Newman And The English Major :: essays research papers

Newman and The English Major tin Newmans ideas of education, familiarity, and intellectual fitness are well-formed and truthful. As related to to my major, English, it reveals some interesting trends and practices. Although the English major isnt a sure big money-maker, like macrocosm a lawyer or doctor, and it in the main foc economic consumptions on literature and creativity, the courses still concentrate on the utility of what is beingness nabed. Although one can sometimes see the relationships between courses, and thereby infer them in respects to each other and draw some connection, this fundamental interaction is rarely stated explicitly in those courses.One of Newmans tell apart ideas is that liberal knowledge (knowing how to think with versatility) is necessary for the more effective and more adaptable use of particular knowledge. A secern that has each(prenominal)owed me to think and learn in this way was ENG 3014, Theories of Literature. I took the class twice for the purpose of height my grade the first time with Dr. Campbell and the second time with Dr. Logan. In this class I learned various critical literary theories and how to apply them to all text, communication, or other form of expression. Although these theories are based on occupation, it is the application of a apprehension process an analysis which can be fitted and imposed on whatever I take up, which I can choose at my leisure, not just useful in one limited situation.However, most classes only teach facts, lessons, and the direct applications for them. Even the general studies courses and look back courses are taught as thought all the knowledge taught were to be used, not knowledge to savor and help heighten the intellect or thought process. To get an Associates degree for example, one must effectuate certain requirements, such as natural science. Instead of the class being taught as a class on general knowledge, which would be perceptive into the world around us , they are taught as though every learner enrolled were interested in becoming a chemist or biologist, with not enough effort placed on stimulation of interest. The students who are not interested in pursuing the sciences further have no use for this particular information, and it is disused and forgotten. I know that there are all sorts of information that Ive been taught but are too specific to be useful to me day-to-day and so have been forgotten. The problem is that particular knowledge is useless except in one particular realm or level of discourse.