Education Is More Important Than Ever Essay - 1831 Words

In today’s world, education is more important than ever. With all the competition out there, a high school degree means basically nothing and a four year college degree is only average. Employers want employees with graduate degrees and so forth. Sadly, todays students are debating whether or not the cost of college is worth it because graduates are graduating into a world with no employment available. Government should pay half of every student’s college tuition with no strings attached so that graduates and the economy of America could have a brighter future without being saddled in debt. College is an experience that every kid should be able to experience whether they stay home or dorm. College gives you the chance to be independent, explore your interest, meet new people, join clubs, get involved, learn decision making skills, how to study properly, and most importantly learn how to mange time wisely. A college education teaches you advanced knowledge and skills tha t you cant learn in high school. In college you are able to explore a number of different fields, subjects, professions, and even ones you ve never heard of before. In college you are able to get a college degree, go onto higher degrees, and even become a professional in whatever field of study you desire. Most importantly, without a college education it is hard to get a good job. Most jobs as an adult require a colleges degree or higher. For future success and â€Å"higher lifetime earnings† (Higher EducationShow MoreRelatedEducation Is More Important Today World Than Ever Before1446 Words   |  6 PagesPart 1- Introduction and Description of Program Education is more important in today’s world than ever before. In September of 2010, a new program was implemented across Ontario to give students a stronger start in school and life. This program is called Full day kindergarten, it was designed to help support early learning as well as contribute to Ontario’s long-term economic competitive advantaged. (edu.gov.com) George Vanier Catholic School has run this program since its implementation in 2010Read MoreEducation : A New Social Order For A Better Society And World Is More Important Than Ever Before Essay1421 Words   |  6 PagesSocial reconstructionism became a popular philosophy of education beginning in the 1920s and 1930s when George Counts was dissatisfied with the events occurring throughout the United States (Grant Gillette, 2006). In today’s society I believe that using education to create a better society and world is more important than ever before. Currently, there are many marginalized groups that face countless issues every day. These issues begin as young as elementary school which is why I will use myRead MoreA High School Diploma Is No Longer Enough To Ensure Success1481 Words   |  6 Pageshigh school education are, as time goes by, more and more likely to be automated or sent overseas. Even college degrees sometimes fail to secure their holders a solid career. Technology keeps advancing, and as it pushes forward, many workers look to education to stay relevant. Thomas Friedman, New York Times journalist and author of â€Å"The World Is Flat†, says ...its not only what you know but how you learn that will set you apart. Because what you know today will be out of date sooner than you thinkRead MoreBeauty Over Education, Or Education Over Beauty?1676 Words   |  7 Pages Beauty Over Education, or Education over beauty? It was the year, 2065, and people always focused on their looks, and not enough focused on education. It’s like all they care about is being beautiful, instead of trying to learn. They were too concerned about learning how to be prettier, and not at all concerned about education. I mean, as they get older, they re going toRead MoreChildren Should Be A Strict Dress Code Or Sexist? Essay1327 Words   |  6 Pagesbelief that males should be superior to females in every day life; especially in education. At many co-ed schools, females are at a disadvantage when it comes to learning. Whether it be a strict dress code or sexist teachers and administration, girls grow up believing that a boys education is more important than her own. For quite a while, there has been a bitter mentality that boys are somehow more important than girls. It started out with only boys being allowed to go to school while girls stayedRead MoreArt Classes Are More Important Than We Think. Sindie Hedge.1502 Words   |  7 Pages Art Classes Are More Important Than We Think Sindie Hedge Liberty University Abstract This paper is a critique of â€Å"Art for our Sake: School Arts Classes Matter More than Ever- But Not for the Reasons You Think,† by Ellen Winner and Lois Hetland. The main purpose of this paper is to inform people about the importance of art classes and how they can positively impact a young student’s life, it also examines why art classes are beneficial to the educational system. To have a betterRead MoreBeauty Over Education, Or Education Over Beauty?1676 Words   |  7 Pages Beauty Over Education, or Education over beauty? It was the year, 2065, and people always focused on their looks, and not enough focused on education. It’s like all they care about is being beautiful, instead of trying to learn. They were too concerned about learning how to be prettier, and not at all concerned about education. I mean, as they get older, they re going toRead MoreShould We Pay A House?1626 Words   |  7 PagesPeople always focused on their looks and not enough focused on education. It’s like all they care about is being beautiful instead of trying to learn. They were too concerned about learning how to be prettier, and not at all concerned about education. I mean, as they get older, they re going to have to know about things to get a job. They also need to know what to do in the future, for example, when they become an adult,Read MoreWhat Is My Educationa l Philosophy?890 Words   |  4 Pagesphilosophers in education this semester, I have come to agree and disagree with a lot of different ideas. If I had to only pick one philosopher and their ideas I wouldn’t be able to. I don’t really have any fresh or original ideas on education. I would have to say my philosophy is a mixture between all the different philosophers and things I have learned this semester in class and things that were self-taught. When trying to answer the question â€Å"What should be the guiding purpose of public education?† I figuredRead MoreWhy College Education Is Important to Me839 Words   |  4 PagesWhy College Education is Important to Me Patty Murray said â€Å"A good education means learning to read, write and most importantly learn how to learn so that you can be whatever you want to be when you grow up.† Getting a college education will help open so many doors and give me opportunities to better myself, and provide me with a more successful life that I can be proud of. In today’s society it is hard to get a good job or have a stable career without first getting a college degree. A college

The Victims Of The Holocaust - 1005 Words

Kitty Hart-Moxon recalls, â€Å"Arrival in Auschwitz is a defining moment in your life. The doors open, you are thrown out, greeted by barking dogs, screaming figures with whips, a stench of burning flesh and a glow of fire† (Harding). Hart-Moxon’s vivid memories of violence stayed with her a lifetime. If a person was fortunate to survive the agony of the Holocaust, one was left battered, broken, and in most cases asking why. Although the Jews, political dissidents, homosexuals, and other groups targeted by the Nazis will never get their lives back, they can gain some solace from identifying the perpetrators of the Holocaust and using that knowledge to ensure it never happens again. Many people share the burden of the crimes committed during the Holocaust, yet the three groups that can be allotted the most blame are top SS officers who planned the mass exterminations, the citizens of Germany who voted for and supported Hitler, and minor SS officers who carried out day -to-day duties. Out of all the parties that are in some way responsible for the Holocaust, the top SS officers to planned and create the means to the Final Solution are the most responsible because their cruelty shows meticulous planning and a genius that few others could have achieved. For instance, according to the USHMM, â€Å"In the autumn of 1941, SS chief Heinrich Himmler assigned German General Odilo Globocnik (SS and police leader for the Lublin District) with the implementation of a plan to systematicallyShow MoreRelatedThe Victims Of The Holocaust836 Words   |  4 PagesHowever, one of the most infamous genocides to occur was the Holocaust. The Holocaust was the â€Å"massive destruction of European Jewry during World War II, when millions were systematically persecuted and exterminated solely because of their social, cultural, ethnic, or religious characteristics† (Barel, Van Ijzendoorn, Sagi-Schwartz, Bakermans-Kranenburg). Contrary to popular belief, Jews were not the only gr oup targeted in the Holocaust, as five million more lives were taken in groups other than theRead MoreThe Victims Of The Holocaust1467 Words   |  6 PagesEventually, this can result in moral exclusion and these people are typically viewed as inferior, evil, or criminal.ï ¿ ½ In the holocaust, the Jews, in the eyes of Nazis, are a group of people that do not deserve moral consideration.ï ¿ ½ The Holocaust affected the lives of millions because of the hate inside of one certain group of people: the Nazi s.ï ¿ ½ The victims of the Holocaust provide an excellent example of individuals who suffered from the torment of this psychological process as, for a variety ofRead MoreThe Victims Of The Holocaust1073 Words   |  5 Pages Many victims of the Holocaust, regardless of race, endured the same unethical punishment for having what the Nazi’s believed to be wrong beliefs. Though Jewish people were the main target by the Nazi’s, groups such as homosexuals, Gypsies, and Jehovah’s Witnesses were also targeted. Locations that these people were imprisoned in varied from prisons to killing camps. There were multiple concentration camps, but certain ones had a greater importance due to their location, such as Sachsenhausen andRead MoreThe Victims Of The Holocaust Essay1896 Words   |  8 PagesFrom the holocaust in Germany to the Rape of Nanking to countless other genocides and mass murders, humans seem to be more than willing to completely disregard the ideals they seek in a fair government and strip groups of humans of their most fundamental human right- the right to live. Although it is easy to attribute the organization of mass killing to a few evil or extraordinary individuals, these complex events need the support of entire nations of people. As history has shown, groups of peopleRead MoreThe Forgotten Victims : The Holocaust1450 Words   |  6 Pages The Forgotten Victims: The Consideration of Gay Victims of the Holocaust as Sufferers of Genocide Yasmina Lawrence CHG 381 P. Spitzer Friday June 3rd, 2016 During the reign of the Third Reich, the symbolization of the pink triangle was used to identify the thousands of gay prisoners who were sent to extermination camps under Paragraph 175, the law that criminalized homosexuality between men. Researchers say that an estimated 5,000 to 15,000 gay men died in these camps, however this figureRead MoreUndisclosed Victims of the Holocaust 774 Words   |  3 PagesUndisclosed Victims of the Holocaust When Germany was defeated in World War I by Britain and France they were forced to sign the Treaty of Versailles, which proclaims Germany to be responsible for all reparations of the War. It was easy for Hitler and his Nazi party to blame the wealthy Jews for not offering enough money to the country, but his anti-Semitism was completely aimed towards the Jews. By the end of 1920, the Nazi party had about 3,000 members according to A Teacher’s Guide to the HolocaustRead MoreVictims of Persecution and Muder in the Holocaust854 Words   |  3 PagesWhen the single word of holocaust is mentioned, it reminds us of the horrible genocide that took place. Many people in our world today are aware that the Jewish race was a major target in the holocaust, but what about the others who played a role in persecution? Even though the Jewish population is known to be the main victims of persecution and gruesome murder under the Nazi regime, it is not much mentioned of the others who took p art in genocide. According to the Holocaust Encyclopedia, during theRead MoreThe Holocaust: Non-Jewish Victims884 Words   |  4 Pagescountry be dominant in a political sense, but that his ‘perfect race’, the ‘Aryans,’ would be dominant in a cultural sense. His steps to achieving his goal came in the form of the Holocaust. The most well known victims of the Holocaust were of course, the Jews. However, approximately 11 million people were killed in the holocaust, and of those, there were only 6 million Jews killed. The other 5 million people were the Gypsies, Pols, Political Dissidents, Handicapped, Jehovah’s witnesses, Homosexuals andRead MoreThe Little Known Victims of the Holocaust Essay795 Words   |  4 PagesThe Little Known Victims of the Holocaust Many people look back on the Holocaust today and realize that so many abysmal and hideous things happened. The genocide of the Jews is known but what may be less well documented is Hitler’s design to eradicate all groups other than the blue-eyed, fair-haired Aryans. So many of them were forgotten and just pushed in with the major race of the Jews, who were said to be unworthy of life. The people were not ready, nor expecting to be forced into such an egregiousRead MoreEssay on The Mischlinge: The Forgotten Victims of The Holocaust2506 Words   |  11 PagesThose of half and quarter Jewish descent remain largely forgotten in the history of the Third Reich and genocide of the Holocaust. Known as Mischlinge, persons of deemed â€Å"mixed blood† or â€Å"hybrid† status faced extensive persecution and alienation within German society and found themselves in the crosshairs of a rampant National Socialist racial ideology. Controversially, these people proved somewhat difficult to define under Nazi law that sought to cleave the Volk from the primarily Jewish â€Å"other†

Theory of Multiple Intelligences free essay sample

The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities[disambiguation needed], rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication. The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardners theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory. [1] The multiple intelligences Gardner articulated several criteria for a behavior to be an intelligence. [2] These were that the intelligences: 1. Potential for brain isolation by brain damage, 2. Place in evolutionary history, 3. Presence of core operations, 4. Susceptibility to encoding (symbolic expression), . A distinct developmental progression, 6. The existence of savants, prodigies and other exceptional people, 7. Support from experimental psychology and psychometric findings. Gardner believes that eight abilities meet these criteria:[3] * Spatial * Linguistic * Logical-mathematical * Bodily-kinesthetic * Musical * Interpersonal * Intrapersonal * Naturalistic He considers that existential and moral intelligence may also be worthy of inclusion. [4] The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence[5] Logical-mathematical This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. [citation needed] Logical reasoning is closely linked to fluid intelligence and to general ability. [6] Spatial Main article: Spatial intelligence (psychology) This area deals with spatial judgment and the ability to visualize with the minds eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. [citation needed] Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence. Linguistic This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. [citation needed] Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. [citation needed] Verbal ability is one of the most g-loaded abilities. [7] Bodily-kinesthetic Main article: Kinesthetic learning The core elements of the bodily-kinesthetic intelligence are control of ones bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e. g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory, drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory. Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence. [8] Musical Further information: auditory learning This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc jockeys, orators, writers and composers. Research measuring the effects of music on second language acquisition is supportive of this music-language connection. In an investigation conducted on a group of elementary-aged English language learners, music facilitated their language learning. [9] Gardners theory may help to explain why music and its sub-componenets (i. e. , stress, pitch, rhythm) may be viable vehicles for second language learning. Interpersonal This area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people [10] Interpersonal intelligence means that you understand what people need to work well. Individuals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors and social workers. [11] Intrapersonal This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy. Naturalistic This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners. Existential Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an existential intelligence may be a useful construct. [12] The hypothesis of an existential intelligence has been further explored by educational researchers. [13] Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists, psychologists and philosophers. Use in education Gardner (1999) defines an intelligence as ‘‘biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture’’ (pp. 33–34). According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way. [14] Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests (given to about 1,000,000 students each year)[citation needed] focus mostly on logical and linguistic intelligence. Upon doing well on these tests, chances of attending a prestige college or university increase, which in turn creates contributing members of society (Gardner, 1993). While many students function well in this environment, there are those who do not. According to Helding (2009)[15], Standard IQ tests measure knowledge gained at a particular moment in time, they can only provide a freeze-frame view of crystallized knowledge. They cannot assess or predict a person’s ability to learn, to assimilate new information, or to solve new problems, (pp. 196). Gardners theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical ntelligence. It challenges educators to find ‘‘ways that will work for this student learning this topic’’ (Gardner, 1999, p. 154). Many teachers[who? ] see the theory as simple common sense. Some[who? ] say that it validates what they already know: that students learn in different ways. The challenge that this brings for educators is to know which students learn in which ways. On the other hand, James Traubs article in The New Republic notes that Gardners system has not been accepted by most academics in intelligence or teaching. Gardner states that, ‘‘while Multiple Intelligences theory is consistent with much empirical evidence, it has not been subjected to strong experimental tests. . . Within the area of education, the applications of the theory are currently being examined in many projects. Our hunches will have to be revised many times in light of actual classroom experience’’ (Gardner, 1993, p. 33). George Miller, the psychologist credited with discovering the mechanisms by which short-term memory operates, wrote in The New York Times Book Review that Gardners argument boiled down to hunch and opinion (p. 20). Gardners subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardners work. Most people who study intelligence view M. I. theory as rhetoric rather than science, and they are divided on the virtues of the rhetoric[citation needed]. The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using M. I. as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel. [citation needed] There are many different online tests that students can take in order to determine which of the intelligences are best suited for their personal learning. Of the schools implementing Gardners theory, the most well-known[citation needed] is New City School, in St. Louis, Missouri, which has been using the theory since 1988. The schools teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School as well as many articles on the practical applications of the theory. The school has also hosted four conferences, each attracting over 200 educators from around the world and remains a valuable resource for teachers interested in implementing the theory in their own classrooms[16] Thomas Armstrong argues that Waldorf education organically engages all of Gardners original seven intelligences. [1] Critical reception The definition of intelligence One major criticism of the theory is that it is ad hoc: that Gardner is not expanding the definition of the word intelligence; rather, he denies the existence of intelligence as traditionally understood and instead uses the word intelligence whenever other people have traditionally used words like ability. This practice has been criticized by Robert J. Sternberg (1983, 1991), Eysenck (1994), and Scarr (1985). Defenders of MI theory argue that the traditional definition of intelligence is too narrow, and thus broader definition more accurately reflects the differing ways in which humans think and learn. They would state that the traditional interpretation of intelligence collapses under the weight of its own logic and definition, noting that intelligence is usually defined as the cognitive or mental capacity of an individual, which by logical necessity would include all forms of mental qualities, not simply the ones most transparent to standardized I. Q. tests. Some of these criticisms arise from the fact that Gardner has not provided a test of his multiple intelligences. He originally defined it as the ability to solve problems that have value in at least one culture, or as something that a student is interested in.