Newman and The English Major John Newman’s ideas of education, knowledge, and intellectual fitness are well-formed and truthful. As related to my major, English, it reveals some interesting trends and practices. Although the English major isn’t a real big money-maker, like being a lawyer or doctor, and it generally focuses on literature and creativity, the courses still concentrate on the utility of what is being learned. Although one can sometimes see the relationships between courses, and thereby understand them in respects to each other and draw some connection, this interaction is rarely stated explicitly in those courses.
One of Newman’s key ideas is that liberal knowledge (knowing how to think with versatility) is necessary for the more effective and more adaptable use of particular knowledge. A class that has allowed me to think and learn in this way was ENG 3014, Theories of Literature. I took the class twice for the purpose of raising my grade; the first time with Dr. Campbell and the second time with Dr. Logan. In this class I learned various critical literary theories and how to apply them to any text, communication, or other form of expression.
Although these theories are based on application, it is the application of a thought process; an analysis which can be adapted and imposed on whatever I choose, which I can choose at my leisure, not just useful in one specific situation. However, most classes only teach facts, lessons, and the direct applications for them. Even the general studies courses and survey courses are taught as thought all the knowledge taught were to be used, not knowledge to savor and help heighten the intellect or thought process. To get an Associate’s degree for example, one must fulfill certain requirements, such as “natural science.” Instead of the class being taught as a class on general knowledge, which would be insightful into the world around us, they are taught as though every student enrolled were interested in becoming a chemist or biologist, with not enough effort placed on stimulation of interest. The students who are not interested in pursuing the sciences further have no use for this “particular” information, and it is disused and forgotten. I know that there are all sorts of information that I’ve been taught but are too specific to be useful to me day-to-day and so have been forgotten.
The Term Paper on Class Inequality
Social class is one of the oldest and most persistent inequalities in British society. In the past, people were very aware of their social class and their expected roles and responsibilities. People would have worn different clothes, behaved in different ways and had a very different culture from each other and they would have accepted this as a perfectly normal element of behaviour. We are still ...
The problem is that particular knowledge is useless except in one particular realm or level of discourse. Newman’s concept of liberal studies allows for the indirect application of knowledge and intellect in any discourse. I believe that the English major generally leads to more of the type of instruction that Newman is talking about, but still not enough. Critical thinking skill, decision-making skill, leadership skill, and cooperation are all things that should be emphasized more in all disciplines.
But, in English at least I have been taught how to comprehend different types of communication, which leads to a slightly better ability to understand all people, and to communicate effectively and creatively in many situations. Poetry workshop is certainly not based on its utility, at least not in a fiscal sense. Obviously the professor intends the student to learn and apply new things, but in a workshop, the students are allowed to discuss, share ideas, and learn from each other. It’s not just facts or equations, and the type of thinking used can be applied throughout life, increasing mental flexibility and versatility. I know the workshop classes I have taken, and to an extent the literature classes, have certainly broadened my horizons to the range of human thought leading me to be able to look at situations from a point of view I couldn’t before.
The Coursework on Cross-Cultural Knowledge, Business Practices, and Student Learning Via Study Abroad
Global Business Languages Volume 13 Bridging Language and Business Article 4 12-1-2008 Cross-Cultural Knowledge, Business Practices, and Student Learning via Study Abroad Chad M. Gasta Iowa State University Recommended Citation Gasta, Chad M. (2008) "Cross-Cultural Knowledge, Business Practices, and Student Learning via Study Abroad," Global Business Languages: Vol. 13, Article 4. Available at: ...
However, this has been achieved through writing and reading other student’s work, not by being explicitly taught how to see from a different perspective. So, the ability and thinking process were still acquired, but more as a byproduct of the explicit goal of learning how to read more intuitively or write more creatively; learning by watching versus learning by being taught how directly. To some extent, the amount of thinking skills or liberal knowledge available for gain in these courses is dependent on an individual’s talent at comprehension since it is not the main goal or focus of the course. Overall, I think that the English major, and all majors, could definitely use more influence on how to think about things, not just what to think about.
Liberal knowledge should be the basis of all education because it aids in the effective application of what is practical. It is the strength, the mechanical advantage, the motivation behind the tool of practical knowledge.
