Summary Of Are Too Many People Going To College
Is it worth to donate your four precious year of life to colleges? The standard way of thinking about the American college has it that earning four year college degree is fundamental to start a career and to embed in the American culture. In the article, “Are Too Many People Going to College?” On the one hand, Charles Murray has criticized the existence of college and its basic education by denying its vocational importance, income benefits, and feasibility to earn a college degree. On the other hand, Ungar tried to clarify misperception about liberal art education like unaffordability, non productiveness, inadequate from job perspective, irrelevant for low income group, and non competitive with the STEM field-science, technology, engineering, and mathematics. Although liberal education produces individuals with critical thinking and analytical reasoning, but it
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has many challenges to job opportunity and competition with traditional career oriented degree, that itself carries a risk of financial burden from college expense and a risk of getting obsolete from remote teaching technology.
Murray argues that a four year college degree is not as beneficial and productive as loomed, while Ungar contends that obtaining liberal art education is the current need indeed.
Both the author, Ungar and Murray believe that a student should get knowledge in basic subjects like art, history, music, and literature, as it is important for critical thinking and effective communication. Ungar, who is also the president of college of Liberal Art Education, emphasizes the need of liberal art degree by showing percentage of employer’s opinion in 2009 survey for Association of American College and Universities: “An astounding 89 percent said they were looking for
more emphasis on ‘the ability to effectively communicate orally and in writing,’ and almost as many urged the development of better critical thinking and analytical reasoning skills” (Ungar p. 192). Ungar appears to find this quality only in liberal art education, that in his opinion signifies the need of liberal art in our curriculum to fulfill employer’s requirement in the current era. At this point Murray acknowledged that “more people should be going to college, not fewer” in order to produce “‘capable and cultivated human being’ in Mill’s sense” (Murray p. 222). He supports the opinion of employers, but instead of liberal art education in college, he presents an option of strengthening middle and high school curriculum in teaching core knowledge education. He augments the Hirsch’s curriculum for K-8 and insists of continuation of advanced social sciences and humanities teaching in high school. These tough and complex subjects can be an optional and those, especially brilliant students, who are interested can opt these at high school level. As a result, the task of getting familiar with liberal art education will be achieved by avoiding four year of college, and students graduating from high school will be equipped with critical thinking and analytic skills arms.
has many challenges to job opportunity and competition with traditional career oriented degree, that itself carries a risk of financial burden from college expense and a risk of getting obsolete from remote teaching technology.
Murray argues that a four year college degree is not as beneficial and productive as loomed, while Ungar contends that obtaining liberal art education is the current need indeed.
Both the author, Ungar and Murray believe that a student should get knowledge in basic subjects like art, history, music, and literature, as it is important for critical thinking and effective communication. Ungar, who is also the president of college of Liberal Art Education, emphasizes the need of liberal art degree by showing percentage of employer’s opinion in 2009 survey for Association of American College and Universities: “An astounding 89 percent said they were looking for
more emphasis on ‘the ability to effectively communicate orally and in writing,’ and almost as many urged the development of better critical thinking and analytical reasoning skills” (Ungar p. 192). Ungar appears to find this quality only in liberal art education, that in his opinion signifies the need of liberal art in our curriculum to fulfill employer’s requirement in the current era. At this point Murray acknowledged that “more people should be going to college, not fewer” in order to produce “‘capable and cultivated human being’ in Mill’s sense” (Murray p. 222). He supports the opinion of employers, but instead of liberal art education in college, he presents an option of strengthening middle and high school curriculum in teaching core knowledge education. He augments the Hirsch’s curriculum for K-8 and insists of continuation of advanced social sciences and humanities teaching in high school. These tough and complex subjects can be an optional and those, especially brilliant students, who are interested can opt these at high school level. As a result, the task of getting familiar with liberal art education will be achieved by avoiding four year of college, and students graduating from high school will be equipped with critical thinking and analytic skills arms.