutions.