Day: January 21, 2024

Introduction: The Truth About Torture”

Conducting a self-styled polemic on the McCain Amendment, which addresses the ban on torture, Krauthammer elevates the very notion of torture to an unemotional calculation in his article “The Truth About Torture.” In his discussion of the amendment and the treatment of prisoners of war, Krauthammer categorizes prisoners into three types: legal war prisoners with full rights according to the Geneva Conventions, terrorists (who are not considered war prisoners), and those who engage in terrorism as a profession (Krauthammer 618). He targets the second and third categories, asserting that, by definition, they are subhumans and therefore not entitled to any rights. He argues that they should be treated differently from prisoners of war but does not advocate for torture outright, stating, “Torture is not always permissible” (919).

Furthermore, Krauthammer classifies terrorists into two types: those with information about imminent plans and those with long-term plans. While arguing in favor of using torture in certain “legitimate exceptions” to extract information, he emphasizes the importance of upholding moral values to distinguish Americans from terrorists. To support his stance on torture, he points out that it was not employed after the first attack on the World Trade Center, leading to the second wave of attacks that resulted in the death of over 3,000 people and allowed Al-Qaeda to take initiative. I believe that Krauthammer not only misapplies legal points but also provides flawed ethical considerations for torture, advocating for its dispassionate use.

Legality: “The Truth About Torture”

Concerning legality, the McCain Amendment employs language identical to that used by the founding fathers of the Constitution or the Geneva Convention, specifying that torture is deemed “cruel, inhuman, or degrading” (617). While it is true that the U.S. Constitution safeguards the liberty of every individual regardless of place, identity, or citizenship, Charles Krauthammer argues that in cases involving enemy combatants or terrorists who pose a serious threat and may have crucial information, the use of calculated torture, especially in the scenario of a “ticking bomb,” is deemed appropriate for extracting valuable information. However, he does not explicitly address whether such actions would violate the constitution, human rights, or fundamental moral values of America.

Krauthammer suggests the involvement of a quasi-judicial body with some legal cover to oversee such cases, yet this proposal lacks clarity regarding accountability if the subjected terrorist is found innocent, and it does not align with the legal perspective. While he cites the Israeli example to support his argument, he fails to acknowledge that the use of force in that case resulted in the captors’ location being revealed but at the cost of the death of an Israeli soldier, a scenario distinct from those Krauthammer presents. Notably, he neglects to delve into the Constitution and omits any reference to rulings by the Supreme Court. Although he quotes Stuart Taylor, who argues for using interrogation techniques corresponding with the weight of the information, Krauthammer does not explore the implications of granting such permission, which could potentially open the door for abuse by other soldiers. This risk is exemplified in cases like the notorious Abu Ghraib prison and Afghanistan’s Bagram airbase incidents. Therefore, Krauthammer’s argument appears flawed on legal and constitutional grounds.

Ethical Considerations: “The Truth About Torture”

In his second argument, Charles Krauthammer introduces ethical considerations, asserting that terrorists, who make terrorism their livelihood, are not entitled to the status of prisoners of war because of their involvement in killing others. He overlooks the principle that in love and war, there is no clear-cut law, and the Geneva Conventions are formulated to provide maximum protection to human dignity and life without distinguishing between a terrorist and a soldier. The example of individuals involved in the invention and manufacture of nuclear bombs, who possess the same capacity and ability to cause mass casualties, is notably absent from his discussion. This omission raises questions about the consistency of his ethical stance.

Furthermore, Krauthammer makes an unsupported claim that Islam’s holy book “inspires their barbarism” without providing valid evidence (618). Contrary to his assertion, the Quran does not endorse terrorist attacks like those on the World Trade Center. Additionally, he offers an ethical consideration that torture is inhuman and corrupting to both individuals and society, asserting that “we are civilized people” (622). However, he paradoxically supports the use of torture, claiming it can be applied in a measured way that is distinct from the corruption he earlier emphasized. This raises a fundamental contradiction—how can an inhumane method, acknowledged as corrupting, be used in a measured and civilized manner?

Krauthammer’s proposal of using torture in a “measured” way raises concerns about its potential misuse, particularly when individuals in power determine who has information and how this inhuman method should be calibrated. The risk of corruption and abuse remains significant, and the ethical implications of endorsing torture as a means to an end warrant careful consideration.

Argument in “The Truth About Torture”

In Krauthammer’s third argument, not only is his perspective twisted, but it also lacks passion, as he consistently refers to terrorists as “subhuman,” suggesting they are not human beings and should be treated accordingly. Simultaneously, he explicitly asserts that Americans and American values are not only superior but also compassionate, advocating for freedom and liberty for everyone, regardless of whether they are a terrorist, a soldier, or a person of color. To establish credibility, he incorporates surgical terms such as “gleaning information, calculated use of force, interrogation techniques, psychological pressure” (625-626), drawing on his educational background. However, these terms may not be convincing to a legal mind.

Paradoxically, while Krauthammer seemingly advocates for a passionless approach, he concludes that interrogation rules should be morally compelled to do terrible things, emphasizing the moral force behind using torture. The contradiction arises in how one can claim moral uprightness when using passionless words to dehumanize the other party, treating them as subhumans or machines. This approach runs counter to moral principles as passions like revenge and vengeance invariably influence treatment. Furthermore, using this argument against Muslims appears rooted in revenge, ignoring the fact that not every Muslim shares the traits of individuals like Khalid Sheikh or Osama Bin Laden. Krauthammer’s reliance on revenge as a motivator undermines the moral principles of humanity, even as he acknowledges that torture is “degrading.”

Conclusion: “The Truth About Torture”

In short, while Krauthammer employs a fluid prose style to present his arguments, a closer examination reveals contradictions in his legal points, advocating against inhuman and degrading torture while also suggesting legal loopholes for its use. His ethical considerations lack consistency, as he at times equates torture with the moral twin of capital punishment and degrades would-be terrorists to the status of subhumans, machines, or even animals, despite acknowledging that even animals have rights. These ethical contradictions undermine the persuasiveness of his arguments.

Moreover, Krauthammer’s proposed hypothesis does not align with historical realities, and his assertion that torture is endemic contradicts his support for its limited use under a quasi-judicial body. The effectiveness of such a body in preventing the indiscriminate spread of torture remains questionable. As a result, Krauthammer’s proposals for limited or severe interrogative techniques fall short of convincing American legal minds and constitutional experts.

Works Cited: “The Truth About Torture”

1. Krauthammer, Charles. “The Truth About Torture.” Model for Writers: Short Essays for Composition. Ed. Alfred Rosa & Paul Eschholz. 11^th ed. Bedford / St. Martin’s. Boston. 2012. Print. 616-626.

Relevant Questions: “The Truth About Torture”

1. What legal and ethical considerations does Charles Krauthammer present in his article “The Truth About Torture,” and how does he reconcile potential contradictions in these arguments?
2. How does Krauthammer address the use of torture in the context of terrorism, and what implications does he suggest for the treatment of individuals deemed as terrorists?
3. In “The Truth About Torture,” what is Krauthammer’s perspective on the role of a quasi-judicial body in overseeing the use of torture, and how does he contend with concerns about potential abuse and the spread of such practices?

Introduction: Is College Really a Waste of Time and Money?

“Is college really a waste of time and money, or is it the gateway to success that society claims? As tuition costs rise and the job market evolves, the debate surrounding the value of higher education becomes more fervent than ever.”. However, many students, upon entering this realm, find themselves like boats without sails, drifting in directions influenced easily by their emotions or feelings. Some merely pass through, similar to their experiences in school, while others become dropouts, contributing to the notion that dropouts often become billionaires. However, this is not always the case. Individuals like Steve Jobs and Zuckerberg, who “found fame and fortune without a college diploma” (Wartzman & Hoder), represent just a fraction of the thousands of dropouts.

For the other group that goes through their college lives and enters the scholarly environment of universities, there is often contemplation about whether this brief sojourn in the free atmosphere has benefited them in terms of time and money. The answer to their quizzical thinking is affirmative—indeed, they do benefit. Life after attending college not only aids in personal development but also contributes to improved financial conditions and social and moral upbringing.

Personal Development: Is College Really a Waste of Time and Money?

A student attends school and college for personal development, encompassing activities that prompt the student to discover and utilize their potentialities and talents, which may otherwise remain unknown. This human capital becomes an asset in the market, enabling the student to realize and materialize their dreams. While school lays the groundwork for this, college plays a crucial role in making the student recognize these talents through counseling and interactions with various coaches, teachers, and counselors.

In college, students, even those who may be shy and introverted in school, are identified and provided with lessons to transform into confident and extroverted individuals, setting them on a path for success in life once their true faculties are gauged. College offers a unique environment of freedom and intense competition, where students are prepared for the challenges of the academic world, marked by fierce competition and a focus on passing ratios and productive power.

This training not only prepares individuals for immediate success but continues to assist them throughout their lives. As stated on Mount Carmel College’s website, they affirm “a life-long process that we all share of growing into authentic personhood and freedom” (“Student Personal Responsibility”). This personhood and freedom, as articulated on MCC’s website, encapsulate the essence of personal development, representing the ultimate goal of college. Therefore, achieving this goal renders the college experience far from a waste of time.

Career: Is College Really a Waste of Time and Money?

It has been observed that college education or a college career contributes to the improvement of a person’s financial conditions. Picchi, quoting a researcher, emphasizes that a four-year degree is considered a passport for financial success among Americans. The cited research indicates that “people who graduated college in the 1990s and 2000s entered the workforce earning $5,400 more than people in the age group without college degrees” (Picchi). In contemporary times, many organizations, companies, and factories prefer college graduates over those who only completed school, aiming to enhance productivity and assimilation into the organizational culture.

The preference for college graduates is grounded in the belief that they are better equipped to assimilate into professional settings due to their exposure to both freedom and discipline. Consequently, the higher demand for college-educated individuals translates into higher salaries and increased earnings throughout their lives.

Attention: Is College Really a Waste of Time and Money?

Another noteworthy aspect is the influence of social and moral norms established by adults on the world. These norms undergo changes, transformations, amendments, substitutions, and even deletions from the societal fabric. As the first institution of adulthood, college serves as the platform where students encounter these morals, social norms, folkways, and mores for the first time. Students experience both freedom and responsibilities, foreshadowing the societal expectations that will be imposed on them. Their initial experiences in college set the stage for social assimilation.

Booker T. Washington’s speech on October 24th supports the significance of college life, stating that it “opens minds and worlds—in ways that stretch us—almost pull us—to become different people” (Washington). Washington implies that college life prepares individuals for civilized living in society. The primary objective is to seamlessly merge into society and adopt its social and moral values, instilled in students during their brief stay in college.

College Dropouts: Is College Really a Waste of Time and Money?

However, the perspective goes beyond the recent dropout billionaires who have left their mark in the business world. In addition to examples like Gates, Jobs, and Zuckerberg, numerous other billionaires underscore the notion that success is not solely a do-it-yourself (DIY) game. Wartzman & Hoder, in their article “Don’t Encourage Students to Skip College,” caution against using these examples as stimuli for students, highlighting that statements like “All three are now superstars in the N.B.A.” can be misleading (Wartzman & Hoder). Such statements might tempt college-bound students and lead parents to perceive higher education as a waste of both time and money. Contrary to this perception, the reality is different, as college not only prepares a student for societal integration but also equips them for personal development and growth.

Conclusion: Is College Really a Waste of Time and Money?

In short, college life is not a waste of time and money but an investment with long-term benefits. It serves as a preparation ground for facing social restrictions and financial challenges. College equips students to assimilate into a culture, fostering personal growth and significant contributions to the society they inhabit. By shaping better citizens, college plays a role in making the world a better place. Therefore, considering the positive impact on personal and societal levels, it can be viewed as a valuable asset that students invest in with their time and money, ultimately improving their lives.

Works Cited: Is College Really a Waste of Time and Money?

1. Hoder, Rick Wartzman & Randye. “Don’t Encourage Students to Skip College.” 03 December 2012. The New York Times. 03 February 2022.
2. Picchi, Aimee. “Why skipping college means losing $830,000 in income.” 06 May 2014. CBS News. 03 February 2022.
3. “Student Personal Responsiblity .” 2014. Mount Carmel College. 03 February 2022 <http://www.mcc.catholic.edu.au/student-wellbeing/student-personal-responsibility>.
4.  Washington, Booker T. “The Case for College.” Office of the President. High School for the Performing and Visual Arts in Dallas, Texas. 24 Oct. 2022. Speech.

Relevant Questions: Is College Really a Waste of Time and Money?

1. What are the key factors that contribute to the perception that college is a waste of time and money, and how do they vary across different individuals and circumstances?
2. In what ways can the value of a college education be measured beyond immediate financial returns, and how do these broader aspects contribute to an individual’s personal and professional development?
3. How do shifts in the job market and the evolving nature of work impact the relevance of a college education, and are there alternative paths or skills that might be more valuable in today’s landscape?

Introduction: Does the Internet Make us Dumber?

“Does the Internet Make us Dumber?” by bombarding us with information at such a fast pace, is it making us smarter, or is this bombardment a distraction or interruption? Are we becoming more intelligent or less so due to the constant influx of information? We find ourselves surrounded by these ideas and concepts in the wake of the Internet’s advent. Nicholas Carr has synthesized various studies, research, and expert opinions in his essay, “Does the Internet Make You Dumber?” to reach a conclusion. He argues that the increase in distractions and interruptions, the rapid speed of information dissemination, and the reshaping of our minds by the Internet are, in fact, making us dumber rather than smarter.

Mental Interruptions: Does the Internet Make us Dumber?

In his essay “Does the Internet Make You Dumber?” Nicholas Carr raises the initial point that, despite the internet’s role in disseminating information, it is causing constant interruptions and distractions at a speed that erodes the “depth” (Carr 1) of the human mind, impacting “focus and concentration” (1). The rapid pace and “division of attention” (1), according to Carr, have compromised “the richness of our thoughts, our memories, and even our personalities” (1), all of which were contingent on the “ability to focus the mind and sustain concentration” (1). This distraction and speed, he argues, undermine the very essence of depth crucial for “mastering complex concepts” (1).

Information Bombing: Does the Internet Make us Dumber?

The second point highlighted by Nicholas Carr is that the speed of the information bombardment surpasses our ability to easily assimilate it. Citing psychologist Patricia Greenfield, Carr notes that while it has improved human proficiency in tasks requiring “visual-spatial intelligence” (2), it has concurrently diminished other cognitive, specifically critical thinking, skills. Carr challenges the conventional notion of intelligence, arguing that what people often perceive as intelligence is essentially automatic thinking. This, he attributes to the constant mental activity, or “perpetual mental locomotion” (3), which lacks the essential components of “contemplation, reflection, and introspection” (3) necessary for fostering an intellectual mind.

Remodeling of Minds: Does the Internet Make us Dumber?

In the third point, Nicholas Carr references Professor Michael Merzenich, asserting that the rapid pace of information bombardment is reshaping our minds, reverting them to a historical state where our ancestors were multitaskers rather than masters. According to Carr, this phenomenon leads us back to “our native state of distractedness” (3) as a consequence of the swift flow of information. This, in turn, results in a sacrifice of our “capacity to engage in the quieter and attentive modes of thought” (3), which Carr contends have historically given rise to many profound ideas. Carr argues that this shift is detrimental to creativity, hindering our ability to be creative souls and, instead, making us less intellectually creative.

Conclusion: Does the Internet Make us Dumber?

Your opinion aligns with Nicholas Carr’s arguments, emphasizing the negative impact of the fast-paced and information-abundant nature of the internet on our cognitive abilities. You highlight the idea that a super-fast flow of information can lead to distraction, automation, and a decline in creativity. Moreover, you agree with Carr’s assertion that this trend is turning individuals into information-rich but analytically poor “Mr. Know-Alls” who lack depth in their understanding.

Your use of the term “nostos” in relation to returning to a “native state of distractedness” (3) effectively captures Carr’s idea that we are reverting to a less focused and attentive mental state. Your view emphasizes the loss of mental discipline and control over thoughts, reinforcing the notion that the internet’s impact is leading to shallower thinking. Overall, your perspective aligns well with Carr’s concerns about the potential downsides of the internet on intellectual depth, creativity, and analytical thinking.

Works Cited: Does the Internet Make us Dumber?

1. Carr, Nicholas. “Does Internet Make You Dumber?” Wall Street Journal (2010). Web.

Relevant Questions: Does the Internet Make us Dumber?

1. Does the Internet Make us Dumber by fostering information overload and hindering critical thinking skills?
2. To what extent does the constant exposure to information on the Internet contribute to memory decline, and does it make us dumber in terms of knowledge retention?
3. Does the Internet Make us Dumber by shaping our perspectives through online platforms and algorithms, potentially leading to intellectual narrowing and limited exposure to diverse viewpoints?

Introduction: Is College the Best Option?

The debate over the necessity of a college degree in one’s career continues among researchers and analysts with question, Is College the Best Option? However, in the context of the “American Dream,” earning a college degree has become integral to an average American’s aspirations. The pursuit of a good job, homeownership, and raising a family is commonly seen as commencing with a college degree from a respected institution. Education is considered a secure investment with a favorable return on investment.

In modern society, obtaining a college or university degree is viewed as a pathway to the upper middle class or higher class, leading to higher earnings and an improved standard of living compared to high school graduates. While education can contribute to a healthier social environment, reducing crime rates and fostering open-mindedness, the decision to invest in a college degree requires consideration of various factors.

Sawhill and Owen highlight in their article, “Should Everyone Go to College?,” that the value of a college degree depends on factors such as the institution attended, field of study, graduation status, and post-graduation occupation. However, many students and families may not thoroughly research their target colleges, and some students may lack the grades or apparent skill set for their desired institutions.

While obtaining a college degree generally brings positive impacts in terms of professional and personal development, there are situations, colleges, majors, occupations, and individuals for which a substantial investment in higher education may not be the most prudent decision. Motivations for pursuing a college degree include better career opportunities, an elevated standard of living, improved intellectual skills, and overall life contentment. Yet, factors such as the cost of college, return on investment, individual interests, and choice of major play significant roles in shaping the decision-making process.

Education: Is College the Best Option?

In the 18th and 19th centuries, education symbolized total independence and freedom, offering economic and political empowerment. Individuals sought education for the ability to provide for their families, raise children as responsible citizens, and experience overall independence (Obama).

Contrastingly, in modern society, education is perceived as a prerequisite for inner peace, happiness, and attaining a good standard of living. A college degree is often considered mandatory for high-paying jobs in major companies, offering career progression and financial success (Hrabowski). Statistics show that college degree holders have a significantly higher earning potential compared to high school graduates, contributing to a more content and fulfilling life (Obama).

While college dropout cases exist, college degree holders generally experience lower unemployment rates and are better positioned to achieve the ideal American Dream of homeownership, family, and quality education for their children. However, certain successful entrepreneurs like Bill Gates and Steve Jobs were college dropouts, emphasizing the importance of individual qualities, skill sets, and determination in shaping careers.

The argument stresses that, despite the importance of a college degree, education should not solely equate to corporate servitude. It calls for a broader understanding of education’s value beyond career success, highlighting its historical importance and the need for societal benefits, including reduced crime rates and improved health and safety.

The essay emphasizes the changing mindset of today’s youth, who may not fully appreciate the struggles their ancestors faced for education. It argues that developing an understanding of education’s broader impact, beyond personal success, is crucial for creating a society with fewer unemployed and uneducated individuals, fostering open-mindedness and effective problem-solving.

Ultimately, the essay concludes that addressing the issue of education’s importance goes beyond obtaining a college degree; it involves instilling a comprehensive understanding of education’s societal benefits among the younger generation. Once such awareness is established, debates over the significance of college education may cease.

Future: Is College the Best Option?

In deciding whether to send an individual to college, considering factors beyond future salaries and lifestyles is crucial. The rate of return on education becomes a significant aspect for parents, especially with the declining value of education and the proliferation of institutions claiming excellence without the necessary experience, faculty, and infrastructure.

Investing in a college that lacks credibility may not be worthwhile, as the value of the degree may not match that of renowned institutions like Harvard or Stanford. Families may prefer their child to enter the workforce directly, recognizing that certain colleges may not provide a substantial return on investment. Financial constraints or students’ inability to meet college standards due to various reasons, such as entrance exam failures or lacking specific skills, can also impact the decision to pursue higher education.

Community colleges, often overlooked and criticized, offer an alternative for individuals facing such challenges. Despite stereotypes, these institutions provide basic skill sets and exposure to real-world scenarios at an affordable fee structure. Students who are diligent and serious about their future can perform on par with graduates from top universities. This success is attributed not only to the knowledge gained but also to the well-rounded personalities and skill sets molded through overcoming challenges in obtaining a community college degree. Thus, this underscores the importance of personal abilities and skills in industry performance, with the college degree serving as a secondary factor.

Murray’s Opinion: Is College the Best Option?

Charles Murray quotes John Stuart Mill in his article “Are Too Many People Going to College?” stating that the objective of some universities, like the University of St. Andrews, is not to produce specialized professionals but capable and cultivated human beings (Murray). While many agree with this sentiment, there is a paradox as some argue that too many students attend college without aligning their field of study and career interests, making the investment in a college degree questionable.

Education is seen as essential for grooming individuals with good manners, personality, character, and a positive disposition towards others. However, some argue that elementary and secondary schools already instill these qualities, potentially rendering college education unnecessary if the primary focus is on cultivating human beings (Murray). This perspective is universal and practiced globally.

Despite this, the argument acknowledges that children’s brain cells are more active and responsive than those of college students. Therefore, teaching manners and skills at an early stage is considered a best practice to instill these values permanently. The preference for college admissions often leans towards students with a strong school background, as the foundational years shape an individual’s basic roots. Parents who invest significantly in their children’s early education prioritize building strong roots, emphasizing the importance of understanding the basics of intellectual life rather than focusing solely on scientific and biological discoveries (Graff).

Major Degrees: Is College the Best Option?

As discussed, the decision to pursue a college degree often hinges on the relevance of the major to the student’s future career. If a degree is not a prerequisite for the desired occupation, students may choose to skip college and enter their chosen field immediately. However, certain majors, such as liberal arts, face discouragement due to misconceptions about their value and job prospects.

Liberal arts majors, in particular, are often misunderstood, with parents and communities expressing concerns about potential political chaos and limited job opportunities associated with these degrees (Ungar). The perception that liberal arts graduates have contributed to societal challenges and economic recessions further contributes to reluctance in supporting such educational paths. Stereotypes persist, questioning the practicality of degrees in areas like French or deep knowledge in physics and sciences, leading parents to dissuade their children from pursuing these fields.

The job market for liberal arts graduates is seen as quiet, reinforcing the hesitancy to support these educational choices. This perspective aligns with the argument that education should enhance intellectual skills rather than mold students into corporate slaves serving industry needs (Ungar). The common practice of evaluating intelligence and career potential based on GPAs and academic scores is criticized. Success, the argument suggests, should be measured by an individual’s happiness and contentment with life, irrespective of high scores or college degrees (Rose).

The misconceptions about liberal arts students primarily entering politics and causing harm to the nation are challenged. The argument points out that graduates in liberal arts can contribute positively to society in areas like social work. It underscores the idea that high academic achievements do not guarantee high intellectual capabilities or a secure future (Rose). The shift in measuring success, according to this perspective, is vital for societies and communities to thrive.

Education: Is College the Best Option?

The concept of education and knowledge has undergone a significant transformation in the 20th century. While history illustrates the fervent pursuit of education by African Americans in the 18th and 19th centuries for freedom and independence, the motivation for education in the 20th century has evolved. Today, more than 80% of the world still considers education important, but the focus has shifted. In the past, individuals were driven by a hunger for independence and a thirst for knowledge, willing to endure torture and threats to secure education for themselves and future generations. In contrast, the youth of the 20th century views education and a college degree as tools for a promising career, symbolizing a pathway to a large house, a good car, and a luxurious lifestyle for their families. While providing for the family’s future is a commendable goal, the argument emphasizes the need to recognize the true importance of education in the lives of children. Education should aim to shape better human beings, enhancing intellectual capabilities, grooming personality, and developing a strong skill set to tackle various challenges. Going to college is seen as the initial step in this process.

College degrees are acknowledged for their potential to promise better careers, an improved standard of living, and enhanced opportunities compared to high school graduates. However, the decision to send students to college involves considerations such as the reputation of the institution, the necessity of a degree for the chosen occupation, career prospects, job outlook, and the individual’s basic skill set. In short, the argument advocates for education and knowledge to be accessible to everyone, emphasizing the improvement of fundamental intellectual skills, the ability to navigate arguments, and the grooming of personalities as essential outcomes.

Works Cited: Is College the Best Option?

1. Graff, Gerald. “Hidden Intellectualism (The Moves That Matter in Academic Writing).” 2009. Web. 27 Apr. 2022.
2. Hrabowski, Freeman A. “Colleges Prepare People for Life.” Tribunedigital-baltimoresun. 2013. Web. 27 Apr. 2022.
3. Murray, Charles. “Are Too Many People Going to College? – AEI.” AEI. American Enterprise Institute, 8 Sept. 2008. Web. 27 Apr. 2022.
4. Addison, Liz. “Two Years Are Better Than Four.” New York Times. New York Times Blog, 26 Sept. 2007. Web. 27 Apr. 2022.
5. Obama, Michell. “Remarks by the First Lady at Bowie State University Commencement Ceremony.” The White House. The White House, 2013. Web. 27 Apr. 2022.
6. Rose, Mike. “Blue-Collar Brilliance.” The American Scholar. The American Scholar, 1 June 2009. Web. 27 Apr. 2022.
7. Sawhill, Isabel, and Stephanie Owen. “Should Everyone Go To College?” Brookings. Web. 27 Apr. 2022.
8. Ungar, Sanford J. “7 Major Misperceptions About the Liberal Arts.” The Chronicle of Higher Education, 28 Feb. 2010. Web. 27 Apr. 2022.

Relevant Questions: Is College the Best Option?

1. Is College the Best Option for Everyone, or are there alternative paths that can lead to successful and fulfilling careers?
2. How does the Rising Cost of College Impact its Status as the Best Option for Higher Education?
3. In the Changing Landscape of Work, is College Still the Definitive Gateway to Success in Various Professions?