A Students Guide to Liberal Learning by James V. Schall

Edmundson, Mark. "On the Uses of a Liberal Education." From Inquiry to Academic Writing: A Text and a Reader. Ed. Stuart Greene and April Lidindsky. Bedford/ St. Martin’s: New York, 2008. 322-337. Print

In the 1997 article, “On The Uses of a Liberal Education: As a Weapon In the Hands of the Restless Poor,” published by Harper’s Magazine, the social critic Earl Shorris described how political power could be achieved by a rather non-vocational educational discipline, the humanities. He emphasizes on how the knowledge of a liberal Education can be used as a form of weapon within the lives for the poor.

The essay “A New Liberal Arts,” which was written by Sanford Ungar, first appeared in the Chronicle of Higher Education on March 5, 2010. In his essay, Ungar uses many different rhetorical strategies to convince his reader that a degree in the liberal arts is not a lost cause but can actually be very beneficial and lead to success. In Ungar’s opinion, there are many wrong ideas and misunderstandings about the usefulness of a degree in the liberal arts. In the essay there are seven specific misperceptions that he addresses specifically. By listing out these misperceptions, Ungar is addressing them individually in order to give each one proper attention. He offers explanations to why people may think these things and why he believes that they are incorrect. Ungar’s use of style, format, and emotional and logical arguments help him to create a persuasive and influential essay for his audience and convince them to agree with his opinion.

The issue being debated in the article “Hidden Intellectualism” by Gerald Graff is street smarts versus book smarts. Gerald Graff is an English professor at the University of Illinois and has written many books. The author claims that people are better off if they are more street smart than book smart. The authors is very persuasive using real life examples. I although disagree with this claim. I think that you need an equal mix of both street and book smarts.

Graff shares with us his personal experiences on how reading intellectually converted him from being street smart to book smart. Graff now urges colleges and schools to teach students the importance of reading intellectually as well as writing. "If I am right, then schools and colleges are missing an opportunity when they do not encourage students to take their nonacademic interests as objects of academic study. It is self defeating to decline to introduce any text or subject that figures to engage students who will otherwise tune out academic work entirely" (Graff, 270). By this, Gerald Graff means schools should encourage students to take their areas of interest and apply them to their education. All in hopes that students will one day feel comfortable enough to step outside

Intellectualism is most often described as someone who has a vast amount of knowledge, is well spoken, and most people’s idea of intelligence is someone who is “book smart”. Book Smart would be described as someone who van write and converse about subjects that are most often taught in school. Another type of “smart” would be someone who is known as “street smart”. They are seen as intellectuals who are knowledgeable in the world around them, and today’s culture, and individuals who learn through personal experiences. In the essay Hidden Intellectualism, by Gerald Graff he insists

Most people, when asked, say that a person is intelligent if they have “book smarts.” People that are book smart can write and converse about subjects taught in school. On the other hand, people with “street smarts” aren’t seen as intellectuals because the subjects they are knowledgeable about are not traditional. In his essay called “Hidden Intellectualism,” Gerald Graff insists that schools and colleges are missing an opportunity to translate street smarts into academic work.

In the article, “Only Connect: The Goals of a Liberal Education,” by William Cronon, William lists and explains the qualities of an educated person that he admires the most. While reading this article, I related to a lot of the points that he listed. William lists qualities that I value in myself and in others around me. As I read through the article, I also noticed that I am starting to see these qualities in me and that they are growing as I get older and as I complete a higher education.

Diligence is a virtue described as an individual who uses careful nature in one’s actions, works, work ethic, and persistence to reach a goal and not give up. This individual will also uphold their convictions at all times especially when no one else s watching. There are many instances where diligence is showcased examples include Seneca’s, “On Liberal and Vocational Studies” as well as in the German microbiologist Paul Ehrlich. By looking at the work of Seneca and Paul Ehrlich they both demonstrate the virtue of diligence.

Academic work should not define intelligence nor should a job define ability; a person, regardless of grades, degrees, or job title, is an intellect. Together, Gerald Graff, a coauthor of They Say I say, professor, and former anti-intellect, author of "Hidden Intellectualism," and Mike Rose, professor, author, and in depth thinker, author of "Blue-Collar Brilliance," share two different perspectives on what an intellect truly is. Yet, both writings hold meaningful points and experiences to prove who qualifies to be an intellect. Society continuously focuses on what leads to a successful and rounded life: go to school, graduate, go back to school, get a degree, and then a job. It is believed that these high expectations of higher academics enables one to be more successful is correct; however, it is not. It is a person’s individual goals that give them the success they wish to have whether that be education, volunteering, or donating. Also, street smarts is not to be overlooked; a person with common sense can know more than a Doctor. Typically, a person can have either common sense or intelligence, not both. Street smarts is, without a doubt, a superior quality to possess as it encompasses more in life than just a degree does. For example, it is more appropriate to know how to cross a street properly in life than know how to perform a craniotomy. Furthermore, one does not gain knowledge and life lessons through school alone, but through experience,

Mark Edmundson, the author of “On the Uses of a Liberal Education”, is an English teacher at the University of Virginia who expresses his concerns about the trajectory of the universities and colleges in America. Edmundson depicts how college students today have “little fire, little passion to be found,” towards their classes (4). In an effort to find the source of this lack of passion, Edmundson describes contacting other professors about this issue while refining his own ideas. Ultimately, Edmundson comes to a conclusion. He believes that the consumer mindset of college students has hindered American universities as a whole. My target audience is my professor, Professor Chezik. Looking closely at his wording, formation of sentences, and idea structure, one can see a recurring theme throughout Edmundson’s essay. Edmundson uses fragments, specifically at the beginning of his paragraphs, to start his point, pose counter arguments, and to have a poetic refrain.

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.

A Liberal Education? Not According to Cronon. A Critical and Rhetorical Analysis of Cronon's Only Connect.

In this paper you will learn my insights into my life. I will touch on my formal and informal education. I will reflect on the four Breadth areas of Ottawa University’s program of liberal arts studies. Future goals, philosophy, values, and obstacles will be discussed. This will include significant people and events that have happened in my life.

To be a productive global citizen one must grow intellectually and the most effective way to accomplish this is to procure a liberal education. According to the Bureau of Labor Statistic, in October of 2016 2.2 million youth ages 16 - 24 enrolled in college (BLS, 2017, P. 1). These students no matter their chosen major will be well versed in an array of subjects thanks to general education requirements. The Association of American Colleges and Universities (AAC&U) defines a liberal education as an education that “intentionally fosters, across multiple fields of study, wide ranging knowledge of science, cultures, and society; high level intellectual and practical skills, an active commitment to personal and social responsibility, and the demonstrated ability to apply learning to complex problems and challenges” (AAC&U, 2007, p. 4). For this paper I will be focusing on how a Liberal education is invaluable to those attaining a baccalaureate in a science, specifically nursing. This paper will discuss: i Why I chose to pursue a liberal education. ii The value a liberal education has for me and for my future nursing practice. And finally iii I will explain what autonomy means to me and my future nursing practice.