Month: January 2024

Introduction: Close Reading of We’re No. 1 !

Thomas L. Friedman explores the reasons lying behind the decline of America in his article, as revealed through a close reading of “We’re No. 1 !” published in The New York Times. He synthesizes the viewpoints of Robert Samuelson and David Rothkopf, offering a comprehensive solution while comparing the actions of India and China to those of America. Friedman identifies crucial values that these countries are prioritizing, values that were once the bedrock of the American identity.

Friedman poses a rhetorical question and promptly provides an answer, asserting that India and China’s pursuits extend beyond “cheap labor and currencies” (11(L)) to encompass other fundamental aspects of the American identity. He enumerates these values, including free markets, education, access to capital, and the “willingness to postpone gratification” (11(L)). Friedman not only organizes this paragraph effectively but also employs suitable language and an instructive, comparative, and serious tone to convey his message.

Paragraph: Close Reading of We’re No. 1 !

In terms of organization, the paragraph begins with a rhetorical question that engages the readers, creating a sense of direct involvement, as seen in the query “Who will tell the people?” (11(L)). This approach effectively opens the paragraph, setting the stage for an insightful exploration of why other countries are catching up with America in providing a high standard of living for their citizens. Moving forward, Friedman skillfully lists these reasons in a single, albeit lengthy, third sentence, encompassing key factors such as “free markets,” “education,” and “access to capital and technology” (11(L)). As the paragraph approaches its conclusion, Friedman aptly ends with a sentence that serves as a fitting closure, emphasizing the value of “willingness to postpone gratification” (11(L)). This deliberate organizational structure, with the foundational value strategically placed at the end, is conveyed with precision through well-chosen wording.

Diction in Close Reading of We’re No. 1(1)!

In addition to the paragraph’s structure, the choice of diction is highly fitting. Friedman employs a straightforward style, avoiding the use of embellishments like similes and metaphors, except for one instance where he uses the simile “catching us” (11(L)), implying that India and China are in pursuit of America, which is apt. The specific phrase “Greatest Generation” (11(L)) is employed to refer to the forefathers who embodied the values enumerated in the paragraph. The phrasing used to describe the luxurious lifestyle of the present generation conveys a sense of lethargy, contributing to the idea that India and China are catching up with America due to a lack of willingness to postpone gratification (11(L)), emphasizing the need for delayed enjoyment and hard work. This diction aligns with Friedman’s tone, which is instructively comparative.

Comparison in Close Reading of We’re No. 1 !

Friedman draws a comparison between these countries and the values instilled in the American public by “the Greatest Generation” (11(L)). By referring to this generation, he alludes to the individuals of the 1950s to 1970s who embedded the principles of hard work and prioritizing their children’s education through personal engagement, as mentioned earlier. The tone becomes comparative as he observes that countries like India and China are now embracing the same values that were once quintessentially American. The positivity associated with values like hard work and “the highest expectations” (11(L)) has diminished, partly due to Americans no longer adhering to these principles and instilling them in their children. Meanwhile, other countries have adopted and embraced these values. In an earlier, somewhat despairing tone, he highlighted that American children are falling behind in education and in the adoption of technology needed to leverage the benefits of a free market.

Conclusion: Close Reading of We’re No. 1 !

In short, Friedman’s use of organization, diction, and tone in this article effectively serves his purpose. The well-structured organization, beginning with a rhetorical question followed by a detailed elaboration of the values in three sentences, delivers a clear message. The chosen diction is appropriate, with a mostly straightforward style, although a simile is used to vividly convey the idea of India and China “catching up” with America. The comparative tone emphasizes the loss of positivity in American values, now embraced by other nations. This paragraph, strategically placed at the end of the article, effectively encapsulates Friedman’s argument, highlighting the need to revive these values for America to regain its greatness.

Works Cited: Close Reading of We’re No. 1 !

1. Friedman, Thomas L. “We’re No. 1!” New York Times, 12 Sept. 2010, p. 11(L). Global Issues In Context,
   http://link.galegroup.com/apps/doc/A236901782/GIC?u=aur58810&sid=GIC&xid=7767c700. Accessed 23 June 2018.

Relevant Questions: Close Reading of We’re No. 1!

1. What rhetorical devices does Thomas L. Friedman employ in “We’re No. 1 !” to engage the reader and convey his message effectively?
2. How does Friedman use comparative language and tone in “We’re No. 1!” to illustrate the decline of American values and highlight the adoption of these values by other nations, particularly India and China?
3. In the context of “We’re No. 1 !”, what role does organization play in the article, specifically in the paragraph discussing the values of free markets, education, access to capital, and the willingness to postpone gratification? How does this paragraph contribute to the overall argument of the article?

Introduction: “City of God”

One of the prominent challenges faced by Latin American countries, as depicted in works such as “City of God,” is the pervasive lack of education among the younger generation. This issue manifests with nearly 80% of children found roaming the streets, contributing to elevated crime rates in slum and urban areas. According to the World Bank (2002b), a significant percentage of the Latin American population, particularly those at or below the poverty line, resides in urban areas, making this a pressing concern.

Numerous documentaries, books, and movies, including “City of God,” have explored and portrayed the harsh realities of this situation. Based on a true story and set in Rio de Janeiro, the film vividly illustrates the violent, selfish, and desperate nature of individuals living in these impoverished urban environments. Rather than being in classrooms studying subjects like English Literature, Biology, Chemistry, or Physics, the movie depicts children wandering the streets, engaging in illegal activities due to the lack of educational opportunities.

While the narrative revolves around a young boy entangled in trouble from an early age, the film also sheds light on various other aspects. It portrays the challenging physical environment of the slums and urban areas, the surge in urban crime rates, the involvement of youth in criminal activities, the formation of gangs consisting of children, the absence of social and economic mobility within these areas, and the critical importance of education. The movie powerfully and honestly addresses these issues, emphasizing the need for effective solutions to uplift the younger generation in these marginalized communities.

Slums in “City of God”

In works such as “City of God” and various documentaries, books, and research articles on slums and urban areas, a recurring theme is the prevalence of violence. The environment in these settings is marked by selfishness and greed, where individuals are willing to go to any lengths to gain power and prominence. The narrative suggests that forming gangs and instilling fear among residents is seen as a means to attain a better life within the challenging conditions of the slums.

To establish dominance, gangs often resort to the use of guns, weapons, and drugs. Street children, facing high rates of unemployment and illiteracy, may either reluctantly get involved in illegal activities out of fear and desperation or choose this path intentionally as a way to improve their living standards. The resulting crime rates, along with social and economic instability, become pervasive issues in these areas. A critical concern, highlighted in the movie, is the alarming involvement of the younger generation in illicit transactions. Many children become involved in violent acts and criminal behavior at an early age, manipulated by gang leaders who exploit their naivety and innocence.

These children often find themselves trapped in a cycle of crime with no apparent way out. As they grow into adulthood, they may perpetuate this lifestyle by recruiting other children, leading to a vicious cycle of crime and exploitation that persists over generations. The portrayal of these harsh realities in “City of God” serves as a poignant commentary on the complex and challenging issues faced by the younger generation in slums and urban areas.

Economic and Social Movements: “City of God”

The limited economic and social mobility within slum areas creates an environment conducive for drug lords to operate with ease. In many Latin American countries, these slums and urban areas become the central hubs for drug dealers. The lack of economic opportunities and social progress within these regions makes them vulnerable to exploitation by those involved in the drug trade. Drug lords often establish control by paying substantial amounts to the police, ensuring their loyalty and cooperation.

Children found on the streets, whether orphans or simply homeless, become easy targets for drug dealers who trap them into a life of crime. The economic and social instability within these areas reaches critical levels, hindering any meaningful understanding of freedom and independence. The characters in “City of God” exemplify the struggles faced by those living in the slums, highlighting a violent nature born out of frustration due to extreme poverty and a perceived lack of alternatives. Additionally, leaders within the slums may demand the participation of residents in illegal activities, even against their will, further perpetuating a cycle of crime and exploitation. The movie vividly portrays the harsh realities and challenges faced by individuals in these marginalized communities.

The significance of education becomes glaringly evident when considering the circumstances depicted in movies like City of God. Providing these children with adequate education, sending them to quality schools, and enabling them to pursue higher education can be transformative. Education opens doors to better job opportunities, improved career prospects, and the possibility of breaking free from the confines of slum and urban areas permanently. By acquiring education, these children can aspire to secure better employment, ensuring the safety and stability of their families. Education serves as a powerful tool to break the cycle of poverty and offers a pathway toward a brighter and more promising future. The movie underscores the potential positive impact that education can have on the lives of individuals living in challenging and impoverished conditions.

ConclusionConclusion in an Essay: “City of God”

City of God, based on a true story, provides a vivid portrayal of life in slums and urban areas of developing countries. Even for those who have never experienced such environments, the movie effectively communicates the harsh realities of life in these regions. The pervasive lack of education, high illiteracy rates, and soaring unemployment contribute to an atmosphere of frustration. Street children, often orphans or those seeking refuge from difficult home conditions, are depicted facing challenging circumstances.

The narrative of the movie captures the essence of life in Latin American countries, showcasing the struggles and stories of individuals, particularly young boys, in these areas. It serves as a poignant representation of the broader challenges faced by communities grappling with poverty, crime, and limited opportunities. City of God, through its authenticity and storytelling, provides a window into the lives of those residing in slums and urban areas, fostering a deeper understanding of the complex issues they confront.

Works Cited: “City of God”

1. Mennel, Barbara. “Cities and Cinema.” London and New York: Routledge Taylor & Francis Group. Print. 28 Apr. 2022.
2. “World Bank.” World Bank. 2002. Web. 26 Apr. 2022.

Relevant Questions about “City of God”

1. How does “City of God” depict the challenges faced by individuals, especially young boys, living in slums and urban areas in developing countries?
2. In what ways does “City of God” highlight the impact of limited education, high illiteracy rates, and unemployment on the lives of the characters in the Latin American setting?
3. What role does the portrayal of street children in “City of God” play in conveying the harsh realities of life in the slums, and how does the movie suggest potential solutions or paths for improvement in these communities?

Introduction: Critique of “Letter from Birmingham Jail”

Critique of “Letter from Birmingham Jail” is ofletter written by Martin Luther King on April 16, 1963 to the eight clergymen to whom he addresses as his “Dear Fellow Clergymen” in the salutation of his letter to answer the letter they wrote for him. In this letter, Martin Luther King has concluded after reading this letter that his fellow clergymen have written him about two points: one they are opposing the direct action he is leading in Birmingham, and that they oppose “demonstrations by some of our negro friends”, because they feel that this is not justified in any way (“Public Statement by Eight Alabama Clergymen”). As they have not approved the direction action and demonstrations that Martin Luther King was leading in Birmingham, he wants to clarify the depth of the situation of segregation in Birmingham where it is more suppressing them the other areas in the South. Martin Luther King assumes that he is addressing white moderate people who are also advising him and his friends to exercise restraint and wait for the appropriate time. Based on these ground realities as well as assumptions, Martin Luther King uses all rhetorical devices of ethos, pathos, logos, figures of speech and various other supporting details to keeping his audience in loop and convey the message in best suitable manner.

Strategies in Critique of “Letter from Birmingham Jail”

As far as strategies are concerned, Martin Luther King has used almost all the classical devices as his strategies. He asserts his own leading role as his ethos. He has led various organizations and make the audience realize that he is now “President of the Southern Christian Leadership Conference” (King). He has said it because the clergymen have accused him to inciting hatred and violence. Therefore, it is importance to maintain his status as a president to inform them that he is not an uneducated and common fellow. Regarding ethos, James D. Williams argue that it comprises of “the character, the customs, the deeds, and the life, of those on who do the pleading” matters the most (350). King is a perfect example of ethos according to James Williams. He does this to make his audience realize that he is at the place of an authority. Secondly, he has extensively quoted Christian saints such as Apostle Paul, Jesus Christ, St. Augustine and others to bring home his audience. This shows that he is not the first person to speak about it and that he knows how to support his argument with authorities. He then compares the situation of the African American with that of the early Christians and even with the great Socrates. This is the use of logos where he supports his argument through comparison and contrast. Martin Luther King has also mentioned in his letter that the time is right, which means that he is using a classical device of kairos which is about the use of right time for an argument.

Pathos in Critique of “Letter from Birmingham Jail”

However, the most effective is the use of pathos or the use of emotions to attract his audience. This he has done in most of the parts in his letter moreover in one full paragraph by dilating how the kids feel about “when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six year old daughter why she can’t go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Fun town is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky, and see her beginning to distort her personality by developing an unconscious bitterness toward white people; when you have to concoct an answer for a five year old son who is asking: “Daddy, why do white people treat colored people so mean?”; when you take a cross county drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you” (King). This is the best use of pathos in which he arouses the emotions of his audience. Martin Lee Roy, while commenting on the use of rhetorical devices and strategies used by Martin Luther King, says that “The reader is forced to concede that serious injustices must be addressed without delay” (Roy). Besides this, he also uses figurative language to make his language beautiful and effective. For example, he uses a very powerful metaphor “There comes a time when the cup of endurance runs over, and men are no longer willing to be plunged over into an abyss of injustice”. These strategies have made his argument very strong and impactful.

Evidences in Critique of “Letter from Birmingham Jail”

Moreover, he has validated his strategies with relevant data and quotes. He has quoted not only Christian priests, fathers and laws but also Grecian sages such as Socrates and dictators such as Adolf Hitler to make his argument strong. Steven Lynn has beautifully summed up this ability of Martin Luther to find material and use quotes at an appropriate time and place in saying that “topics in a classical rhetoric are a bit like a search engine, pointing the speaker or writer to where material might be found” (77). In order to validate his strategy further, he quotes from statutes and laws citing the example of the Supreme Court Decision of 1954 which state that segregation at public places is illegal. Perhaps King is citing this to show the clergymen when they are urging others that a “cause should be pressed in the courts” (“Public Statement by Eight Alabama Clergymen”). Here Martin Luther King has compared this decision of the Supreme Court with their own opinion about seeking justice from the court to show the logic behind his action. It could also be a reference to forbidding King from holding protests as Michael Leff says that “the city’s attorneys obtained an injunction from the federal court forbidding King and others from sponsoring, encouraging, or participating in a demonstration” (Leff). However, the best validation has come through the use of rhetorical question which he has extensively used at various places such as “Why direct action? Why sit-ins, marches and so forth?” In fact, Martin Luther King has used these features to make his argument more convincing and attract the attention of the audience toward his argument.

Audience of Critique of “Letter from Birmingham Jail”

The audience for this piece are mostly the clergymen to whom he has addressed in the salutation. However, with them, he is also addressing the common African American people and the white moderates who are constantly making the African American activist to wait for a suitable time. Although it seems that Martin Luther King is addressing the common public in front of him, it is a fact that he is addressing all eight clergymen and responding to their arguments though S. Jonathan Bass says that the letter “seemed more like a sermon than a correspondence and was meant for a larger audience than those addressed” and those addressed are surely the clergymen who wrote him a letter (120). With them, he is addressing every other American who is a true Christian or a true American and believes in freedom, liberty and equality as pronounced in the Constitution. He has also addressed his black brothers who have worked with him for this movement and advised them to be non-violent in every way.

Conclusion: Critique of “Letter from Birmingham Jail”

In short, Martin Luther King has used various classical and recent strategies to make his arguments powerful. The power of his argument lies only in the use of strategies but validity and quotations from different sources and authorities to make his language powerful and effective. He has also used various linguistic features to make his argument convincing. Martin Luther King clearly knows not only his audience but also knows what to use to make his argument to target that audience. He has also made his language convincing by keeping the matter of time in mind that it is the right time to make his argument. It is because Martin Luther King has sensed that time the opportunity has arrived to take direct action after they follow the other three steps “collection of the facts to determine whether injustices exist; negotiation; self-purification” as he mentioned in his letter (King). That is why he has mentioned that direct action is now the right move to take in the protest against segregation in the United States in response to the pacifism that these eight clergymen are touting in their letter.

Works Cited: Argument Critique of “Letter from Birmingham Jail”

1. Bass, S. Jonathan. Blessed are the Peacemakers: Martin Luther King, Jr., Eight White Religious Leaders, and the “Letter from Birmingham Jail.” LSU Press. 2001. Print.
2. King, Martin Luther. “Letter from Birminghan.” UPENN. 16 Apr. 1963. https://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html. Accessed on 07 Jun. 2022. 
3. Leff, Michael. “ISSA Proceedings 2002 – Rhetoric and Dialectic in Martin Luther King’s ‘Letter From Birmingham Jail.” Rozenberg Quarterly. n. d. Web. http://rozenbergquarterly.com/issa-proceedings-2002-rhetoric-and-dialectic-in-martin-luther-kings-letter-from-birmingham-jail/. Accessed on 07 Jun. 2022.
4. Lynn, Steven. Rhetoric and Composition: An Introduction. Cambridge University Press. 2010.
5. Martin, Lee Roy. “Letter from Birmingham City Jail.” Masterplots, Fourth Edition, November 2010, pp. 1-2. EBSCOhost, //search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=103331MP420939820000649&site=ehost-live. Accessed on 07 Jun. 2022.
6. “Public Statement by Eight Alabama Clergymen.” Mass Resistance. http://www.massresistance.org/docs/gen/09a/mlk_day/statement.html. Accessed on 07 Jun. 2022.
7. Williams, James D. An Introduction to Classical Rhetoric: Essential Readings. John Wiley & Sons. 2009. Print.

Relevant Questions about Argument Critique of “Letter from Birmingham Jail”

1. How effectively does the author of the argument critique of “Letter from Birmingham Jail”? use strategies?
2. What specific examples and evidence does the critique employ to support its claims about the strengths or weaknesses in Martin Luther King Jr.’s reasoning and rhetorical strategies in the letter?
3. In what ways does the argument critique address the historical and social context surrounding “Letter from Birmingham Jail,” and how does this contextual analysis contribute to the overall evaluation of King’s arguments?

Introduction: The American Dream: Synthesis Essay

Dreams can be challenging to materialize, particularly those articulated in culturally abstract terms like the American Dream. However, when realized, they often manifest in expressions akin to the self-aggrandizement of Mr. Trump, who emblematically represented the American Dream by proudly declaring, “I don’t need anybody’s money,” as quoted by Bryce Covert in his article “Whose American Dream Flies?” published in The New York Times (A23). This prompts a significant inquiry into the true essence of the American Dream, identifying those aspiring to achieve it, and the means by which they seek its realization.

This inquiry leads us to the insights presented in Denene Millner’s article “A New B**ck American Dream,” which suggests that the American Dream encompasses more than the pursuit of vast wealth. Millner’s exploration unfolds a vision wherein this Dream signifies upward mobility for impoverished individuals, accompanied by aspirations for equality and enhanced opportunities that are currently elusive for many (A23). In essence, this Dream transcends mere affluence; it embodies a vision of cultural integration characterized by optimism, equality, and upward mobility from poverty, free from the shackles of hindrances.

Optimism in The American Dream

Indeed, optimism stands out as a crucial element of this concept, yet it alone does not constitute its entirety. Merely possessing optimism without any additional elements does not fulfill this dream. Bryce highlights this aspect when discussing Mr. Trump, noting his tendency towards “self-aggrandizement optimism,” wherein he showcases a lavish lifestyle and boasts about his wealth, creating an illusion of guaranteed “economic prosperity” for those who may be lazy bluffers (Bryce A23). However, this idea is more intricate; it involves additional factors such as hard work and perseverance, as emphasized by Bryce in the latter part of his article, particularly in the context of Mark Rubio’s experiences (A23).

Nevertheless, a challenge arises as people desire to realize their dreams without necessarily undergoing the struggles associated with hard work and perseverance. This presents a complex dynamic where individuals aspire for the American Dream but seek ways to achieve it without the accompanying challenges. Furthermore, for African Americans, the pursuit of the American Dream introduces an additional layer of complexity, specifically the quest for equality, highlighting a distinct challenge within this overarching dream.

Equality in The American Dream

Equality stands as a pivotal component of this idea, a promise embedded in the American constitution and way of life for its citizens. Nevertheless, beneath the surface, African Americans grapple with the harsh reality of institutionalized racism, as highlighted by Denene Millner in his article. Millner underscores that African Americans keenly feel the impact of this racism, prompting them to persistently advocate for equality, as evidenced by the unwavering demand from African-American parents (A23). This insistence on equality stems from the recognition that despite economic indicators suggesting upward mobility in terms of income, African Americans face considerable risks of slipping back into poverty or remaining trapped in impoverished circumstances due to racial segregation within American companies and institutions.

Therefore, within this context, equality takes on a nuanced meaning. It extends beyond mere egalitarian principles to encompass the assurance of equal opportunities for upward mobility on the economic ladder, acknowledging the systemic barriers that certain communities, particularly African Americans, confront in their pursuit of prosperity.

The American Dream: Term

The term “upward mobility” extends beyond the mere physical act of moving upward; rather, it signifies improvement in economic terms. Bryce articulates this concept as “economic mobility,” highlighting its stagnation over the past two decades. He critically evaluates Trump’s narratives about his wealth, dismissing them as a deceptive facade aimed at misleading voters, characterizing them as mere “self-aggrandizing” stories (A23). This underscores the notion that true upward mobility involves tangible economic progress rather than superficial claims.

Additionally, upward mobility encompasses the presence of opportunities, as expressed by Millner in the aspirations of African-American parents who desire a better life for their children, wishing for them to surpass their own experiences. This aspiration epitomizes the essence of upward mobility (Millner A23). In essence, it implies not only economic advancement but also the availability of opportunities unencumbered by “institutional barriers,” enabling individuals to enhance their careers, economic conditions, and overall life standards (Millner A23).

Conclusion: The American Dream

In short, it is not encapsulated by one or two isolated elements associated with a prosperous life. It transcends the superficial narrative of economic prosperity and wealth portrayed by figures like Mr. Trump. Instead, the American Dream embodies the principle of equal opportunities for all, extending to African Americans and providing avenues for individuals to enhance their lives through hard work and perseverance. Millner’s article highlights the financial challenges faced by his parents and himself, emphasizing the importance of equal opportunities as a fundamental aspect of the American Dream. Therefore, the concept of the American Dream is a holistic idea, encompassing everything that a well-structured social order can offer to enable individuals to become exemplary members of the United States society.

Works Cited:

1. Covert, Bryce. “Whose American Dream Flies?” New York Times, 3 Mar. 2016, p. A23(L). Global Issues In Context,
   http://link.galegroup.com/apps/doc/A444896563/GIC?u=aur58810&sid=GIC&xid=612d27b1. Accessed 10 June 2022.
2. Millner, Denene. “A New Black American Dream.” New York Times, 2 Apr. 2018, p. A23(L). Global Issues In Context, http://link.galegroup.com/apps/doc/A532882890/GIC?u=aur58810&sid=GIC&xid=ed248025. Accessed 10 June 2022

Relevant Questions

1. How does the synthesis essay navigate and reconcile various perspectives on the concept of the American Dream, incorporating diverse sources and viewpoints to build a comprehensive understanding?
2. In what ways does the synthesis essay evaluate the evolution of the American Dream over time, considering historical, cultural, and socioeconomic factors, and how does it address differing interpretations of the Dream in different periods?
3. What role does critical analysis play in the synthesis essay, particularly in assessing the validity and credibility of sources, and how does the essay present a cohesive and well-supported argument about the nature and attainability of the American Dream?

Introduction: “The Allegory of the Cave” by Plato

A simple reading of Plato’s article “ The Allegory of the Cave” has served three purposes. The first one is that I have gained a firm grip over its themes, such as light and darkness, types of morality (lower or higher), and the rise and fall in moral values. The focal point in my mind when reading Plato was to appreciate his presentation of a philosophical point through an allegorical narrative that could not be easily reversed and to comprehend the myth he conveyed in this piece. While a few concepts that he expounded upon in this article posed serious challenges for me, several others proved quite manageable. The article, in fact, is a protracted allegory that presents different facets of the reality we tend to perceive and believe in. The story narrated in this article tells us about a cave where the prisoners were chained in such a way that they could only look at the front wall. Upon further understanding, I realized that Plato had two major points to explain: the first is the imaginary tale of the prisoners he presented here, and the second is his philosophy conveyed in this allegory.

Cave in “The Allegory of the Cave” by Plato

Moreover, the article introduces the term “Cave” with several layers of meaning. Initially, darkness envelops this cave when prisoners are instructed to be chained within it. According to the narrative, they were restrained on the floor in a manner that restricted their view to only the front wall; turning their heads was an impossibility. Puppeteers were strategically positioned behind a parapet, casting shadows on the wall that faced the prisoners. While the prisoners observed these shadows on the front wall, their inability to turn around rendered this their sole perceptible reality. Essentially, it represented one side of the coin, as they remained oblivious to what lay behind them.

However, the article does not explore into the prisoners’ perspectives; instead, it unfolds the dialogue between Socrates and Glaucon, the latter being Plato’s brother. From their conversation, it becomes evident that what the prisoners perceived as reality through the shadows was an illusion. Their restricted viewpoint prevented them from seeing the truth on the other side. The allegory thus raises profound questions about perception, reality, and the limitations of human understanding.

Conversation in “The Allegory of the Cave” by Plato

Socrates revealed during his conversation that the puppeteers utilized wooden objects to cast shadows, and the prisoners, in turn, accepted these shadows as their reality. The underlying purpose of portraying this act of shadow-watching is to prompt contemplation on the notion that what we observe and comprehend from birth may constitute only one facet of reality, and it could be flawed. Our comprehension, therefore, hinges on the precision of our perception and influences how we confront reality.

In the narrative, a pivotal moment occurs when one of the prisoners is liberated and exposed to the true source of the shadows, which they had mistaken for reality. Astonishingly, he rejects this newfound reality and expresses a desire to return to the familiar shadows, rejecting the authenticity that shattered his previous illusions. This poignant moment illustrates the other side of the coin, emphasizing the discomfort and resistance individuals may experience when confronted with a reality that challenges their established perceptions. Plato’s allegory serves as a profound exploration of the complexities inherent in the human experience, shedding light on the challenges of embracing a fuller understanding of reality.

Reality in “The Allegory of the Cave” by Plato

The third insight gained from my reading is the recognition that comprehending reality requires three essential elements. Firstly, the ability to see, facilitated by our eyes; secondly, the existence of an object that we wish to observe; and thirdly, the presence of light, which could manifest as sunlight, a bulb, or even a candle. The absence of any of these elements renders the understanding incomplete. Plato, through the experience of the freed prisoner, seeks to convey that individuals might resist acknowledging a new reality, clinging to old perceptions they have come to realize are erroneous. In essence, freedom lacks true meaning unless it aligns with the same perception of reality.

Moreover, Plato introduces the concept of “turning around,” signifying the act of perceiving what lies on the other side or the alternative reality that exists beyond our initial perceptions. This concept urges individuals to embrace and accept an unfamiliar reality, one they may never have imagined. It underscores the transformative nature of expanding one’s understanding and confronting realities that may challenge preconceived notions, demonstrating the depth of Plato’s philosophical exploration in the Allegory of the Cave.

Conclusion: “The Allegory of the Cave” by Plato

The “Allegory of the Cave” unfolds a narrative structured as a model, guiding us toward a profound understanding of our cognitive processes. It serves as a metaphorical representation that elucidates the power of our minds, innate since birth, which we employ to perceive our surroundings. However, as time unfolds and we undergo a gradual process of maturation, our comprehension of reality evolves. The allegory suggests that our mental capacities are dynamic, influencing how we perceive and interpret the world as we develop new insights and perspectives about the objects and phenomena that surround us. In essence, it underscores the transformative nature of human consciousness and the continual quest for a more nuanced understanding of the realities we encounter throughout our lives.

Works Cited: The Allegory of the Cave” by Plato

Plato, By. The Allegory of the Cave. Brea: P & L Publication, 2010.

Relevant Questions about “Allegory of the Cave” by Plato

1. How does Plato’s “The Allegory of the Cave” illustrate the concept of enlightenment and the journey from ignorance to knowledge?
2. In “The Allegory of the Cave,” what is the significance of the shadows on the cave wall, and how do they relate to Plato’s theory of Forms and the nature of reality?
3. How does the role of the philosopher-king, as discussed in Plato’s “The Allegory of the Cave,” contribute to the idea of governance and leadership in a just society, and what qualities does Plato attribute to the enlightened ruler?

Introduction: Race and Ethnic Relations: Chapter-7 Review

This chapter of the book “Race and Ethnic Relations: American and Global Perspectives” by Martin N. Marger provides a detailed depiction of African-Americans in the American context, delineating them as a minority distinct from other immigrants, marked by profound imprints of two centuries of slavery and racial segregation across various aspects of life. Marger conducts a thorough examination of the population, ethnic diversity among new immigrants, demographic patterns of African Americans in different U.S. states, their economic status, reasons for poverty, educational implications and consequences, as well as political and financial power. The chapter also delves into modern nuances of segregation through popular surveys, presenting detailed statistics and charts.

Marger further discusses legislative and social efforts aimed at integrating African Americans into the white population, examining their failures, the reasons behind these failures, and the transformations that have occurred in racial attitudes. The chapter also includes self-reflections from the African-American community. It not only presents demographic patterns but also explores detailed aspects of racial segregation, assimilation efforts, and their outcomes.

Demography and Race and Ethnic Relations

Regarding demographic patterns, Marger observes a diverse b**k community, including a significant portion of the original African-Americans and an immigrant population from Jamaica, Haiti, and other African communities that are not considered part of the African American category. Initially concentrated in the Southern states, this community migrated from the “rural South to the urban North” during the first decades of the previous century (Marger 181). This migration trend fluctuated with economic shifts, and eventually, most African Americans established their communities in urban areas. Presently, nearly every major American city has an African-American ghetto, or multiple ghettos. As an example, Marger cites the New York Metropolitan area, housing more than “10 percent of the total b***k population” (182). In essence, he suggests that urban areas provided the community with better opportunities for economic survival, serving as a major incentive for their migration to urban centers. I agree with this perspective, given that Marger supports this argument with credible research surveys from sources such as Pew and Gallup, along with several other research studies. The situations observed in various U.S. cities also align with Marger’s views.

Economic Status and Race and Ethnic Relations

Marger extensively examines the major reasons, starting with the economic status of the African American community. He argues that their history of slavery has contributed to their persistently low financial position, which continued until the recent past. This financial status was further sustained by “a system of direct and intentional discrimination,” with Marger attributing responsibility to the white population (182).

While economic status rose in four different patterns, marked by an increase in b**k household income and the emergence of different classes, poverty remained a significant factor in perpetuating the disadvantaged status of the poor within the community. Marger notes that although wealth increased in some b**k families, the overall percentage of wealthy blacks remained relatively low, even with a sharp increase during the 1990s. He emphasizes that the rise in occupational income and increased educational opportunities elevated the status of different classes within the African American community. For instance, he highlights that white-collar jobs, which accounted for only 6% in 1940, increased to 23% in 1970. Similarly, educational levels experienced a notable surge during the 1990s (190).

Presenting the Wilson Thesis concerning class or race, Marger argues that class factors still dominate the marginalization of the African American community, creating three distinct classes, including the poor within these classes. Regarding societal power, Marger contends that despite African Americans attaining political power, even reaching the presidency, they continue to face marginalization through residential discrimination, the formation of b**ck ghettos, and the perpetuation of stereotypical impressions portraying them as poor, violent, lazy, and boorish. While Marger acknowledges changes in the pattern of discrimination, he asserts that stereotypes persist within both white and b**ck communities, manifesting as dominative and aversive racism, laissez-faire racism, or color-blind racism (202). Marger’s perspective is accurate, and I concur with him that racial segregation has evolved but remains embedded in the mental makeup of both communities.

Assimilation and Race and Ethnic Relations

 Efforts toward assimilation and the patterns of reverse assimilation, structural assimilation, and social assimilation have persisted, giving rise to challenges rooted in the issue of skin color, an inherent characteristic. Drawing upon various studies, Marger asserts that in cultural assimilation, the African American community has developed its own distinctive culture, linguistic style, and music. In terms of structural assimilation, the U.S. Government has implemented various legislative and administrative reforms to integrate this significant segment of the population into American society. Marger refers to the inequalitarian pluralistic model, indicating that this model continues to be applied to this ethnic group, often labeled as “internal colonialism” by social scientists (207).

Despite these concerted efforts, the visibility of African Americans persists due to their natural skin color, an acknowledgment made by the community itself. It remains an undeniable truth that African Americans are present in every facet of life, leading to the emergence of stereotypical images whenever a b**ck individual is encountered. Consequently, I concur with the notion that despite assimilation efforts, the visibility of African Americans endures in the social fabric of the United States.

Conclusion and Opinion about Race and Ethnic Relations

In summary, the issue of racial segregation for b**ck African Americans has persisted since the era of slavery, spanning nearly two centuries. This enduring situation is rooted not only in the marginal status of the community itself but also in the resistance from the dominant white class. The social, financial, and educational disadvantages faced by the b**ck community have further contributed to the perpetuation of racial segregation. Marger’s statistical evidence supports the argument that despite legislative and administrative interventions, racism has evolved into different forms. Despite assimilation efforts, the visible manifestation of racial discrimination remains evident in the color of the community.

In my overall assessment, the chapter takes a comprehensive view of the African American community, distinguishing it from other b**ck immigrants. It effectively addresses the longstanding problem of racial segregation, exploring the roles of economy, education, social structures, and industrialization, along with government measures and assimilation challenges. I find it to be a well-crafted chapter that presents a segregated community’s problems, underlying reasons, and its assimilation alongside new challenges. I concur with Marger’s perspective that these issues are likely to persist in the foreseeable future due to the skin color of the community.

Reference: Race and Ethnic Relations

1. Marger, N. M. (2009). Race and Ethnic Relations: American and Global Perspective. 8^th Ed. Wadsworth CENGAGE Learning.

Relevant Questions: Race and Ethnic Relations

1. How does Marger in “Race and Ethnic Relations: American and Global Perspective” address the impact of historical factors on contemporary race and ethnic relations, particularly in the United States?
2. In the context of the global perspective presented by Marger, what key insights does the book offer regarding the similarities and differences in race and ethnic relations across various countries and regions?
3. How does Marger explore the concept of intersectionality in the context of race and ethnic relations, considering factors such as gender, social class, and other identity markers?

Introduction: Absence of Discourse in College Education

Although schools and colleges intend to prepare students for ideal literacy, the existing practice is far from the ideal due to the absence of discourse in college education. Theodor Sizer, while highlighting eight principles of learning and “The Seven Cardinal Principles of Secondary Education,” argues that “Americans agree on the goals for their higher learning,” but all the words such as literacy, ability, knowledge, self-knowledge, social ethics, etc. “beg definition” (264). David Barton and Mary Hamilton call literacy a “social event” best defined through literacy practices, context, and texts (248). Mezirow calls it the US and Australian governments’ goals of “key competencies,” such as information analysis, problem-solving, and judgment, etc. (270). Barry Alford calls it critical literacy (281), while W. J. Reeves says that education or literacy in college means being culturally aware, and this process of “Becoming culturally aware involves change, and change is frightening” for the students for which they are not prepared (342).

According to the above quotes from these renowned educationists, American schools as well as colleges have well-defined objectives. However, the problem lies not only in the implementation of these objectives in the real context but also in clarifying these objectives to the students. The result is often a complete or partial failure in the fulfillment of the real objectives. The major problem is that real learning does not take place, which includes making the students good critical writers, good individuals, autonomous thinkers, knowledge seekers, decision-makers, problem solvers, and independent individuals.

This poses a problem, as discourse rarely takes place. The students are to amalgamate into the social fabric following their exit from college life after graduation, but they rarely prepare for this during their stay in college. Therefore, in such a situation, the real problem arises in all aspects of learning, from critical thinking skills or literacy to autonomous thinking, problem-solving, and independence of mind.

Absence of Discourse in College Education

In the realm of critical literacy, discourse plays a crucial role. Discourse, understood as a form of dialogue, holds significant importance in literacy. Unfortunately, meaningful dialogue is a rare occurrence within the educational system, with only a few top colleges and universities facilitating it. Theodore Sizer, while narrating the schedule of a school-going boy named Mark, contends that in Mark’s tightly packed schedule, there is minimal opportunity for meaningful discussions with tutors, highlighting a systemic issue prevalent across the entire United States. Sizer describes this as a disparity between “one of words and the other of practice” (263). The problem, according to Sizer, lies in the lack of clarity regarding the real objectives of going to school for students like Mark. The mere rhetoric of objectives does not address the issues faced by students dealing with “restlessness in school,” where some students are merely passing time (263). Sizer argues that there is a lack of rationale behind this practice, as it fails to contribute to the development of a “whole person” (266).

Sizer further contends that the absence of discourse or dialogue is a significant factor contributing to this issue, stating that “the opportunity of teachers to challenge students’ ideas in a systematic and logical way is limited” (266). However, discourse does not occur in isolation; it happens within a social context. Barry Alford supports this idea, emphasizing the importance of including student voices in the classroom, echoing Ira Shor’s perspective, even in issues related to composition (280). The ultimate objective is to foster critical thinking skills among students.

Reason of Absence of Discourse in College Education

Barry Alford’s argument revolves around the idea that students’ notions must be challenged to prevent their thinking from stagnating. Without such challenges, students are less likely to become analytical thinkers or effective problem solvers. The absence of engagement with boundaries and a reluctance to challenge accepted notions hinder the development of critical thinking skills, as students fail to question what is deemed acceptable (281).

This situation poses a challenge for teachers and professors, as critical thinking and problem-solving are fostered within a discourse that constitutes a literacy event, expressed either verbally or through written texts. According to David Barton and Mary Hamilton, literacy is a “set of social practices” observable in events mediated by written texts (248). While they expand the definition to encompass social, cultural, political, and financial aspects, problems arise when these dimensions shift with the changing power structures and institutional demands, diluting the real educational objectives. Despite the occurrence of rituals like receiving a graduation certificate, Sizer argues that genuine learning, encompassing various facets, seldom occurs, stating that “One certainly does not learn these things merely from lecturers and textbooks” (266).

The question then arises: How is real learning achieved? The answer points to the identified problem of the absence of dialogue or discourse within the social structure of colleges and schools, influenced by various external factors and ulterior motives.

Agent of Change: Absence of Discourse in College Education

This implies that the essence of this discourse or agent of change is communicative. Jack Mezirow, presenting his theory of Transformative Learning, argues that true learning occurs when two conditions, “habits of mind and point of view,” undergo a change (269). Quoting Habermas, he asserts that various ways of learning exist, such as impressionistic and normative, but the most crucial is communicative learning, involving the engagement of two individuals in a dialogue to reach a consensus (269). However, the recurring issue is the infrequency of such occurrences in schools and colleges, as Theodore Sizer has emphasized in his article, stating that dialogue is “strikingly absent” from the school context (266).

Mezirow underscores this same problem, which acts as a hindrance to communicative learning. He believes that the ultimate goal of all U.S. literacy objectives is to develop autonomy in individuals. However, he notes that the path leads back to discourse, which he describes as a disposition “necessary to become critically reflective of one’s assumptions and to engage effectively in discourse to validate one’s belief” (271). Without the engagement of discourse or, more aptly, dialogue, this disposition cannot be attained. Consequently, autonomy, not to mention other analytical, problem-solving, and decision-making qualities in students, remains elusive.

Conclusion: Absence of Discourse in College Education

Effective discourse is essential to address the literacy crisis in schools and colleges. However, the challenge lies in identifying this discourse, as the objectives of educational institutions, framed within the concept of “thorough and efficient education,” are expressed in terse and abstract language that requires further definitions and elaborations, as noted by Sizer and Barton & Hamilton (261, 247). This highlights a significant lack of connection “between stated goals, such as those of the California high school … and the goals inherent in school practice” (Sizer 266). Bridging this gap in goals necessitates a discourse between students and teachers, which is the true objective of the academic world.

Barry Alford emphasizes the importance of this discourse, which he terms as community discourse or discourse within the student community, aiming to facilitate the learning of critical literacy (281). The rationale behind these community discourses and teacher-student dialogues is multifaceted, as teaching and learning do not occur in isolation. Jack Mezirow contends, “We learn together by analyzing related experiences of others to arrive at a common understanding that holds until new evidence or arguments present themselves” (269). Addressing the issue of effectiveness, he asserts that it occurs only when there is no coercion, equal opportunity, critical reflection of assumptions within the context, and a willingness of speakers and listeners to engage empathetically and listen to each other (272). However, since this ideal condition is not prevalent, the natural consequence is the absence of discourse, which lies at the heart of the problem hindering genuine literacy development in schools and colleges in the United States.

Works Cited: Absence of Discourse in College Education

1. Alford, Barry. “Freirean Voices, Student Choices.” Pedagogy 2.1 (2002): 115-117. Project MUSE. Web. 9 Jul. 2022. <https://muse.jhu.edu/>.
2. Barton, David & Mary Hamilton. Local Literacies: Reading and Writing in One Community. Routledge. 1998. 6-13. Print.
3. Mezirow, Jack. “Transformative Learning: Theory to Practice.” New Directions for Adult and Continuing Education 74. (1997). 268-274. Jossey-Bass Publishers. Web. 09 Jul. 2022.
4. Reeves, W.J. What and Who is College For? College Isn’t For Everyone.” USA Today. May 2003. Web. 09 Jul. 2022.
5. Sizer, Theodore. Horace’s Compromise: The Dilemma of the American High School. New York. Houghton Mifflin Company. 2004. Print. 260-267.

Relevant Questions about Absence of Discourse in College Education

1. How does the absence of discourse in college education impact critical thinking skills among students?
2. What are the potential consequences of a lack of discourse in college education on the development of students’ communication and collaboration abilities?
3. How does the absence of open and diverse discourse in college settings affect the cultivation of a well-rounded and informed perspective among students?

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?