Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Education benefits
Idea of university education
Essay on university education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Education benefits
Robert Harris, a renowned writer and experienced professor, published “On the Purpose of a Liberal Art Education” in 1991. He was astounded by how many students mumbled about a generalized education plan; therefore, he need to explain why a general education not only gives a first-year student a foundation for later learning but also improves a student’s life. Before Harris could write his paper, he investigated the claim; thus, Newman’s The Idea of University shaped Harris's opinion on a liberal education. Newman and Harris both agree that a generalized education helps train the mind to see culture in every situation. Moreover, this article states that a liberal arts education will teach students how to think, how to learn, how to see the world as a whole, how to become good teachers, and how to be happier.
First of all, Harris outlines that a generalized education teaches students how to think. Harris argues that the mind is like a muscle; hence, the more the mind works the stronger it will become. In other words, Harris is observing that knowing a little on many broad subjects is better than only knowing a great deal on a single subject; an example is studying music when a student is a Political Science major. As a result of the music class, scholars’ brains will be able to adapt to future jobs with ease. Moreover, Harris reasons that by
…show more content…
studying broad subjects students will learn to think for themselves. Students' opinions will no longer be fully shaped by their peers or parents’ values—no longer will students blindly believe everything their peers say without first investigating the claims. Finally, with a liberal education the world, and its complex ideas are no longer unattainable. Harris adds that a wide-ranging education is giving learners the tools to better understand the world; meanwhile, training their minds how to think. Secondly, Harris claims that a liberal education will teach scholars how to learn. Harris compares colleges to a telescope; in other words, college is a way for students to make distant ideas that may be too complex to have real meaning. Also, Harris suggests that by cultivating the material students are learning from the broad subjects, their brains are creating a pathway to a foundation of knowledge. The base knowledge the base knowledge they can then build on to use in more specialized subjects. When students use root words they learned before to break down a new term, they are using a foundation of knowledge. For instance, the term polyphonic from a music course could be broken down by knowing that the Latin root poly means many; hence, polyphonic means many parts playing at once. Moreover, Harris argues by using the foundation of knowledge learners will be more creative in finding solutions to problems. In brief, Harris is attempting to convince first-year students that their professors should not teach them what to think, but rather the process of how to think and ultimately how to make decisions for themselves. Thirdly, Harris urges that a general education allows learners to see the world as a whole. The first point Harris expresses is that a narrow field of study will cause a students’ brains to become blind to the surrounding world of knowledge. Harris further argues that students will not be able to learn how to deal with situations; therefore, every ant hill will become a mountain to the narrow mind. Also, Harris suggests that when students complete their general education classes, they will have a more thorough understanding of how subjects coexist and depend upon each other. Furthermore, Harris urges that a general education provides a student with the building blocks for a stable life. For example, by taking an economics class students will be better equipped to manage their money in the future. Finally, Harris states that life is not split into majors, and to be successful students must first learn to interpret book knowledge into understanding and respect. As a result of a liberal education, students will become professionals with respect for cultural beliefs outside their accepted ideas. Fourthly, Harris emphasizes is that a liberal education will make scholars better teachers. Harris argues that regardless if students intend to major in education, they will end up transferring knowledge to another human in their lifetime. In fact, Harris solidifies this point by pointing out that every time students speaks to another human there is a transfer of knowledge happening—whether it be their perspectives, generalizations, or reasoning on a subject. The final idea Harris addresses is that a general education will affect student’s happiness, and Harris refutes this point continually throughout the paper. Furthermore, Harris implies that Western civilization has forgotten the lure and beauty of the fine art, but by having general education students are learning to appreciate the forgotten wonders of the arts. For instance, before having a visual art class students may only see Michelangelo’s David as a piece of stone shaped into a pubescent boy, but after completing the course they will be able to appreciate the minute details the artist painstakingly carved into the sculpture. In brief, Harris is not stating that a liberal education is going to cause students to never experience sadness or depression; rather, it gives students the choice of being content with their lives. Harris's purpose was not to shame students for questioning why they must take generalized courses; in actuality, it was quite the opposite.
Harris believes that a liberal arts education causes students to gain characteristics that they might not obtain otherwise. His thoughts on the subject are reflected well through Newman's lecture: "A habit of mind," according to Newman, "is formed which lasts throughout life of which the attributes are, freedom, equitableness, calmness, moderation, and wisdom." Harris and Newman both emphasize that knowledge is power, power is freedom, and through freedom students can obtain
wisdom.
David Bartholomae’s “Inventing the University” represents the process of writing a student must undergo every time they composite a new piece of work. In order to properly fulfill expectations, students must interpret, pretend and assemble the language of the desired community they wish to hold as their audience. Bartholomae blames the confusion that most students undergo has to deal with the authority; the teacher assigning the writing is asking the student to take on an authority in denying the classroom setting of which they are in, while the teacher is still a higher authority present. He blames the teachers and the curriculum of which they teach for making students see writing as a tool in referral to the mode of learning in their view
Both were given a workshop with skills on how to study, but one was also given lessons on what a growth mindset was and how to develop one. The group given the lessons on growth mindset was extremely fascinated by the thought that they could control how much knowledge they were capable of learning. Overall, the growth mindset group excelled while the control group continued to not do so well. After receiving these results, Dweck was so inspired that she developed a growth mindset computer program called “Brainology,” that would be available to students all around the world. Dweck concluded that it’s extremely important to teach students that it takes hard work to achieve
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
In ancient civilization, a liberal arts education was considered essential for free people to take place in civic life; without them people would not be willing to disregard one's traditional values, and analyze a broad variety of arts, humanities, and sciences to create new opinions and ideas. In the 21st century many Americans are doubtful that liberal arts degrees are actually worth the cost of college. In his essay “The New Liberal Arts”, Sanford J. Ungar discusses seven “misconceptions” of liberal arts degrees in modern-day America.
If they are taught correctly, liberal arts classes have the potential to help “students cross social boundaries in their imaginations. Studying a common core of learning will help orient them to common tasks as citizens; it will challenge or bolster… their views and, in any case, help them understand why not everyone in the world (or in their classroom) agrees with them,” explains Gitlin in his article “The Liberal Arts in an Age of Info-Glut.” By exposing students to this in high school, they will be more prepared when this moment occurs in their careers. I, along with many students throughout the country, have been exposed to incorrectly-taught liberal arts classes. Students taking English, for instance, must read specific novels while assessing a theme that is already pointed out to them.
William Cronon’s article “Only Connect’: The Goals of a Liberal Education” was a fascinating read as it exemplified that what made an individual a good student was not a proficiency in certain subjects, but rather a set of ten qualities that made a good character. My top strength of intellection is certainly an asset in college, at least in terms of academic success. One of Cronon’s characteristics was that a good student respects rigor, especially in the pursuit of the truth, something that I endeavor to do anytime I am in an academic setting. Every single class I have ever signed up for has been challenging in some way, not only because it looks good to take the challenging course, but also for my own benefit. I would have gained nothing without some degree of challenge, for example, if I had not taken an extremely demanding biology course in high school, I would not have discovered how much I love biology and want to go into a biology-based career. My strength of intellection allows me not only perform well academically but it also gives the knowledge to explore my options. Because of this I will seek out the truth in order to expand upon my own knowlege and wisdom. Another one of Cronon’s values that I hope to embody is the understanding of how to get things done, something that I have related to my deliberative strength. I am the first to admit that I am a horrible procrastinator however, I also will always get my assignments done, whether it is an essay or simply doing laundry. Due to this very serious personality flaw I have essentially taught myself how to be more deliberative, I have to be deliberative otherwise I would never get anything done. I now understand that if you have a task then you are obligated to complete that task, and sometimes
It’s strange that history, English, history has nothing to do with one’s major but it’s a requirement. Bok said “ Liberal art programs seldom take adequate account of the crucial importance of students’ careers- career that will inevitably affect what kind of persons they become, how well they balance the claims of work and family and what opportunities they have to serve others besides themselves” (345). This statement concluded liberal arts major is important, without it, students wouldn't be able to be successful in school. One wouldn't know how to think critically and analyze what one is learning without learning the basic subjects. Even before college, students are required to learn nothing but the basic subjects such as history, English, and math. Liberal arts take a big role in students’ education because it teaches one how to read, write and use critical thinking in the real world such as work, college, and real life
In the article “The New Liberal Arts,” Sanford J. Ungar presents the argument of why liberal arts schools are still competitive and useful today. The beginning of the article immediately addresses the problem that Ungar is defending, “Hard economic times inevitably bring scrutiny of all accepted ideals and institutions, and this time around liberal-arts education has been especially hit hard.” The author provides credibility through his time of being a liberal arts presidents, applies statistics about the enrollment and job security outside of liberal college, he addresses the cost factor and how a student may find compensation, and that a liberal arts college is not preparing students for success. The article “The New Liberal Arts,” addresses
In recent years, many have debated whether or not a college education is a necessary requirement to succeed in the field of a persons’ choice and become an outstanding person in society. On one hand, some say college is very important because one must contribute to society. The essay Three Reasons College Still Matters by Andrew Delbanco shows three main reasons that students should receive their bachelor’s degree. On the other hand, many question the point of wasting millions of dollars on four years or maybe more to fight for highly competitive jobs that one might not get. Louis Menand wrote an article based on education titled Re-Imagining Liberal Education. This article challenges the main thought many americans have after receiving a secondary education. Louis Menand better illustrates the reasons why a student should rethink receiving a post secondary education better than Andrew Delbanco’s three reasons to continue a person’s education.
Now, let us define liberal arts or liberal education. According to Michael Lind, liberal arts should be understood in its original sense as “elite skills” (54). We all know that liberal arts include cour...
...s that you develop a way of regarding the information that you receive to the society that you are living in. He also believes that a quality education develops a students moral views and ability to think. And that these qualities are best developed in the traditional classroom setting by interaction between the student and their professors, and the student’s social life on campus, that is, their interaction with fellow students.
The commencement speech given by David Foster Wallace in the autumn of 2005, is a very deep speech that examines the whole idea of a Liberal Arts education at an extremely deep and intellectual level. In the 22 minute long speech Wallace talks about how higher education not only teaches you to think but “how to exercise some control over how and what you think.” (Wallace). Wallace later in his speech stresses the importance of this level of thinking by saying “if you cannot exercise this kind of choice in adult life, you will be totally hosed” (Wallace) What he means by saying this is that if you cannot think at a higher level and make sense of real world problems your life will become meaningless and you will become dead inside your head.
Teachers help us expand and open our mind by giving us skills throughout students’ early life to help students when they are older. By learning information from teachers, students become better people, in a couple of ways. Besides inquiring knowledge from their teachers, students learn to work with one another, open their mind to other peoples’ thoughts and ideas, respect one another, and learn different techniques for life’s issues.
Western culture had many important effects on the United States as a developing nation, and art education was no exception to this. In order to come to terms with the impact of Western culture on American art education, it is important to chronicle the progression of art education throughout Europe. Spanning centuries, the political, social, and economic development of European nations, each played an important role the philosophies of art education, which in the long run, affected American ideas concerning the subject.
...ty.” Wallace might agree when bringing up the importance in how we view people—and in that, maybe how we perceive their intelligence. So is a post-secondary education meant to further the ideology of intellectual knowledge? While a formal educational experience differs greatly from its informal, on-the-job counterpart, both have the potential to emit great knowledge.