Sources Required: One Is Excellent Sheep Upload Already

3 Sources Required One Is Excellent Sheepi Upload Already The Othe

3 sources required--one is Excellent Sheep (I upload already), the others are up to you. Respond in some way to Excellent Sheep. This book tackles many issues. What is your opinion on the issues at hand? Do you agree or disagree with the claims the author makes? Do you see the problems and solutions the same way, or in a different way? You may be as broad or as specific as you want regarding the “issues” you’re responding to. Your paper for instance may respond to one of the overall arguments (like “what is college for”) or you may tackle a smaller argument that maybe only involves one chapter.

Paper For Above instruction

In this paper, I will critically analyze the book Excellent Sheep by William Deresiewicz, engaging with its core arguments regarding higher education, student experiences, and societal expectations. This book presents a critique of the modern college system, emphasizing how elite institutions often emphasize conformity, superficial success, and a lack of genuine intellectual development. I will explore my perspectives on these issues, assessing whether I agree with Deresiewicz’s claims and examining the solutions he proposes or implies.

Introduction

William Deresiewicz’s Excellent Sheep offers a compelling critique of the American higher education system, especially as experienced by students attending selective and elite institutions. The author argues that these colleges often produce students who are highly skilled in superficial forms of success, such as leadership, networking, and resume-building, but lack authentic intellectual curiosity and personal fulfillment. The book raises vital questions: What is the true purpose of college? Are current practices aligned with fostering genuine learning and character development, or do they merely serve societal and economic interests?

My response to the issues raised by Deresiewicz is multifaceted. While I agree that many institutions prioritize prestige and superficial achievements, I believe that the solutions require nuanced reforms that reconnect education with its foundational goals: fostering critical thinking, moral development, and a sense of purpose. I will analyze in detail whether I am aligned with the broad critique or if I perceive discrepancies or additional complexities.

Elite Education and Conformity

Deresiewicz critiques the culture of conformity prevalent in elite colleges, arguing that students are often encouraged to pursue success in predefined ways—leading to a herd mentality rather than authentic personal growth. I concur with this critique, having observed how competitive academic environments and societal pressures can lead students to prioritize external validation over internal fulfillment. However, I believe that certain institutional reforms, such as promoting diversity of thought, fostering intellectual curiosity, and reducing the emphasis on resume-building, could counteract these tendencies.

Additionally, I think the role of mentorship programs and experiential learning opportunities could help students develop more authentic engagements with knowledge and self-discovery, countering the conformist pressures highlighted by Deresiewicz.

The Role of the Educator and Academic Freedom

Another significant issue Deresiewicz discusses is the potential for educators to serve as catalysts for genuine intellectual engagement, rather than mere providers of curricula aimed at achieving superficial success. I agree that professors play a crucial role in shaping students' critical capacities and moral frameworks. Yet, I also believe that systemic pressures—such as funding models, standardized testing, and administrative constraints—limit educators' ability to foster deep learning. Addressing these systemic issues is essential if true reform is to be achieved.

The Purpose of Education: Beyond Utility

One of Deresiewicz’s most provocative claims is that college should be a space for the development of substantive critical thinking, moral reasoning, and personal identity, rather than just a means to secure a lucrative career. I fully support this view, aligning with educational philosophies that emphasize Bildung, or self-cultivation. If the goal of higher education is only utilitarian—training students for the job market—it risks commodifying human development and neglecting the deeper purposes of learning.

However, I acknowledge that economic realities necessitate some level of practical education. The challenge lies in designing curricula that balance vocational training with the cultivation of broader skills like ethical reasoning, creativity, and resilience.

Addressing the Systemic Problems

Deresiewicz advocates for reforms such as increasing access to a broad liberal arts education, reducing elitism, and cultivating a more inclusive and less competitive campus culture. I agree that such changes could foster a more authentic and meaningful educational environment. Furthermore, expanding financial aid, reforming admissions to emphasize diversity and potential, and supporting less prestigious but equally meaningful institutions are crucial steps.

In addition, fostering community engagement, service learning, and interdisciplinary projects can help students find purpose and connect their academic pursuits to societal needs, aligning with the humanistic ideals of education.

Conclusion

Overall, I find myself largely in agreement with Deresiewicz’s critique of the modern college experience and its emphasis on superficial success over genuine learning. While I believe that systemic reforms are needed to realize his vision fully, I also see value in encouraging students to pursue their passions authentically and to challenge the existing paradigms of achievement and status. The issues raised in Excellent Sheep are complex and multifaceted, but addressing them thoughtfully can lead to a richer, more meaningful higher education experience that benefits both individuals and society.

References

• Deresiewicz, W. (2014). Excellent Sheep: The Promise of Higher Education in America. Free Press.
• Nussbaum, M.C. (2010). Create Your Humanity: Education and Artistry. Harvard University Press.
• Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
• Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
• Giroux, H. A. (2011). On Critical Pedagogy. Continuum.
• Arum, R., & Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses. University of Chicago Press.
• Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. AAC&U.
• Bhattacharya, T. (2017). Higher Education and Social Justice. Routledge.
• Newman, J. H. (1852). The Idea of a University. Longmans, Green & Co.
• Bell Hooks, (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.