Martha Nussbaum has experiences in writing about education related topics such as liberal education, already publishing a book called „Cultivating Humanity”. However her inspiration to write her book entitled “Not for Profit: Why Democracy Needs the Humanities” came from a person of the Spencer Foundation named Mike McPherson but also because of the fact that she was resident fellow at the foundation. In addition to this, her association with the Cambridge school in Weston, Massachusetts helped her by giving her optimism in what type of education she wanted to defend in her book. ( xii ) The title seems to be chosen just in perfect harmony with the subject. Even though the arts education is not metioned in it, by reading the book it will make sense why Nussbaum decided to just place the word humanities in the title. In adition to this, from my point of view the title is very well chosen …show more content…
In her book entitled „Not for Profit: Why Democracy Needs the Humanities” , Martha Nussbaum deals with topics regarding education all over the world but her main focus is on the United States and India, places that she has better knowledge of. For that reason, her main thesis is that by declining the study of the humanities the world can end up with some „useful profit makers rather than thoughtful citizens.” (142)
Even though people want to replace the arts education and humanities with technology or technology education, Nussbaum does not say that the arts and humanities are neglected by individuals. She mostly thinks that they are somewhat feared because for example, humanities at the same time with art can heighten one’s creativity and imagination but as well as his or hers compassion. And this also makes me think that she wants to make people aware that a society
“In most industrialized nations, not least of all our economic rivals in East Asia, a kid who studies hard is lauded and held up as an example to other students” (line 37-40). Every other successful country values intellectual people. Instead of being outcasted they are praised. “How can a country where typical parents are ashamed…. Of their son reading Weber…… be expected to compete in the technology race with Japan or remain a leading political and cultural force in Europe?”
The Other Education Rhetorical Analysis David Brooks is a well-refined journalist for the New York Times News Paper Company. He writes many different controversial articles, that tends to focus around arguments of education. Within Brooks’ arguments he uses effective techniques to persuade the audience. In this specific column, he addresses society as a whole, but with special emphasis on students. David Brooks successfully persuades his audience through his presentation of his claim, his persuasive writing style, and his usage of emotional appeals.
Some may say that educational systems are superior, however, some can argue that the educational system needs a change. Francine Prose’s purpose in “I Know Why The Caged Bird Cannot Read” stood out clearly, to inform parents on how the current system of education is ineffective to young learners. Her use of words, ethos, logos and pathos appeals to educators and students to inspire change in their education standards. Prose wittingly begins her essay with a shocking opening paragraph; her strong language in which attacks the various works of literature.
In the “Against Schools” article, author John Gatto describes the modern day schooling system and its flaws. He uses several rhetorical strategies in trying to prove his point. He successfully uses all three types of rhetoric in writing this article, which includes ethos, pathos, and logos. He establishes these strategies very early, and often throughout the article. He believes one issues with today’s schooling system is boredom, and that there is a distinct difference between what it means to be educated and schooled.
Her project is that we need to kick back and challenge the idea that more is
School is a place where you go to spend about half of your life learning about topics that simply do not interest you or that truly won’t help you in the future. The U.S government tells the teachers what they need to teach in their schools for the class curriculums, so that the students can learn a healthy amount of material. The best thing is that many high schools fail to teach their students important things. Many teachers just pass students along through their class, because they don’t want to hold them back and deal with them for another year, but soon enough most of us move onto college. I’ve seen many people fail during college, because their high school did not push them to try to achieve great grades.
Today, in the era of big data, machinery, and STEM (science, technology, engineering and mathematics), it is common to hear that liberal arts degrees and humanities majors are, well, comparatively worthless. Edward Conard, the author of the essay "We don't need more humanities majors", stands by this idea and argues that individuals with degrees in the STEM fields contribute far more to the economy and society than those who major and get degrees in the humanities/liberal arts field. This is actually not the case. Humanities help us understand people through their histories, cultures, and language with majors having an emphasis on languages, literature, music, art, and philosophy. Without humanities, we would not have been able to progress
Seika McKee Dickens ENGL 1113 1 OCT. 2015 The Hidden Education in the Poor Perhaps one of the most valuable opportunities in life is education. In a conversation between Adam Howard, associate professor of education at Antioch College, and Arthur Levine, president of Teachers College at Columbia University, in “Where Are The Poor Students,” some subjects at hand are the availability or unavailability of opportunities, the missed value of education, and the irrelevant comparison of test scores directed towards the poor students.
Obama continues her historical account as she describes the travail and bravery that a few people possessed that led them to afford educational opportunities for black people even when “Teachers received death threats.” (289). She evokes these historical events, not only to show the stark difference between the past and present with regards to educational opportunities for African Americans, but also demonstrate how the people who fought tirelessly so that they could gain an education did so because of they were aware of the value of education as it brings freedom and opportunity to those who have it. To bolster this assertion, Obama quotes Fredrick Douglas, “Freedom is Emancipation” (289) Obama details even further as she
Summary In chapter three “In the defense of a Liberal Education” author Fareed Zakaria opens up what he believes to be “central virtue of liberal education”(72). He writes that it teaches one how to think critically and clearly. He explains that thinking is the stronger advantage one could have in writing well. Before writing it helps first people to think in a critical sense so work should be using simple language in a well comprehendible way.
“Teachers of English and literature have either submitted, or are expected to submit, along with teachers of the more "practical" disciplines, to the doctrine that the purpose of education is the mass production of producers and consumers” (Berry). Berry uses the word practical to describe the way in which we produce students as though they were massed produced. School systems today demonstrate specialization, and with that follows oversimplification. “In our society, which exists in an atmosphere of prepared, public language-language that is either written or being read illiteracy is both a personal and a public danger” (Berry). While schools relax their education standards and primarily focus on profitability, we become vulnerable to loss of literacy through
As Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the world.” Donovan Livingston, a graduate at Harvard Graduate School of Education, has similar views on education. His passionate and inspiring speech called “Lift Off” was given at HGSE’s Commencement Ceremony on May 25, 2016. The speech discusses the importance of education as well as the obstacles and injustices students, especially those of color, have experienced throughout history in getting an education. Livingston’s graduating classmates who are becoming teachers, as well as teachers and educators in general, are the audience of his speech.
According to a statement of Aaron Bady, a journalist, regarding education in various universities, he stated that “Public education should be free. If it isn't free, it isn't public education.” The
John Dewey (1859-1952), was a philosopher and educator who changed the normal schooling conventions throughout his career, lifetime and beyond. Dewey strongly influenced the design of innovative educational approaches to create a democratic learning environment. Examples of these democratic strategies are demonstrated through current day discovery and experiential learning methods undertaken by teachers globally. The idea behind these approaches is to allow transmission to occur through communication. For John Dewey, education and democracy are intimately connected.
This text is taken from a lecture that was given by William Morris about the importance of the arts. In this lecture he tries to convince his audience why the arts are beneficial and should be available to not only the wealthy but also ordinary people. He uses personification and imagery in order to make what he is saying more interesting, and also uses inclusive language to appeal to the whole audience. The first paragraph begins with the personification of Science; “And Science - we have loved her well, and followed her diligently, what will she do?”.