Should broadening courses be voluntary or compulsory for all students Essay Example

fall under each domain.

The objective of these courses is not limited to imparting knowledge but also includes nurturing critical thinking skills and encouraging the exploration of diverse perspectives. For instance, in Culture, Value and Life, a biology student can acquire comprehension of both the technical facets of life and its moral implications. Without a doubt, including expansionary courses in degree programs is imperative for all students. The subsequent section details the advantages of mandating such courses with substantiating arguments and personal experience.

It is necessary for all students to take broadening courses to expand their knowledge and enhance their horizons. For instance, an art student may have the opportunity to learn about scientific topics like astronomy from qualified instructors, while a science student can choose to study subjects related to art such as literature and philosophy. Some broadening courses are intended to increase awareness of critical thinking and morality, including courses like Critical Thinking and Culture, and Value and Meaning of Life. The former class promotes the development of analytical and critical thinking skills, logical argumentation, and problem-solving abilities. Meanwhile, the latter course provides an introduction to ethics that can be beneficial to students in their personal lives.

It is worthwhile to study subjects that broaden our knowledge because they also present an opportunity for social development. Broadening courses are available to all university students, allowing those from various faculties to come together in one class. Through group discussions and projects, students have the chance to meet schoolmates studying different subjects.

As a social sciences student majoring in Politics and Philosophy, I have had the opportunity to meet students from various fields through the broadening course Healthy

Body, Healthy Mind. Among them are two architecture and law students, as well as one business student. Without this course, it would have been unlikely for me to interact with individuals studying such different subjects. Therefore, broadening courses can expand a student's social network.

Within this section, counterarguments are outlined in support of the primary thesis. These arguments highlight the drawbacks associated with voluntary broadening courses. Students may be hesitant to enroll in such courses due to their perception of them as irrelevant, unattractive, and lacking interest, given that they are not directly connected to their majors. Consequently, any course deemed unnecessary by students will likely be avoided as they concentrate solely on subjects related to their specific areas of study. This narrow viewpoint serves to limit their knowledge and comprehension exclusively within their professional field.

Although some argue that students may concentrate better without taking broadening courses, I believe eliminating them would be a poor use of university funding. This could result in fewer users and no guarantee that students would actually improve their focus. Instead, they might end up wasting time on neither their main courses nor broadening courses. Overall, the three-year undergraduate curriculum offers comprehensive education to students who should efficiently use their time to acquire knowledge across multiple professional fields. Broadening courses provide a broader range of knowledge and allow students to apply what they learn in their professional studies to different contexts, preparing them for an ever-changing society. Additionally, these courses offer opportunities for students to enrich their social lives.

Overall, mandating a broadening course for all students would be beneficial.