February 18, 2014
I selected chapter fourteen to discuss how education is affecting our society. This chapter discusses the misperception of higher education learning, and how students should pursue higher education learning. There are three ideas that are described in this passage.
This bibliography will include how the authors feels about higher education and if its beneficial to the students or not. The information will be compared with one another such as, new liberal arts learning and traditional learning.
I will include quotes from the book “They Say/I Say” and the author’s opinion. There will also be me explaining how I feel and some of my experiences and what I know about the situation.
Ungar, Sanford J. “The New Liberal Arts.” They Say/I Say: The Moves That Matter in Academic Writing. 2nd ed. Ed. Gerald Graff, Cathy Birkenstein, and Russell Durst. New York: Norton, 2012. 190-197. Print.
Sanford discusses “Liberal Arts” and how misperception of this new type of learning isn’t true. Jobs are extremely hard to come which is why people are going to college to have a better opportunity, but Sanford Ungar want people to think about going to a college that has liberal-arts education type learning rather than traditional. College graduates say that it’s harder to get good jobs with liberal-arts degrees. Ungar say that this is true “but the recession has not differentiated among major fields of study in its impact.” (192). “The Association of American Colleges and Universities actually found that more than three-quarters of our nation’s employers recommend that college bound students pursue a liberal education.” (192). “A liberal education, as properly defined above, has nothing whatsoever to do with politics-except insofar as politics is one of the fields that students often pursue under its rubric. On the contrary, because of its inclusiveness and its respect for classical traditions, the liberal arts could properly be described as a conservative approach to preparation for life.” (194).
Sanford J. Ungar is the President of Goucher College in Baltimore, Maryland. He is also the author of Fresh Blood: The New American Immigrants (1998) and Africa: The People and Politics of an Emerging Continent (1986).
Murray, Charles. “Are Too Many People Going to College?” “They Say/I Say”: The Moves That Matter in Academic Writing. 2nd ed. Ed. Gerald Graff, Cathy Birkenstein, and Russell Durst. New York: Norton, 2012. 222-242. Print.
Charles Murray is in debate on whether or not too many people are attending college or not. Murray states “Surely a mass democracy should encourage as many people as possible to become “capable and cultivated human beings” in Mill’s sense.” (222). He agrees that more people should go and that there is no such thing as too many people attending college, and education should be available to everyone and not just to the rarefied intellectual elite. (223). According to Charles Murray “Liberal education in college means taking on the tough stuff.” (225). Charles Murray feel as though three things are needed to have success in a four year university and they are; a good library for higher learning, scholarships and interaction between teachers and students. According to Charles “All three rationales for the brick-and-mortar campus are fading fast.” (230).
Charles Murray is the coauthor, with Richard Herrnstein, of The Bell Curve (1994). He also wrote articles for the New Criterion, the Washington Post, the Wall Street Journal, and the New York Times. Charles Murray wrote a book, Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality (2008).
Hacker, Andrew and Claudia Dreifus. “Are Colleges Worth the Price of Admissions?” “They Say/I Say: The Moves That Matter in Academic Writing. 2nd ed. Ed. Gerald Graff, Cathy Birkenstein, and Russell Durst. New York: Norton, 2012. 179-189. Print.
Author Andrew Hacker and Claudia Dreifus discuss how college would be too much depending on the student’s background. Page 179 states: “ if parents can’t or won’t pay, young people often find themselves burdened with staggering loans.” Both authors agree that each student in America can go to college and be able to do the work. (180). In order for this to happen the teachers need to get involved as well. “College should demand good teaching.” (180). Hacker and Dreifus feel as though students should become more interesting people while in college, but their wasting their time enrolling in vocational majors instead of philosophy, literature, or physical sciences. (180).