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Compare and contrast liberalism and conservatism
Classical liberalism versus conservatism
Compare and contrast liberalism and conservatism
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Higher Education is recent years has been questioned whether it is worth the cost. This same questioning is used to justify the claim that there is no case for the humanities. The humanities being the learning or literature concerned with human culture, especially literature, history, art, music, and philosophy. In the article, The Is No Case for the Humanities, And Deep Down We Know Our Justifications for it are Hollow the author, Justin Stover argues that there is no good argument for keeping the humanities expect that the humanities need no justification for existence. Both sides of the political spectrum has arguments for and against the humanities. When arguing for pro humanities, the left and liberal side are bad at coming up with a coherent and effective defense. And, the right and conservative side put forward a strong and coherent defense, but do not confront actual attacks on the humanities. Stover argues that since there is no transideological apology that both sides of the political spectrum have indirectly made the advisories against the humanities. The conservatives who are against the humanities, argue that humanities is a way of indoctrinating student into liberal thinking. The liberals and …show more content…
The reason behind why humanities are they way they are is that the humanities would bring students above the categories of nation, vocation, and time to become members of a class constrained by no such boundaries. In addition, Stover writes that the presence of the humanities in universities allows the modern university to think better of themselves and strive to be above commercial and political vulgarity. Stover then suggests in his concluding statements that it is not the humanities that society has lost faith in, but the economic, political, and social order that the humanities have been made to
All though “The New Liberal Arts”, Sanford J. Ungar uses seven misconceptions about liberal arts on why learning the liberal arts. And explain why is still relevant and will be for coming years. The first misperception that he advocates is that a liberal arts degree is no longer affordable. Vocational training is better alternative to liberal arts in today. In this recession it is a financially wise decision to obtain a career oriented education instead. Students may not able to find jobs in the field that they are training after graduate. Ungar argues that especially collage students find it harder to get good jobs with liberal arts degrees, which is not the case. Which is the second misperception is that graduates with liberal arts degrees
As I said before, math and science are important, but the humanities are just as important, if not more. “The humanities, done right, are the crucible within which our evolving notions of what it means to be fully human are put to the test; they teach us, incrementally, endlessly, not what to do but how to be” (Slouka). This quote taken from “Dehumanized” defines and truly puts Slouka’s beliefs into the perspective of what the humanities should teach students and how they should be taught, which I agree with fully. I believe that without the humanities, we, as humans, would all be the same and there would be no room to be different from one another. Whether it be by our culture, religion, or interests, not two people are alike. Individuals should not be bred into being something that they do not want to be or even like Slouka argues, students should not be a “capital investment” for the future of the economy. Students should be investing in themselves to express who they truly are, rather than being something that the economy expects them to
In conclusion, Mark Shiffman wrongly holds fear responsible for the decrease in students studying the humanities. Students today pursue more practical fields of study because the interests of human beings are ever-changing, prioritizing one’s passions is more difficult than determining their objective strengths, and one should focus on their various callings in society rather than striving solely
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. Then, they must answer a question that has only two answers. This type of curriculum not only eliminates the development of opinions, but it keeps the students from being exposed to most of the author's beliefs and the author’s point of view, which is the main purpose of liberal arts classes. Without this exposure, students are left incapable of working with others and accepting their opinions in order to develop solutions to
Howard Zinn: On History by Howard Zinn (2011) is a collection of previously published essays ranging from Freedom Schools in the 1960s, issues in scholarship, to the American Empire. Even though the essays were written over several decades there is a constant theme throughout the work—the activist scholar. Zinn feels that scholars should not be passive citizens concerned with their research alone, but active citizens that use their research to change society. Zinn, unlike other historians, is not afraid to place what he views as right and wrong into his scholarly work. In fact he sees nothing unethical about inserting his opinion or politics into his writing. The society of higher education teaches historians to be objective by removing the person from the reading—removing opinion from writing. Zinn feels that this is a fruitless enterprise, for in the end opinion and politics will enter writing. In Howard Zinn: On History the case is made that for a different kind of historian. Zinn challenges the traditional notion of an historian a more passive scholar that endlessly tries to remove himself, or herself, from their research. Zinn sees this as an impossibility and instead argues for a more active scholar. This is the central theme that runs through Zinn’s book, a theme that should run through scholarship itself.
“Intellectuals and Democracy” by Mark Kingwell (2012) captures the essence of the commonality between higher education and philosophy and democracy. The author, who is a philosopher expresses his notion of the connection between the democratic system and that of the education system. Often, as the article expresses there is a preconception regarding the validation of careers promised with certain university degrees where other programs result in uncertainty or questioning from others. The use of rhetorical appeals used by the author throughout the article works towards building his article. I argue that through rhetorical appeals the author works his audience to grasp his personal stance of the education system as he attempts to persuade
Hey, Computer Sciences Stop Hating on The Humanities is a magazine article written by Emma Pierson (2017) for employers seeking programmers and universities with computer science programs in which, Pierson addresses the consequences of ignoring the teachings of the humanities in universities. However, with the emphasis Pierson (2017) places on her ‘‘worrisome” thoughts and “difficult dilemma” she has on “algorithms” in paragraphs three and four and in conjunction with McLuhan’s (2009) philosophy of facing the anxiety that comes with critically analyzing flawed “algorithms” that “Narcosis narcotic” hides (para.16), the issue that Pierson targets is really the dependence that systems place on blind and arrogant programmers of flawed “algorithms” that cause “social disparities” (para. 4). These “social disparities” (para. 4) arise because of the programmer’s lack of education and respect or the humanities in moral decision making that universities can teach.
“A high school graduate who has acquired Hirsch’s core knowledge will know, for example, that John Stuart Mill was an important 19th-century English Philosopher who was associated with something called Utilitarianism and wrote a famous book called On Liberty. But learning philosophy in college, which is and essential component of a liberal education, means that the student has to be able to read and understand the actual text of On Liberty”. (Murray
In the editorial “Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt examine the political correctness on college campuses and how it may be hurting students’ mental health. They explain by allowing campuses to discuss words, ideas, and subjects that can cause discomfort or give offense can provide positive attributes like helping students to produce better arguments and more productive discussions over differences. Does Lukianoff and Haidt provide sufficient evidence about how college campuses should raise attention about the need to balance freedom of speech to help students in their future and education to lead the reader to agree with their argument? The answer is yes,
With the advent of the internet, technical schools, and computers in general, jobs today are more specialized than ever before, and they will continue to increase in particularity, thus a purely liberal arts curriculum is very untimely. Most people take four years to attain a bachelor’s degree of some kind and if they want a salary increase it requires at least two more years of graduate school before they can even think about entering the workplace. If people study only humanities for six of their most pivotal years of life, depending on their field of work, they may have a very small base of technical knowledge to utilize.
Throughout the article “The New Liberal Arts,” Ungar masks an unsound argument with emotion and perceived credibility. Ungar presents himself as a credible source due to his interaction and experience as a presidents at a liberal arts institution. Though he presents himself with knowledge, the arguments he draws attention to are poorly developed and lack any solid background information to why he is right over the opposing
"Book Destruction Controls Ideology." Book Banning. Ed. Ronnie D. Lankford. Detroit: Greenhaven Press, 2008. At Issue. Gale Opposing Viewpoints In Context. Web. 11 Feb. 2011.
Going into this Humanities class, I had no idea what I was getting into. I didn’t know what the Humanities were and how it would impact my education at all. I had taken a number of history classes in high school and in college before and expected the Humanities to flow with my history classes in a sense. In my previous history class’s topics such as wars, The Great Depression, assassinations, the settling of different parts of the world, slavery, witch-hunts, and the use of animals were discussed. I thought that the Humanities would fall somewhere on the line with history. I wasn’t wrong with this assumption, but I wasn’t right either. The Humanities, I have learned, is so much more than the history that surrounds what people did, acted like, made as art, ate, and learned. The Humanities made all the different interactions between people clear. People to people, people to land, people to art, people to animals, and many other interactions that people come across. This class opened my mind to everything that art is and can be and to how important is it to learn from the past, grow for...
The Enlightenment was a period of increased literacy and public interest in literature and arts that promoted learning through reason and logic (134). Romantic wr...
“A Bachelor of Science certifies that you have been exposed to some of the ideas mankind has generated within its history.” once said by John Ciardi. In the short story “Another School Year – What For?” written John Ciardi is a response to a question (from one of Ciardi’s students) as to why at a university you must take classes that require you read books of philosophy and/or art and/or books that some subjectively believe don’t assist in the completion of the degree they are pursing. Ciardi gives his response in such a complex way that it questions the student as to why they’re at a university, which the he uses to try to persuade his audience of what he believes the purpose is of a student attending a university. According to Ciardi universities