A New Liberal Arts, By Sanford Ungar

In the piece, "The New Liberal Arts" Sanford J. Ungar backs the beauties in a Liberal Arts schooling, despite the popular misinterpretation that many cannot afford it, seeing how it's an education for the elite. He records seven regular misinterpretations about liberal arts training and after that returns to clarify why they are not what you think they are. The key misguided judgment that he sets straight is that professional preparing is a superior contrasting option to Liberal Arts in the present financial circumstances. He says that even though many think that an education focused on the your specific career might be a first choice for some, they aren’t focusing on building other skills and generally don't have the capacity to look for some

Sanford J. Ungar’s article “The New Liberal Arts” identifies multiple misperceptions there are about earning a liberal arts degree, showing the inaccuracy in each.

To discuss the value of liberal education, there should be a mutual understanding that investing in college means to invest in oneself. Furthermore, while some consider this investment to be a critical stepping stone to success, others dismiss it, explaining that school simply cannot prepare someone for the “real world.” Sanford J. Ungar and Robert Reich explore both of these subjective values in their essays “The New Liberal Arts” and “College is a Ludicrous Waste of Money.” Ungar, the president of Goucher College in Baltimore, Maryland, discusses why a liberal education should be sought after; he does so by introducing common misconceptions about liberal arts and, using argumentative persuasion, proves their insignificance. On the other hand, Reich, the former secretary of labor, argues against the conventional belief of college being the only road to financial wellbeing; rather, he explains why a two-year education may better accommodate many college students, especially those in need of immediate work or those that simply cannot afford a four-year education. In all, although both Reich and Ungar generally discuss liberal education, their perspectives differ when it comes to its practicality in the current economy. Also, to express their different views about liberal arts, the authors use contrasting tones to present their ideas to different intended audiences.

Ungar believes that the new Liberal Arts program is powerful because it develops character, lifelong learning, and values. He further explains that creating confidence and developing positive patterns is essential to life. He believes that, “Through immersion in liberal arts, students learn not just to make a living, but also to live a life rich in values and character”.On the other hand, Gitlin believes that learning from history ensures common ground and helps people socially accept their lives as well as those of others. He states that “Students need “chaff detectors.”They need some orientation to philosophy, history, language, literature, music and the arts that have lasted more than 15 minutes”. He does agree with Ungar that Liberal

As we move out of the 20th century into a world where technology is changing the way we work and play and are educated, college enrollment is at an all time high. But based on the SAT and ACT scores, academic achievement has declined leading to the question in Joyce Baldwin's article, "Liberal Arts for New Millennium", of whether or not a liberal arts background should still be included in the definition of "an educated person".

In his essay, The New Liberal Arts, Sanford Ungar addresses common misperceptions related to a liberal arts education. He speaks to their usefulness, the employment opportunities after graduation, their value despite the cost of tuition, and other misconceptions. His overall message is, despite the recent emphasis on science, technology, engineering, and math degrees, as well as technical or vocational training, liberal arts degrees are still important and are a valid option to consider when deciding on your educational future. While his essay could easily apply to anyone with these misperceptions, it appears to be targeted directly towards students in high school or early college who are trying to decided on the direction of their education

Critical examination of the four liberal arts breadth areas, in their natural state, demonstrate that each area of study brings value and purpose to life. It is important to focus on developing weaknesses to gain fulfillment while using strengths to help others succeed.

“College for the Masses” by David Leonhardt is a great article that displays the many benefits among lower-income students attending a four year college. “Why Poor Students Struggle” by Vicki Madden displays many examples from hers and her colleagues experiences while providing statistics of the lower-income joining a four year college. The two articles both display the benefits of attending a four year college and that the education pays off. David’s article talked about the different education levels based on their test score before attending the university and the amount of income, while Vicki’s focused more on the income and the effects on grades of students while attending the college on low income. David also goes more in detail about the disadvantages of community college than Vicki’s description of community college. “College for the Masses”, in my opinion, had more intensive descriptions and examples on the benefits of starting in a four year university, rather than community college.

Higher education in modern day America has become a debated topic, with some saying that it is not worth it due to the debt it leaves upon leaving, and some saying that it opens opportunities that surpass the results of obtaining one. A resulting view from this conflict is that certain forms of education aren’t as beneficial as others. A primary example of one of these less valuable educations is the study of Liberal Arts. Author Sanford J. Ungar discredits this view in his article The New Liberal Arts where he discusses the many misconceptions that have come to form this interpretation. To convince the reader of these misunderstandings, Ungar uses the appeals of Ethos, Pathos, and Logos, with heavy appeal to logic (Logos) over the other two. Each misconception uses and focuses on more of one appeal than others, and by doing this, he is very successful in influencing the reader into considering that these misunderstandings are present.

Mark Edmundson speaks out about the apparent decline of college level education in his article, “On the Uses of a Liberal Education: As Lite Entertainment for Bored College Students”. Edmundson believes liberal education is declining due to students losing passion and colleges selling students what they want: a good time.

Martin Luther King Junior said, “Intelligence plus character-that is the goal of true education.” Higher education does not exist for the sole purpose of preparing students for future jobs; it’s there in order to prepare individuals for life where they are expected to participate in their community, their government, and the lives of those around them. Liberal arts, in particular, exist for the broadening of students’ minds in order for them to be successful not only in their chosen career but also in their lives outside of it. Liberal arts lost their past popularity during the last few decades, but they shouldn’t be disregarded in favor of technical and professional degrees because they still provide students with skills that are perhaps less tangible, but no less necessary for life in modern world.

According to The Association of American Colleges and Universities (AAC&U), a study found that “at peak earnings ages (56-60 years) workers who majored as undergraduates in the humanities or social sciences earn annually on average about $2000 more than those who majored as undergraduates in professional or pre-professional fields.” This study which was conducted also found that the unemployment rate for recent liberal arts graduates showed a declining unemployment rate of only 5.2 percent. Not only does the estimated 9.6 million individuals hold a bachelor’s degree in the humanities or social sciences field, nearly 4 million of these individuals also attain a graduate or professional degree. These graduates with advanced degrees usually

Liberal Arts are academic subjects such as literature, philosophy, mathematics, and social and physical sciences as distinct from professional and technical subjects. This approach to education provides students with specialized ability in a chosen major as well as builds a foundation of skills and knowledge that can be applied among many career paths and academic pursuits. Employers value the ability to solve problems, adapt to change, work across disciplines, and collaborate with others, which are distinctive tenants acquired when you pursue a major in liberal arts. Clearly, all successful careers require critical thinking, teamwork, sensitivity to cultural, demographic, economic and societal differences and political perspectives. A

This quarter helped me to finally understand a Liberal Arts degree. To work and train in a specific focus or trade can be advantageous for engineering and technology endeavors. Today’s technology driven world most certainly demands it. However, one’s ability to see beyond their expertise is also required.

As the world becomes more specialized it raises the question, should undergraduate institutions change their curriculum requirements to better equip students? The goal of a liberal arts education is to enlighten individuals and prepare them for the complex and diverse world by requiring the study of literature, philosophy, mathematics, and sciences. As professional careers evolve into more specialized fields the argument that a liberal education is no longer needed rises. Some educators feel that future professionals would be better primed for the future by focusing specifically on subjects that deal with their intended field. However, a liberal arts education provides benefits that go beyond the classroom. The experience of studying a