The College Student's Dwindling Thirst for Knowledge Discussed in Rebekah Nathan's article, "Academically Speaking.."

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"It is a miracle that curiosity survives formal education" (Albert Einstein). Today, college classes are furthest from the minds of the very students enrolled in them; their curiosity and thirst for knowledge is dwindling. There is more importance placed on the interactions, parties, and other dorm life experiences than the degree needed for a successful career. In Rebekah Nathan's article, "Academically Speaking.." she explores the apathy that students feel towards college classes and suggests that the current structure places too much emphasis on personal experience. This system affords too much freedom to students by allowing them to decide what information is most relevant. Nathan voices many valid concerns surrounding the notion that classes are not as important as they once were. She correctly fears that the devolution of college's traditional learning ambition leads to a loss of class participation, preparation, and ultimately matriculation.

Nathan performed many observational studies that compelled her to voice the disparity between the formal and informal areas of college life. The "undergraduate worldview" (112) is composed of an in-class, intellectual side that goes vastly unnoticed beside the behemoth that entails living in an environment filled with thousands of young adults. The partying, dorm life, and other non-school sanctioned aspects of living in unsupervised quarters encompass both a student’s time and mental capacities. She found that a majority of conversations surrounded topics of sports, the opposite sex, and TV shows. They find solace in the communal suffrage of going to class and seldom discuss how difficult classes can be. This demeans the intellectual side of college by turning the topic against cl...

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...d uses its appeal to make the student engaged. Students respond well when class discussion is open and formal. All too often, teachers design their lectures to. Students respond well when class discussion is open and formal. All too often, teachers design their lectures with the mindset that they need to facilitate their job through PowerPoint presentations and long lectures with little student interaction. There is something to be said about the accessibility of professors being approachable; however, having a class discussion that operates well creates the small interactive community both inside and out of the classroom. Ultimately, universities have the opportunity to mold the rather plastic minds of young adults; they need to be willing to take a hard look at how they instruct their students and offer new and invigorating teaching techniques in their classes.
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