The New Liberal Arts Sanford Ungar Analysis

In “Preparing for a Career”, Derek Bok, president of Harvard Law School and author, argues how universities, more specifically liberal arts colleges, should include training for a certain occupation with regular college classes to better prepare a student for the real world after college. Considering that Bok has earned his degrees at some of the most well-known universities like Stanford University and Harvard, he has a better understanding at what students are missing and what they need to be successful. However, on the other hand, not many professors and students see or agree with Bok’s point of view. They do not agree that students need the vocational training during their years in a liberal arts college, even though students need both; an education that helps them become critical thinkers and skilled communicators as well as skilled workers in a certain career. So why not help students with their career along with their regular core courses?

One view that Ungur argues is false in Misperception No. 1 and 7 is that with the increasing prices of higher education in America, a liberal arts education isn’t as relevant in society due to the cost and that it has become a luxury to obtain, and students should focus on “career educations”. He does this by taking an Logos appeal, arguing that demand of liberal arts education will increase in the workplace in order to understand “the complex influences that shape the world we live in”. He states that a liberal arts education isn’t as

When Shorris explains his goal to the prospective students he indicates, “You’ve been cheated. Rich people learn the humanities; you didn’t. The humanities are a foundation for getting along in the world, for thinking, for learning to reflect on the world instead of just reaction to whatever force is turned against you.”(Page 4) That the rich have had the opportunity to buy that type of learning and embrace it, while the poor have had more things to deal with like getting food on the table from day to day. Therefore, Shorris believes that a liberal education will provide poor students with a new kind of lens to outlook the world. With the knowledge of philosophy, poetry, art history, logic and American history, Shorris trusts that these students will begin to uncover hidden talents and interests that will inspire them and help them to not only solve problems, but also seek plausible solutions. He believes that these qualities would provide the poor with an escape route from the ongoing cycle that have them trapped and it will provide them with “a certain kind of life, a richness of mind and spirit.” (Page 5) After his first thriving year teaching this class, sixteen of his prospective students completed the course, which then some went on to universities.

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 question at hand is, should all of those who have the academic ability to absorb a college level liberal education get one? Murray’s point through out his essay is not to discredit eduction, it is simply to question if the traditional path of obtaining a degree is necessary for all career paths. He uses the persuasion technique of credibility to back this claim by citing E.D. Hirsch Jr.’s book, Cultural Literacy: What Every American Needs to Know. Hirsch’s book hits three main points which are that full participation in any culture requires familiarity with a core body of knowledge. This core knowledge is an important part of the

His use of authority comes into play when he references the Association of American Colleges and Universities (228). Since most of his essay is written from personal experience and opinion, not many outside sources are necessary. However, this helps further establish his points as they are reinforced by a reliable source. This is another instance of his ethos being strengthened, because it proves he is not just making up statistics or babbling on like a college student trying to meet her word count. It shows that what he is talking about is relevant outside of his own opinions and experiences. Overall, the one piece of authority he uses helps to put his arguments into perspective beyond the essay. Along with this, Ungar also uses an allusion to contribute to his argument, “This is a country where a mixed race child raised overseas by a struggling single mother who confronts impossible odds can grow up to be president” (229). Ungar uses this allusion about Barack Obama in order to emphasize his response to misconception 3, which deals with the relevancy of liberal arts degrees for low-income and first-generation college students. An allusion to someone as well-known, accomplished, and popular as Obama, who benefited greatly from the type of education he is defending, certainly strengthens his argument and serves as a good example of how the liberal arts can contribute to

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".

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.

Although, it is common for an undergraduate student to change their career path, adults often alter their job direction as well. The reasons for an individual to begin a new job are endless. In an article by Betty Southwick it is estimated that in the year 2009 twenty percent of workers will start a new job. Especially in our current economic downfall with an estimated 2.4 million Americans unemployed, according to the Associate Press, it is extremely important for one to be proficient in multiple skills and have a broad knowledge base. The background information learned in a liberal arts education gives one the knowledge to succeed if they are forced to find work outside the field in which they have a degree. A liberal arts education creates a well-rounded individual. If liberal arts education were replaced with specialized education, in universities, students would be at a disadvantage. Focusing solely on one area handicaps an individual and limits their knowledge base. Therefore, making opportunities harder to come by during rough economic times like our society is currently experiencing.

However, a liberal arts education has the ability to provide a stepping stone into other careers and it may catch the eye of future employers. In the essay “A New Liberal Arts” by Stanford J. Ungar, he speaks about different misconceptions on receiving a liberal arts

“Misconception No.1: A liberal arts education is a luxury that most families can no longer afford. ‘Career-education’ is what we must now focus on.” (Ungar, 2010, pp.191) As Ungar has claimed, there is a recent misconception that a liberal arts education is no longer a necessity but luxury because it doesn’t provide an instant career launching education. With so many people having to a need to spend as little money as possible, they are determined to only spend money on preparation for their future career. For this reason they go to college only to take courses that are necessary for their future. “She is in college to take vocational training. She wants to write computer code. Start a business. Get a job in television. She uses college to take vocational courses that pertain to her career interest.” (Murray, 2008, pp.228) Murray explained the story of a girl who is in college solely for preparation for her career. Because of this, she isn’t interested in a liberal arts education. If the course doesn’t directly pertain to her desired career, she prefers not to take it.

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.

Much like the thousands of other Chinese parents who send their children abroad for higher education, my parents firmly believe that, after graduating with a diploma from a foreign university, I will be well prepared for an intensively competitive job market. While I understand their motivation, I've recently come to believe that the value of a higher education goes far beyond managing to procure a job. A liberal arts education not only prepares students for future careers but also, I believe, for a more meaningful and well-rounded life.

Liberal arts education, with relation to the business field, has brought about much attention in the last thirty years. The scope of the liberal arts field with relation to the business environment, while discussed in length for over a century, has just recently established itself as a larger debate than otherwise thought.

Perry begins the article by introducing the author, Charles Murray, and giving the reader Murray’s view on higher education. “Murray contends that only 10 to 20 percent of those enrolled in four-year degree programs should actually be there” (Perry 670). Perry then states his own opinion on the subject as if to combat what Murray has written. “His pessimistic view of people’s ability to learn ignores not just good evidence to the contrary but the real pressures the American economy is facing” (Perry 670).Perry believes that removing the remaining 80-90 percent of those students enrolled in four-year degree programs in his state, or any state, “would interrupt the pipeline of skilled workers, making it nearly impossible to meet the needs of a society that has defined postsecondary credentials as an entry point for most professions” (Perry 670). The viewer is given three key points to consider. These points push the need for