Ungar On Liberal Arts

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

It may seem like a Liberal Arts degree is for someone who can understand the depth of it, but that is completely untrue. The flexibility and use of a Liberal Arts degree is for everyone who is interested and is worth more than the loud politicians that wave them about so eagerly to raise their credibility which is why Sanford J. Ungar, former president of Goucher College, wrote The New Liberal

In the article The Unexpected Value of the Liberal Arts, the goal is to spread knowledge to others on how social and liber degrees can befit all. Expressing the beneficial skills and life stories helps to shed light on these degrees being viable opportunities that are not just associated with those of wealth and social influence. The author George Anders continues with this goal throughout the article by giving examples of modern people while attending college, changing their ideals, and adapting to situations that better themselves through changes of majors or utilization of college groups. The argument is that former stereotypes relating to liberal arts is not valid and that many opportunities can be opened by perusing this degree.

It would be beneficial for them to acknowledge his values and attempt to change their understanding of intellectualism, and method of teaching. Graff states that every individual is intelligent but, to tap into their intellectualism they must be exposed to different methods of learning; “But they would be more prone to take on intellectual identities if we encouraged them to do so at first on subjects that interest them rather than ones that interest us,” Graff declares (245). In other words, Graff claims that students should be exposed to literature or any intellectual identity of their interest such as, sports, cars, or games, rather than forcing them to study dull topics that bore them such as Shakespeare or the French Revolution. Graff’s concern was that people , including him, believe that they are anti-intellectual because they did not enjoy reading the literature that was provided for them at their school or college. This is because what they were offered was not related to any of their

In an essay from the 1998 Chronicle of Higher Education titled, “The Liberal Arts in the Age of Info-Glut,” written by Todd Gitlin, the author targets College and University faculty members and administrators when advocating for a greater presence of liberal art classes as he directly states, “when information piles up-higgledy piggledy--when information becomes the noise of our culture--the need to teach the lessons of the liberal arts is urgent. Students need ‘chaff detectors.’’’ The author develops this argument by first identifying the toxic relationship that students have with the mass media followed by a description of the positive effects that an increase in liberal art classes would have on students.

Within college classes, the teachers and students have the ability to talk more about controversial topics that are not allowed within the high school classes. Parents understand that when their children go to college, they will be exposed to more topics that they have yet to hear about. Parents do not expect the same from a high school classroom. Lake Braddock English departments officials sent a letter to Murphy stating that “society must address troubles the world faces” (The Washington Post - Shapiro). The letter also mentioned that, “ reading and studying books that expose us, imaginatively and safely, to that trouble steels our souls to pull us through our own hard times and leads us to a greater empathy for the plight of our fellow human beings” (The Washington Post - Shapiro).

Before reading the Andrew Delbanco book, College: What it Was, Is, and Should Be, my view of Liberal Arts education was positive. A Liberal Arts education consists of a curriculum based in the sciences and humanities while maintaining the freedom to pursue interdisciplinary study. Studying at a university with such a curriculum and freedom can be compared to an all-you-can-eat buffet; the student attending would not need to commit to a single area of study, trapped in confined course-load in one building on campus. Rather, that person could dish a little bit of business, with a side of art history, and a healthy helping of biology onto their academic tray and consume to their heart’s content, scraping the sides of the university in order to

In the article “We ignore the liberal arts at our peril” which was written by Alan Wildeman and appeared in The Globe and Mail on September 07, 2015, Wildeman claims that liberal arts degrees are valuable investments for people of the twenty-first century. Wildeman backs up his argument by providing facts from a study that lasted thirteen years in which the annual earnings of graduates from 1998 were tracked. Over the thirteen years, the earnings of the liberals arts graduates rose to $80,000 - the same earnings as a math or science graduate. This proves that liberal arts degrees pay as well as a math or science degree. Wildeman also uses information from the Ontario university systems which tracks graduate performances. Two years after graduating from an Ontario university, ninety-two percent of liberal arts graduates were employed.

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.

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.

Patton believes we can find in their narrative lessons of restlessness and curiosity which should define learning today. More specifically, she believes that a liberal education should make one permanently restless and uncomfortable, yet curious. The restlessness should stem from a desire to always learn more. From a desire to keep expanding one's knowledge of one’s own expertise, a sort of vertical growth in one’s knowledge. The curiosity (and accompanying uncomfortableness) should stem from a desire to learn more outside of one’s expertise. Here Patton gave two stories about students who had been liberally

In today's generation college students struggle to attend higher education. Tuition has been higher than ever before to attend college. This is true, college students battle to go to college. A book that I read "They Say, I say" mentions, "many families are indeed struggling, in depths of recession, to pay for their children's college eduction." (Sanford, 191). Paying for college funds affect families as well as the student.

Lena Culbreath Professor Perkins 201510-EXD-101-101 28 February 2015 Determining just what educational subjects will help a person traverse through college can be confusing at times. One heavily debated topic among numerous experts is whether or not Liberal Arts should be part of a college student’s journey. Experts dispute over the importance of Liberal Arts in a person’s education. In fact, many perceive the Arts as being the core to gaining an education. Henry Rosovsky elaborates on this very subject, in a chapter titled, “The Role of Liberal Arts in College Education.”

Thesis: The Integrations Curriculum has shaped me into a well-rounded individual, preparing me for my future by exposing me to empathy, diversity, and the importance of effective communication. I. Before attending the College of Saint Benedict and Saint John’s University, all I knew about the liberal arts was that these institutions provided a liberal arts education. a. Through my courses, I observed the differing ways in which they fit within a liberal arts education. i. There was still an aspect of the liberal arts education that I found challenging to grasp.

What is liberal learning? During my time here at Wartburg College, I have started to understand the meaning of liberal learning and its importance. Before I actually started my time here, I thought that the liberal education provided was a nice perk to the whole college experience; I didn’t think that it would change my view on education. I have always thought it to be a nice idea that people learn about a variety of subjects during their schooling, and here at Wartburg, they give that opportunity. By choosing to continue my education at Wartburg, I have accepted the ideals of liberal learning and the life ahead of me full of knowledge no matter my strengths or weaknesses.