Newman And The English Major :: essays research papers

Newman and The English MajorJohn Newmans ideas of education, fellowship, and intellectual fitness be well-formed and truthful. As related to my major, English, it reveals some(a) interesting trends and practices. Although the English major isnt a real braggy m stary-maker, like being a lawyer or doctor, and it generally focuses on literature and creativity, the courses still concentrate on the utility of what is being learned. Although one can sometimes see the relationships between courses, and thereby understand them in respects to each other and draw some connection, this interaction is seldom stated explicitly in those courses.One of Newmans key ideas is that openhanded knowledge (knowing how to think with versatility) is necessary for the more effective and more convertible use of particular(a) knowledge. A class that has allowed me to think and learn in this way was ENG 3014, Theories of Literature. I took the class twice for the purpose of raising my scar the first tim e 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 any text, communication, or other form of expression. Although these theories are based on application, it is the application of a thought process an analysis which can be adapted and oblige on whatever I choose, which I can choose at my leisure, not just serviceable in one specific situation.However, near classes only teach facts, lessons, and the direct applications for them. Even the general studies courses and survey 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 aspire an Associates degree for example, one must fulfill authorized requirements, such as natural science. Instead of the class being taught as a class on general knowledge, which would be insightful into the population around us, they are taught as though every student enro lled were concerned in becoming a chemist or biologist, with not comely effort placed on stimulation of interest. The students who are not interest in pursuing the sciences further have no use for this particular learning, 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 nugatory except in one particular realm or aim of discourse.