David Wallace Kenyon Commencement Speech Analysis

In David Foster Wallace’s “ Kenyon Commencement Speech,” he discusses the importance of liberal arts education in “teaching you how to think” (Wallace, 199). He mentions how education is beyond the knowledge we learn, but about simple awareness will impact the choices we make for better or worse. The real value of education cannot be found in a career (you may or may not be fired from), but it can be found in the way you view things through a different perspective and by considering how other factors can contribute to everyday life. This new approach in thinking will allow us to appreciate our lives and overcome our inner “default setting” towards the world (Wallace, 199). I agree with Wallace’s argument because the purpose of higher education should not be about having career-specific skills and obtaining a degree, but about intellectual and personal growth will help us survive in the real world.

In Kwame Anthony Appiah’s article, “What Is the Point of College?”, he discusses the division of college into two main purposes that both intertwines and clashes with each other. The first is to provide students the practical knowledge and skills that can be applied in the “real world”, once they graduate and enter the workforce. It caters to the students’ wants and expectations in the hopes that it’s steep price tag will be justified. The second is to expand the minds of the students and have them think out of the box. It encourages them to challenge their own ideologies and be open to that of others.

One example of active learning provided in Delbanco’s book is given through a remark made by a former Yale Clergyman, President Noah Porter. Porter says “the most effective teaching is teaching by questioning.” By asking questions, students are forced to actively engage the material and think “ why is the professor asking me this question?” What is my answer? ” And “why is this my answer?”

They Say/I Say “Template” They Say/I Say: The Moves That Matter in Academic Writing, presents the reader with a multitude of writing “templates” that are designed to help foster, not only one’s basic writing ability, but also their creativity. Authors Gerald Graff and Cathy Birkenstein even go as far as to argue that writing in this format, and later conversing in this manner, can “get us thinking critically about our own beliefs.” Specifically the template “They Say/I Say” is the most important for a young writer to master, since they believe that strong, academic writing involves, not only the writer’s opinions, but also the stances of others. In their view, “the best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views.”

Rereading America: Introduction The Introductory Chapter defines what it means to be a critical thinker: someone who is an active learner with the ability to shape, rather than simply absorb information. To encourage students to practice critical thinking, the author uses myths as his chosen medium, particularly those found in American culture. He points out that the culture we live in shapes the way we think; he tells us what seems to true and what does not. While it simplifies our life, it also blinds us and that is what the author hopes to point out.

According to Colvin, as future leaders, we need graduates who use their ‘intellectual prowess and analytical skill’ to search answers about the problems considering the related community. Adding to that, he says, “The knowledge, attitudes, and skills necessary for effective leadership seem closely aligned with the desired learning outcomes of a liberal arts education, regardless of major” (35). Talking about leadership, Perkins presents a statement of Rebecca Hughes, Director of Education at the British Council in which she said that people with a broad cultural knowledge and academic training which inspire to look at human dimensions happen to lead and succeed as one of the vital elements of leadership is to ‘understanding people and cultures’. In the article “Great News! Your So-Called "Worthless" Liberal Arts Degree Actually Makes You a Better Leader”, Stacey Lastoe mentions about a notable found by the Development Dimensions International which is “humanities graduates did better than MBAs in a number of areas essential to performing as a leader”.

What is inclusive pedagogy you make ask and how will this become possible? Great questions! Continue reading and see the effective explanations I have in expounding on my philosophy. Inclusive Pedagogy is a term used to describe an emerging body of literature that advocates teaching practices that embrace the whole student in the learning process (Tuitt, 2001, p. 243). Unlike the traditional strategies such as chalk- and- talk and the whole banking system which deprive students of being whole intellectual beings.

Learning Style of a INTJ When it comes to learning, INTJ believe to increase one’s knowledge is the best way to improve yourself. They are interested in studying something that provides them the answer to fundamental questions and popular interests. INTJs are able to grasp the academic criteria and are able to create objectives that will suit them with their studies. This becomes their many focuses and whatever else is pushed in order to achieve academic success. They do not wish to limit their intellectual growth and dislike it

In Karimi’s study, he notes that students and faculty have different definitions of what professionalism entails, as some students consider "patience", "humility", and "altruism" in their ethical concept (Karimi, 2014). It is better to have educational options available rather than just relying on a black and white definition to understand what professionalism is. Collier talks about how the classroom seems to be the best place to look at all aspects of professionalism because it makes students aware of not only what it is and how to identify it, but how to apply it to an ever changing environment (Collier,

“Tell me and I forget, teach me and I remember, involve me and I learn”, Benjamin Franklin. I chose this quote to begin my assignment because it exemplifies a professional learning community and a classroom setting. To create a culture that is focused on student learning and success the PLC team must identify “Learn What” and have a clear understanding of formative assessments. The question “Learn what”? is one of the most significant questions the members of a PLC will consider (DuFour, DuFour, Eaker, Many, & Mattos, 2016).

Although being extremely intelligent suggests that an individual knows how to think doesn’t mean that they know how to choose what to think about. In David Foster Wallace’s commencement speech to college graduates, he explains to them that they must become aware of others and by doing so must learn how to think. Receiving an education doesn’t only include learning subjects such as science or math, but also controlling what and how you think about your everyday life and surroundings. Changing the way you think influences how you view others and the way you experience life. By changing their thoughts to take account of others each individual must go against how they have been thinking their entire lives, only about themselves.

It is about learning about yourself and being able to take challenges, to prove your true potential. David Foster Wallace, in his speech “Transcription of the 2005 Kenyon commencement address”, explains what he believes is the most important benefit of a college education, with the ability of choosing how we think. In his speech “Transcription of the 2005 Kenyon Commencement Address”, Wallace conveys the awareness that we control how our mind perceive things: “learning how to think really means learning how to exercise some control over how and what you think” (34). We understand through his speech the importance of having control of how you think, will help you choose to see education in a new perspective. This also justifies my definition of education that to be educated is being able to think freely “the freedom of a real education, of learning how to be well-adjusted.

Exposing one’s self to difference and getting into arguments, makes individuals avid seekers of information. However, a civic-based approach to education provides them an opportunity to engage. Bowman asserts, “higher education practitioners and administrators should endeavor to make diversity a key focus of the curriculum and cocurriculum, as this emphasis will likely lead to civic orientations and participation well after college graduation” (Bowman 49). The assignment for students to transform into effective and virtuous citizens, requires them to take advantage of the civic skills education can offer; students have the opportunity to establish a sense of community and responsibility and can attempt to heal America’s civic life to which democracy so heavily

Successful college graduates must develop critical thinking to tackle some of the many demanding courses taught at universities. It’s not enough to simply learn the content of a course, but to understand the greater implication of the subjects learned as well. Through critical thinking, students build upon what they learned and ask, “What if?” Colleges

Teachers do not only teach their pupils math, science, history and other facts, but these educators teach them how to think and solve problems in order to develop the students’ character. Westside says in their vision statement that “They (students) are inspired and equipped to excel academically, think critically, and understand that what they learn is a gift to be used for the sake of others.” That sums up what the teachers at Westside are trying to do: have students think about the big picture. A big aspect of being human is being able to think, reason and make choices based on one’s learning.