Although John H. Bishop (1989) reveals that “the fundamental problem is our uncritical acceptance of institutional arrangements that do not adequately recognize and enforce student effort and achievement” (p. 7), apathy could be due to the background and ethics of the student, such as an upbringing that developed neither aspirations, nor life and career oriented goals. As his claim stands, scholarly institutions may in fact be on the brink of exhaustion from combating this threat to the future of society as a whole. In the same aspect, Foster Walsh (2006) believes that the cliché phrase “ 'I don 't care '” (p. 11), when spoken by a stu...
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...the “self-loathing behaviors and thoughts” that feed the cycle (“How to Stop Being Apathetic”, para. 16). Only afterwards can the student “design a route that works for [them]” and execute it to become an successful and intuitive student (“How to Stop Being Apathetic”, para. 23).
Although apathy has presented itself to institutions as a problem both degrading of efforts and grades and difficult to understand, it can be eliminated. Instructors must take their own part in the preservation of scholarship and the importance in good grades for all students, not only the child prodigies and Einsteins of the classroom. The student has a role to play as well as no apathetic student will truly care without changing their own mindset. Apathy has brought itself to the forefront of educational issues and will continue to be an major issue until each student and instructor cares.
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