What “Real Education” Is Like “There is no doubt that education is important. There is also no doubt that every person has the right to an education” (Pharinet 680). Therefore, it makes it controversial that whether every American citizen should participate in tertiary education or not. One of the divergences in this controversy is that the vocational school is or is not accounted for tertiary education as college is. In On “Real Education”, the author, Robert T. Perry, claims that everyone should have experience of “postsecondary education”, no matter which kind of form it is (672). Since he defined the term “postsecondary education” clearly, he efficiently sells his ideas to most of audiences. However, he alienates the hostile and even neutral readers effectively because of the insufficiency of evidence or objectivity, the deficiency of credibility and the incompletion of logic. Since Perry’s work was published in the Inside Higher Ed, “the online source for news, opinion and jobs for all of higher education”, which provides professional and rigorous information (“About Us”), he has ethos on this topic. His target audiences are those who deliberate on whether their young family members or their own should go to college or vocational school. For more information, Perry is executive director of the South Dakota Board of Regents, which connects higher education institutions with state government, supervising and combining five universities and one vocational school in Dakota into a “public higher education system” (“South Dakota”). It indicates that Perry’s work is based on his bias. This may influence how his audience makes a decision. In his work, Perry uses his personal experience in South Dakota. Though this strategy shows not... ... middle of paper ... ...therwise all the assistances are squandered and just like what Pharinet maintains, there is no value to gain a degree (681). Although this aspect is implicit, it is explicit in the opposition readers’ eyes. They are hardly convinced by Perry here. In conclusion, Perry’s work has a clear structure and is easy to follow. With the help of his ethos, Perry’s supporters feel a strong connection between author and themselves, while they are interested by his pathos and stylistic strategies. However, his ethos seems to be based on his bias and not objective, many of his arguments have no evidence to support and a lot of fallacies (hasty or sweeping generalization, two either/or fallacies, two slippery slope fallacies, and one non sequitur fallacy) diminish his logos. All these elements coming up together make it difficult to persuade Perry’s neutral and hostile audiences.
Perry Smith did not live the happy childhood that he deserved, abandoned by his family at a young age he was forced to live at a terrible orphanage. “The one where Black Widows were always at me. Hitting me. Because of wetting the bed...They hated me, too.” (Capote 132). In this specific orphanage, Perry was beaten by the nuns that own the place. The short sentences within this quote truly emphasize the dramatic and horrible conditions that Perry had to live with in the orphanage. Sympathy is created ...
... the only difference is that he chooses to pull the trigger of a loaded gun. No one can dispute that Perry’s mother and father’s alcoholism and abuse are direct causes to his run-ins with the law.
Botstein once argued in his book Jefferson’s Children that “the American high school are obsolete”. In detail, the dissemination that the current method of education has entirely strangled the scheme is an important issue which has to be scrutinized critically.
Perry Smith was a short man with a large torso. At first glance, “he seemed a more normal-sized man, a powerful man, with the shoulders, the arms, the thick, crouching torso of a weight lifter. [However] when he stood up he was no taller than a twelve-year old child” (15). What Smith lacked in stature, he made up in knowledge. Perry was “a dictionary buff, a devotee of obscure words” (22). As an adolescent, he craved literature and loved to gain insight of the imaginary worlds he escaped into, for Perry’s reality was nothing less than a living nightmare. “His mother [was] an alcoholic [and] had strangled to death on her own vomit” (110). Smith had two sisters and an older brother. His sister Fern had committed suicide by jumping out of a window and his brother Jimmy followed Fern’s suit and committed suicide the day after his wife had killed herself. Perry’s sister, Barbara, was the only normal one and had made a good life for herself. These traumatic events left Perry mentally unstable and ultimately landed him in jail, where he came into acquaintance with Dick Hickock, who was in jail for passing bad checks. Dick and Perry became friends and this new friendship changed the course of their lives forever. Hickock immediately made note of Perry’s odd personality and stated that there was “something wrong with Little Perry. Perry could be such a kid, always wetting his bed and crying in his sleep. And often [Dick] had seen him sit for hours just sucking his thumb. In some ways old Perry was spooky as hell. Take, for instance, that temper of his of his. He could slide into a fury quicker than ten drunk Indians. And yet you wouldn’t know it. He might be ready to kill you, but you’d never know it, not to look at it or listen to it” (108). Perry’s short fuse and dysfunctional background were the two pieces to Perry’s corrupt life puzzle that soured and tainted the final “picture”.
The ability for all children from varying walks of life to receive a well-rounded education in America has become nothing more than a myth. In excerpt “The Essentials of a Good Education”, Diane Ravitch argues the government’s fanatical obsession with data based on test scores has ruined the education system across the country (107). In their eyes, students have faded from their eyes as individual hopefully, creative and full of spirit, and have become statistics on a data sheet, percentages on a pie chart, and numbers calculated to show the intelligence they have from filling out bubbles in a booklet. In order for schools to be able to provide a liberal education, they need the proper funding, which comes from the testing.
In “Two Years Are Better than Four”, Liz Addison argues against Rick Perlstein’s article “What’s the Matter With College?”. While Perlstein questions the value of college as it currently is, Addison argues that the “community college system is America’s hidden public service gem”(Addison 257). By way of that, she defends the value of college. Unsurprisingly, as with most situations, the truth is somewhere in between ends of a spectrum created by these two articles. While I agree with Addison’s idea of community college being an accessible starting point for everyone, she fails to appropriately represent the unique culture often found in these types of colleges. Also, I think that she also fails to look at the overall purpose of attending school and then neglects to acknowledge the benefits of a four year university.
He grew up in a different environment with a broken family with no apparent dreams. As a young boy his parents separated and he was forced to go with his mother. He later ran away to be with his father who turned him down and ended up being abandoned by his family completely. He then came to stay at a catholic orphanage, where he was abused by nuns and caregivers. His father finally decided to take him into his care and together they got away and traveled, ending his education before passing the third grade which bothered him as he became older. Perry joined the marines and army, then came back to relocate his father. Him and his father had a breakthrough over starvation, leaving Perry with no one else to turn to and therefore getting involved in committing crimes. Once he got caught and jailed, his mother had died and his brother and sister had both committed suicide. By all his experiences we can say Perry definitely lived a different life and his family portrayal was very different from the Clutters. After so much abandonment and abuse, we can understand why he almost feels nothing and how growing up has affected him. The American Dream for Perry might not have been a “perfect family” but may have been to find something with order, and control. The dream Perry’s family would be focused on is reaching a decent life as their past has been
Pharinet. ""Is College for Everyone'"." Practical Argument: A Text and Anthology. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston: Bedford/St. Martin's, 2011. 635-636. Print.
Academic excellence is the primary desire of every parent and student. However, there are varying perceptions of the role of education in the life of and individual. According to the survey carried out on the perception of the role of education in the life of an individual, it was established that eight out of ten students were of the view that they pursued education for the purpose of economic gains. Additionally, six out of ten students viewed education as serving the purpose of broadening their view and perceptions in life. Accordingly, the widening of the will help them rethink their ideas and values. This essay will focus on the reasons why students attend college and barriers to education in light of the book Rereading America.
Murray believes that students should receive a liberal education, yet they should not have to wait until college to do so (Murray 225). Murray states that a person should not be forced to obtain a college-level liberal education, simply because they are capable of doing so (Murray 228). On higher education, Murray says, “A large proportion of people who are theoretically able to absorb a liberal education have no interest in doing so.” (Murray 228). Regardless of the fact that a person fits the criteria enabling them to pursue a college degree, does not necessarily mean that they should, if they are not interested. It is more logical to teach students extensively before the time of college, instead of leaving out information and forcing them to attend a school (Murray 225). However, Addison disagrees with this ideology, and believes that a college education is essential to growing up.
In the early 1600s, America was given the opportunity of higher education. As decades flew by universities grew and flourished to a point where it’s no longer a struggle to be admitted into a university, and it’s also more accessible to pay for, such as student loans, federal loans, scholarships and grants (Kirszner). Since attending university has become an essential to most high school graduates, universities have welcomed larger classes. A common argumentative debate when it comes to college is whether every American should attend. An example of someone who believes college is only for a handful of individuals is Charles Murray. Murray wrote, “What’s Wrong with Vocational School?” an article published in 2007 for the Wall Street
...ity of a four year education; those restrictions would also deny the opportunity of higher education to many who could achieve even greater success than those who had been chosen. Throughout history, there are stories of ordinary individuals who rose up to live extraordinary lives. To not allow someone the opportunity to achieve their potential would serve not only to separate the classes farther, it would also cause the stagnation of our economy. Jobs would be easier for the chosen educated, as there would be less competition. The truth is, it is that very competition that pushes every sector of our economy, driving companies to make better products or offer better services. Without competition, industries quit moving forward and better products don’t get engineered. It is clear to me that returning our education system to one in which only the chosen few were admitted would actually cause far more damage to society than the danger the author speaks about. If someone chooses to take the necessary steps to achieve greatness, no one should be able to hinder them except themselves.
Pharinet. “Is College for Everyone?” Practical Argument. Ed. Lauren G. Kirszner and Stephen R. Mandell. Boston: Bedford/St. Martin’s, 2011. 635-636. Print.
Murray’s view on college is more practical; if college education became wide spread, and less people went to vocational schools, there will be a significant change in the current job market, and a significant hit to taxes.
A college education gives a person the opportunity to be successful in life, either financially or morally dependent on the goals that they set for their life. They will choose a college that offer programs for the major of their choice, where they will specialize and receive a degree. The decision to pursue a higher education will give the opportunity to earn a better income over someone who does not have a degree. College is more of life preparation course that will help make sure a successful career. If a person pursues a career in engineering, physics or mathematics their curriculum would include more liberal art preparation courses, in order for them to earn their degree, so someone pursuing a degree in these types of careers are attending college for job preparation. On December 10, 2009 at Hamilton University in Clinton, New York, college professors debated current college curriculum (Liew). They talked about how their college could make a leap from being good to being great. At the 22nd American Mathematical Association of Two-Year Colleges conference held in Long Beach California on November 14, 1996 the topic of changing curriculum was discussed (“Mich”). The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of decline in enrollments in those majors (Zernike). The purpose of a college education is to meet the student's liberal art’s needs so that they can compete and understand the connection between a degree and a job that will enable them to compete with other world economies, give them a well-rounded education that will enable them to earn a higher income, and retain a lifetime full of knowledge.