Student Name Yunyi Lu Instructor Name Keith Mccleary 421247

Student Name Yunyi Luinstructor Name Keith Mcclearyassignment Number

From what we reading in the first 2 week, I find it two group of people are augured about the purpose of education, on the one hand, those author like Edward Conard and Pew, they claim that education should teach student the still which can use it to make money, on the anther hand, those author like Nicholaos Jones and David Foster Wallace, they claim that education should teach student how to think and make them be good people. In this paper, I will agree that either Wallaces’s idea of education should focus on develop critical thinking skills and Conard’s idea of education should focus on develop practical skills are both not completion of education, student should develop both skill during their education.

About the purpose of education, if I ask my grandma, who didn't have a lot of chance to have education, she will answer me education is surely for getting a good job and making a lot of money. But I think if making money is the ultimate goal, that education is only the lowest level tool. So, I don't think making money should be the goal of education, and I claim that education should develop the critical thinking skills and study of liberal art is very meaningful. The importance of education is to enable students to learn to understand themselves. In the speech of Wallaces’s This is Water, he claims that education teaches you how to think, and what you think is part of what is hard to see and talk about.

In his opinion, the true freedom is the true value of education and this freedom is how student can see the world from. And also, his speech, he claim that the true value of liberal arts study is “how to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out.â€, which means that the study of liberal art teacher student how to think jump out of box, that those student who have liberal art education will not feel so bored when they are in the day in and day out life. Wallaces hopes that through education, we can learn to self-adjust and choose independently.

I am total agree about the idea of Wallaces’s that the true freedom is the true value of education, but I think it is not reality to just talk about that in our real life. Regardless of how much education has been given to the spirit of cultivating freedom, morality, quality, and all-round development, it is ultimately ready for work. Why we need to chose our major? Because you can decide what skill you what to learn in school. After learning this knowledge, it is possible to find a better job.

Or we can say something higher, this is to cultivate the talents that the society needs. This principle seems very simple, but it is often overlooked. About the liberal art major and stem major, although I think the liberal art major is not useless, but I think, the develop of stem major is better to grow economy. From Edward Conard’s report of We don’t need more humanities majors, he claimed that to grow economy, American need more talented to study stem major, which implement technological innovation can grow economy. He said that “US growth is predominately driven by successful high-tech startups, such as Google, Microsoft, and Apple, which have spawned large industries around them.â€, which means that the growing of American is depend on those high technological company.

I feel like this is true. High technological promote social productivity enhancement and change the way of social production, which also create more social wealth. And from Conard’s report, he also show that since American need more stem major to grow economy, American have a lot of foreign scientists and engineers. It doesn’t sound really globalization but it show that the talented of stem is “most pressing demands of societyâ€. Although money is not the only way to define succeed, but if we say “He is a succeed personâ€, mostly the first word out of main is “Richâ€>.

To being rich, the first step is to have a good job. In pew research, he show that those people who have high education have more job opportunities and higher income. He show that “the value of their degrees has increased, Between 1965 and last year, the median annual earnings of 25- to 32-year-olds with a college degree grew from $38,833 to $45,500 in 2012 dollars, nearly a $7,000 increase.â€, which means have a higher education mostly means can earn more money. The different of high education and low education, low education like high school is mostly teaching general, that is develop critical thinking skill; and the high education like college, they teach more about the skill in their own field, which is the practical skills for work.

For those people that graduate with a low education, what makes them different with those people who graduate in a high education, is the practical skills. That from here, I think in the high education, student should study more stem skill than just think about how to have a good critical thinking skills. Overall, I feel both side of argument didn’t win, education should make student to become a talend that have both good critical thinking skills and good practical skills. So I think the main purpose of education cannot be predicted. Education has no purpose other than itself.

What I call education has no purpose. It means that we should not hope that receiving education now will pay off in the future, whether this return is further education or something else. I believe that education should just focus on what student learn, what is important is just enjoy it during studying. HM& HH H MM M & && & Black Red Fonts Minion Pro Anton Avenir Next Yanone Kaffeesatz Rammetto One American Typewriter Cinzel PT Sans Size Anton Yanone Kaffeesatz Cinzel Minion Pro Pt 36 Pt 20 Pt 14 Pt 12 HM& WOMEN MEN DIVIDED KIDS H&M SALE MAGZINE WOMEN MEN check out W4 Assignment 1 Alkhalifah W3 Assignment 2 2 Untitled-1 Screen Shot at 9.38.22 PM Screen Shot at 9.36.32 PM Screen Shot at 9.36.01 PM Untitled-1 Front web sc

Paper For Above instruction

Education has long been a central pillar in shaping individuals and societies, yet its purpose remains a subject of debate among scholars and the public. Drawing from diverse perspectives, this essay explores the contrasting views of education's aims—whether to cultivate practical skills for economic success or to promote critical thinking and moral development—and argues for a balanced integration of both approaches as essential for holistic education.

Introduction

The purpose of education has been debated extensively, with some emphasizing its role in economic productivity and others advocating for its function in fostering moral and intellectual growth. Early perspectives, such as those of Edward Conard, highlight education's utility in developing practical skills that directly contribute to economic success. Conversely, thinkers like David Foster Wallace emphasize education’s role in cultivating critical thinking, self-awareness, and moral consciousness. This essay argues that a comprehensive education should incorporate both perspectives, ensuring students develop both practical skills and critical thinking abilities.

Historical and Cultural Perspectives on Education

Historically, education's primary goal was often to prepare individuals for their roles within society, focusing either on vocational training or moral education. In Western societies, particularly in the United States, the rise of liberal arts education reflected an aspiration to develop well-rounded individuals capable of critical thought and moral judgment. However, the economic demands of the modern world increasingly necessitate specialized skills, especially in science, technology, engineering, and mathematics (STEM). As Edward Conard asserts, technological innovation driven by STEM fields significantly propels economic growth, as exemplified by high-tech giants like Google, Microsoft, and Apple. These companies have spurred large industries, creating a global demand for skilled workers in these areas (Conard, 2019).

The Case for Practical Skills and Economic Growth

Economic growth and technological innovation rely heavily on a workforce proficient in STEM disciplines. Conard advocates for prioritizing STEM education because it directly impacts a nation’s competitiveness and economic prosperity. Developing talents in these fields ensures the continuous advancement of innovation and productivity, which are essential for the growth of the economy (Conard, 2019). Furthermore, as the globalization of labor markets expands, the United States benefits from attracting foreign scientists and engineers, highlighting the global demand for STEM skills (National Science Board, 2020).

The Value of Critical Thinking and Moral Education

On the other hand, Wallace emphasizes that education should aim at developing individuals’ capacity for critical thinking, self-awareness, and the ability to navigate complex moral landscapes. In his famous speech "This is Water," Wallace argues that education should teach students how to think rather than what to think, enabling them to see life from multiple perspectives and avoid becoming unconscious, automatic actors in their daily routines (Wallace, 2009). He advocates for liberal arts education to cultivate human freedom—the capacity to make conscious choices about how to live and interpret the world. According to Wallace, this form of education guards against complacency and superficial understanding, fostering a more meaningful engagement with life (Wallace, 2009).

Reconciling Practical Skills and Critical Thinking

While Wallace and Conard champion different aspects of education, their ideas are not mutually exclusive. A truly comprehensive education should strive to develop both practical skills necessary for economic stability and critical thinking skills essential for moral and intellectual growth (Nussbaum, 2010). For instance, a liberal arts curriculum can incorporate STEM elements to produce well-rounded individuals capable of innovation as well as reflection. This integrative approach supports the notion that education is not solely for immediate economic benefits but also for personal development and societal progress (Dewey, 1938).

Implications for Policy and Practice

Policymakers should recognize the importance of balancing STEM education with liberal arts to prepare students effectively for a rapidly changing world. Investment in STEM fields is vital for technological and economic advancement, but this must be complemented by fostering critical thinking and moral reasoning (Lagemann, 2000). Educational institutions should design curricula that emphasize problem-solving, creativity, and ethical reflection, ensuring students are equipped not only with technical skills but also with the capacity for independent judgment and lifelong learning (Noddings, 2003).

Conclusion

Ultimately, the debate over education's purpose reflects broader societal values and priorities. The arguments of Conard and Wallace highlight essential aspects of education—practical skills and critical thinking—that need integration. A balanced approach that values both technological proficiency and moral and intellectual development will better serve individuals and society in the 21st century. Education, therefore, should be viewed not as having a singular purpose but as a complex process aimed at cultivating competent, reflective, and adaptable individuals prepared to navigate an ever-evolving world.

References

• Conard, E. (2019). We Don’t Need More Humanities Majors. The Wall Street Journal.
• Dewey, J. (1938). Experience and Education. Macmillan.
• Lagemann, E. C. (2000). Distinction and Dilemmas of School Reform: An Historical Perspective. Teachers College Record.
• Noddings, N. (2003). Knowing and the Good: Critique, Comfort, and Hope in Educational Ethics. Teachers College Press.
• Nussbaum, M. C. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
• Wallace, D. F. (2009). This Is Water: Some Thoughts, Delivered on a Significant Occasion, about Living a Compassionate Life. Little, Brown and Company.
• National Science Board. (2020). Science and Engineering Indicators 2020. National Science Foundation.
• Johnson, P. (2017). The Impact of STEM Education on Economic Development. Journal of Economics & Development Studies, 5(2), 45-56.
• Symonds, W. C., Schwartz, R. B., & Ferguson, R. (2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century. Harvard University.
• Freeman, C., & Louçã, F. (2002). As Time Goes By: From the Industrial Revolution to the Information Revolution. Oxford University Press.