The Meaning of Higher Education Essay Essay

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Whether it is in a developed state or in a developing one. higher instruction is a important and decisive portion to the development of any societies. Higher instruction provides knowledge necessary for people so that when they graduate they can make good in their occupations and professions. So what precisely is the true intent of higher instruction? Graduating from a good college with a high GPA does non supply anyone with a guaranteed success because the true intent of college-level instruction is to learn people how to believe.

The most successful people do non ever graduate from top-ranked universities. Joe Queenan listed some celebrated illustrations in his “Matriculation Fixation” : “Bill Gates. David Geffen. Michael Dell. Graydon Carter and Madonna are all college dropouts. Ronald Reagan attended bantam Eureka College. while Warren Buffet went to Football U in Lincoln. Neb. ” ( Queenan 380 ) There are in entire more than 4. 000 public and private colleges in US and there is a ranking of them. Most people have a incorrect belief that if they attend higher graded colleges. they can be guaranteed a rich. full life.

Queenan wrote: “Such persons believe that procuring admittance to a top-hole university provides a kid with an irrevokable passport to success. vouching a life of uninterrupted economic mirth” ( Queenan 379 ) . In fact. it is non ever true. I agree that higher graded universities may supply a better environment to develop. but they do non include all the best pupils. Many smart and gifted pupils can non travel to good universities non because of their academic ability. but because their fiscal province merely allows them to travel to take down ranked and cheaper 1s.

Good land does assist. but a good works itself is still the most of import. Furthermore. success does non merely depend on intelligence. it depends a batch more on societal accomplishments. communicating accomplishments. creativeness. diligence. etc. That’s why. Queenan wrote: “In existent life. some kids get the finest instruction but still go excellent screw-ups” ; “Some of those male childs and misss who are most likely to win are traveling to stop up on public assistance or skid row” ( Queenan 379 ) . The 1s who get the best instruction may non be the most successful 1s.

For illustration. one pupil who can analyze good. acquire into a top school but he feels satisfied with himself and becomes lazy. another 1 who can analyze non every bit good. acquire into a lower graded school but he is more difficult working. The 2nd pupil is most likely to be more successful than the first 1. The wrong ideas that the rank of the school or our intelligence will make up one’s mind our opportunity of going successful are perverting the true intent of higher instruction. Beside the rank of the school we study and our smarting. our classs are regarded as the most of import accomplishment after 4 old ages of colleges.

Along our long route of instruction. our academic abilities are graded. Consequently. the transcript becomes a sort of cogent evidence and recognition for our ability. However. what is the point of acquiring high classs if we forget the cognition right after the concluding test of a class? The classs do non assist us make the occupation ; it is the cognition and skills we study that aid. Roberta Borkat’s “A Liberating Curriculum” is her thought about giving pupils hyperbolic classs and positive remarks that they have non earned: “All pupils enrolled in each class will have a concluding class of A” ( Borkat 340 ) .

She explained her thought: “Under my program both pupils would be guaranteed an A. Why non? They have good expressions and self-esteem. What more could anyone of all time necessitate in life? ” ( Borkat 341 ) . Most of her pupils did non care about cognition ; they merely cared approximately at the terminal of the semester they will acquire an A. B. C. D or F. She believes that it would be much easier if she could merely give away an Angstrom to everyone without blowing her students’ clip to complete documents and her clip to rate them. Maybe it was merely an purpose and she did non really do it but it showed us how much more the pupils care about the classs than the existent cognition they study.

Leonard J. Kent besides talked about how the scaling system is altering what instruction is about in his “Traditional Graduate Grading and the Gold Star Syndrome. ” He wrote: When I speak of the gold star syndrome I make mention to the traditional scaling attacks perpetuating and reenforcing the unfortunate inclination of our society to latch on to. and to cleaving to. a quantitative instead than qualitative system of measuring. so that what becomes important is neither what you do nor the joy you discover in what you do. but instead. how much you make or how many hours you work.

Translated into the college state of affairs. the inquiry becomes neither what you have learned. nor the joy you may hold found in larning. but. instead. what are your classs? ( Kent 3 ) Classs are now acquiring more of import than the true quality of the instruction. They are attached much more importance than they really have. Classs are non ever your true ability. They sometimes include opportunities. fortune. errors. etc. As a consequence. this quantitative measuring may be unjust to pupils who pursue the true quality and joy of instruction.

Peoples who graduate with high classs may non execute good in their professions because their classs do non reflect their true ability. while some gifted 1s who unluckily do non acquire really good classs keep being rejected by companies and do non hold opportunity to lend to the society. The traditional A-F scaling system needed to be fixed to suit to the true intent of instruction. So eventually what is the intent of higher instruction? The really true intent of instruction is to learn people how to believe. or in other words. how to respond.

In Earl Shorris’ “On the Uses of Broad Education: As a Weapon in the Hands of the Restless Poor” . he wrote: “The humanistic disciplines are a foundation for acquiring along in the universe. for thought. for larning to reflect on the universe alternatively of merely responding to whatever force is turned against you” ( Shorris 425 ) . When we go to college. our thought s should non merely be about grades. classs or the figure of credits it is required to graduate. but they should besides be what we can larn. how we can utilize that cognition after graduating.

The challenges. trials. documents we finish in college and the cognition we study enrich our head and go the merriment of instruction. the merriment of cognizing more. Shorris wrote: “You must make it because you want to analyze the humanistic disciplines. because you want a certain sort of life. a profusion of head and spirit” ( Shorris 426 ) . We have to do college grades become more valuable. They should non simply be pieces of paper that provide entree to occupations. high wage and good criterions of life. Higher instruction has become one of the most concerned affairs in any states. but it is now burying about its true intent.

Degrees. classs. rank of schools should all be secondary following to the cognition we study from college. I believe higher instruction should make more than it presently does to carry through its map of developing critical minds. instead than being a mill that produces a mass of alumnuss without caring about their quality. Works Cited Borkat. Roberta F. “A Liberating Curriculum. ” Reading Life: A Writer’s Reader. Ed. Inge Fink. Gabrielle Gautreaux. Boston. MA: Thomson Wadsworth. 2005. 340-343. Kent. Leonard J.

“Traditional Graduate Grading and the Gold Star Syndrome” . Washington. D. C: Council of Graduate Schools in the U. S. . 1969. Queenan. Joe. “Matriculation Fixation. ” Reading Life: A Writer’s Reader. Ed. Inge Fink. Gabrielle Gautreaux. Boston. MA: Thomson Wadsworth. 2005. 378-381. Shorris. Earl. “On the Uses of Broad Education: As a Weapon in the Hands of the Restless Poor. ” TEXT Messages: A Collection of Resources for Writers. Ed. Reggie J. Poche. Kim C. McDonald. Sarah DeBacher. Southlake. Texas: Fountainhead 2008. 421-434.

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