Is it Time to Change the Humanities Requirement?
The University’s Humanities Core represents a vital though enigmatic aspect of the curricular philosophy. Considering that the Core seems so anomalous compared to the curricula of similar universities, it is interesting to note that the Humanities Core seems to have an especially distinguished significance. For example, humanities is the only sequence which is taken almost uniformly by first year students; it is also one of two or three Core sequences that cannot be replaced by AP credits or placement tests. Perhaps most importantly, the humanities requirement may be the only part of the Core that seems to be almost universally perceived as having no application outside of the Ivory Tower. Thus we are faced with the difficult question of what distinguishes the Humanities Core from other pursuits and why it is that the University, an institution that prides itself on academic commitment and prowess, continues to place special emphasis on it. In order to confront this difficult question I will first consider the Humanities Core generally and attempt to decipher its value in terms of content and then in terms of utility; I will then turn my attention to a specific work studied in the Humanities Core and attempt to make sense of its inclusion in the curriculum.
As a second-year student, I have pretty fresh memories of my experience in the Humanities Core. I took the auspiciously titled Human Being and Citizen, and although I lacked the perspective held by a student enrolled in, say, Reading Cultures or Greek Thought, I believe that HBC provides an experience which is perhaps most easily generalized in regard to University’s first-year humanities experience. This is because HBC s...
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...t books” course like HBC. Although the other sequences may address more particular issues, there is clearly an interest in tracing facets of the intellectual tradition which are independent of content or utility: Philosophical Perspectives explores the pre-Socratic philosophical evolution which laid the groundwork for our western philosophical tradition; Readings in World Literature examines the work of authors—Toni Morrison, for example—who have addressed enduring and complex literary questions in unique ways, thus affecting the way in which these questions are conceptualized. Perhaps having a frame of reference which incorporates these thinkers is necessary if we want to understand and shape our own surroundings and thus an indispensable part of a comprehensive education.
NOTES
*Aristotle, Nicomachean Ethics, Translation by Martin Oswald, Prentice-Hall, 1962.
As I said before, math and science are important, but the humanities are just as important, if not more. “The humanities, done right, are the crucible within which our evolving notions of what it means to be fully human are put to the test; they teach us, incrementally, endlessly, not what to do but how to be” (Slouka). This quote taken from “Dehumanized” defines and truly puts Slouka’s beliefs into the perspective of what the humanities should teach students and how they should be taught, which I agree with fully. I believe that without the humanities, we, as humans, would all be the same and there would be no room to be different from one another. Whether it be by our culture, religion, or interests, not two people are alike. Individuals should not be bred into being something that they do not want to be or even like Slouka argues, students should not be a “capital investment” for the future of the economy. Students should be investing in themselves to express who they truly are, rather than being something that the economy expects them to
The article “Nuclear Waste” is an interesting perspective from Richard Muller. Muller is a very credited author and he speaks his mind about the situation where people are trying to figure out how to deal with nuclear waste around the U.S. There are many proposed ideas but Muller has a very simple and straight forward idea that he believes is the ideal decision. The essay he wrote can be interpreted in different ways but his motive for writing is very clear. Muller’s background is quite impressive because he is highly credited. When reading Muller’s essay, you notice points that supports his argument and truth about the situation around nuclear power. He brings his outlook on the situation to the audience and conveys that viewpoint convincingly.
Roberts, Edgar V., Jacobs, Henry E. “Literature.” The Lesson. 470-475. Toni Cade Bambara. New Jersey: Prentice-Hall. 2001
In the article “The New Liberal Arts,” Sanford J. Ungar presents the argument of why liberal arts schools are still competitive and useful today. The beginning of the article immediately addresses the problem that Ungar is defending, “Hard economic times inevitably bring scrutiny of all accepted ideals and institutions, and this time around liberal-arts education has been especially hit hard.” The author provides credibility through his time of being a liberal arts presidents, applies statistics about the enrollment and job security outside of liberal college, he addresses the cost factor and how a student may find compensation, and that a liberal arts college is not preparing students for success. The article “The New Liberal Arts,” addresses
...re & values, volume II: A survey of the humanities. (7th ed). Belmont, CA: Wadsworth Publishing.
Sweetman, George. “The Liberal Arts.” Tyndale University College & Seminary. Toronto, Ontario. 4 Oct. 2013. Lecture.
Parker, Robert Dale. How to Interpret Literature: Critical Theory for Literary and Cultural Studies. New York: Oxford, 2011. Print.
More than any country in the world, the United States has been a haven for refugees fleeing religious and political persecution in their home countries. Linked forever to the phrase inscribed on the Statue of Liberty, "Give me your tired, your poor, your huddled masses yearning to breathe free," the United States, in the eyes of persecuted people throughout the world, has been idealized as a land of freedom and new beginnings. However, the changing face of refugees seeking asylum in the United States in the past several decades has exposed stark gaps in the legal, administrative, and social treatment of refugees. The majority of refugees in the early part of the twentieth century fled as families or in large groups. Recently, however, increasing numbers of children are fleeing their home countries alone.
In conclusion, Mark Shiffman wrongly holds fear responsible for the decrease in students studying the humanities. Students today pursue more practical fields of study because the interests of human beings are ever-changing, prioritizing one’s passions is more difficult than determining their objective strengths, and one should focus on their various callings in society rather than striving solely for personal gain.
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion.
On December 10, 2009 at Hamilton University in Clinton, New York, college professors debated current college curriculum (Liew). They talked about how their college could make the leap from being good to being great. At the 22nd American Mathematical Association of Two-Year Colleges conference held in Long Beach, California on November 14, 1996, the topic of changing curriculum was discussed (“Mich”). The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of decline in enrollments in those majors (Zernike). The purpose of a college education is to meet the student’s needs so that they can compete and understand the connection between a degree and a job that will enable them to compete with other world economies, give them a well-rounded education that will enable them to earn a higher income, and retain a lifetime full of knowledge....
Since the dawn of civilization, all living (and some non-living) things have needed energy. When humans discovered fire, the first form of harnessed energy, it made it easier to stay warm, prepare food, make weapons, etc. Since then, humankind has been inventing new ways to harness energy and use it to our advantage. Now-a-days, people in most nations depend extremely heavily on fossil fuels – to work, travel, regulate temperature of homes, produce food, clothing, and furniture, as well as other power industries. Not only are these fossil fuels dominating our society and creating economic vulnerability, but they also produce waste that causes a number of social and environmental concerns. The waste from these fuels leads to acid rain, smog, and climate change. It also releases sulfur dioxide as well as other air pollutants that are very harmful to the human respiratory system (Morris, 1999, p. ix). There are other alternative sustainable energy sources including solar, hydroelectric, wind, and biomass. However, the main source aside from fossil fuel is nuclear energy from controlled nuclear reactions (where nuclei of radioisotopes become stable or nonradioactive by undergoing changes) in a nuclear power plant. Nuclear power produces enormous amounts of energy to serve a community. Unfortunately, nuclear energy has its own set of problems – a big one being its waste. The spent fuel from nuclear plants is radioactive. This means that it emits radiation, or penetrating rays and particles emitted by a radioactive source. Ionizing radiation is known to cause cancer, and therefore makes anyone who lives near spent nuclear waste facilities vulnerable to this incurable disease. The disposal of nuclear waste is a global issue...
...ing nuclear waste is a new and unsound technology, but still a solution to the problems of excessive waste. Where in the future, new technologies may allow for the waste to be completely recycled and reused in the reactors to create more energy. With both positives and negatives of nuclear energy, the real question that remains is “if not nuclear, then what else?” (Rutgers’s Felder)
In addition to the potential dangers of accidents in generating stations, nuclear waste is a continuing problem that is growing exponentially. Nuclear waste can remain radioactive for about 600 years and disposing these wastes or storing them is an immense problem. Everyone wants the energy generated by power plants, but no one wants to take responsibility for the waste. Thus far, it is stored deep in the earth, but these storage areas are potentially dangerous and will eventually run out. Some have suggested sending the waste into space, but no one is sure of the repercussions.
As the following report demonstrates, some species are adapting to climate changes while many others are not. In some cases, laboratory experiments have lead to the conclusion that certain species can or cannot adapt and evolve. This research is not sufficient to make definitive statements regarding what will happen to species if temperatures and sea levels continue to rise.