Para. 10 If we can not, then it is a conviction against our educational system-kindergarten, elementary, secondary and higher. In a time of increasing specialization, a time when 90 percent of all the scientists who have ever lived are currently alive, more than ever, we need to know what is truly important in life Para. 11 This is where age and maturity enter. Most people, somewhere between the ages of 30 and 50, finally arrive at the inevitable conclusion that they were meant to do more than serve a corporation, a government agency, or whatever
Para.10 If we can not, then it is a conviction against our educational system—kindergarten, elementary, secondary and higher. In a time of increasing specialization, a time when 90 percent of all the scientists who have ever lived are currently alive, more than ever, we need to know what is truly important in life. Para.11 This is where age and maturity enter. Most people, somewhere between the ages of 30 and 50, finally arrive at the inevitable conclusion that they were meant to do more than serve a corporation, a government agency, or whatever
Para. 12 Most of us finally have the insight that quality of life is not entirely determined by a balance sheet. Sure, everyone wants to be financially comfortable, but we also want to feel we have a perspective on the world beyond the confines of our occupation; we want to be able to render service to our fellow man and to our god Para.13 If it is a fact that the meaning of life does not dawn until middle age, is it then not the duty of educational institutions to prepare the way for that revelation? Most people, in their youth, resent the Social Security deductions from their pay, yet a seemingly few short years later find themselves standing anxiously by the mailbox
Para.12 Most of us finally have the insight that quality of life is not entirely determined by a balance sheet. Sure, everyone wants to be financially comfortable, but we also want to feel we have a perspective on the world beyond the confines of our occupation; we want to be able to render service to our fellow man and to our God. Para.13 If it is a fact that the meaning of life does not dawn until middle age, is it then not the duty of educational institutions to prepare the way for that revelation? Most people, in their youth, resent the Social Security deductions from their pay, yet a seemingly few short years later find themselves standing anxiously by the mailbox
E1 Para. 14 While it's true all of us need a career preferably a prosperous one, it is equally true that our civilization has collected an incredible amount of knowledge in fields far removed from our own. And we are better for our understanding of these other contributions-be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More importantly, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs Para. 15 Weekly we read of unions that went on strike for higher wages, only to drive their employer out of business. No company, no job. How shortsighted in the long run
Para.14 While it’s true all of us need a career, preferably a prosperous one, it is equally true that our civilization has collected an incredible amount of knowledge in fields far removed from our own. And we are better for our understanding of these other contributions —be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More importantly, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs. Para.15 Weekly we read of unions that went on strike for higher wages, only to drive their employer out of business. No company, no job. How shortsighted in the long run
Para. 16 But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which depicts a group of businessmen looking puzzled as they sit around a conference table one of them is talking on the intercom: Miss Baxter, 'he says,"could you please send in someone who can distinguish right from wrong ?33 Para.17 In the long run thats what education really ought to be about. I think it can be. My college roommate, now head of a large shipping company in New York, not surprisingly was a business major. But he also hosted a classical music show on the colleges FM station and listened to Wagner as he studied his accounting
Para.16 But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which depicts a gr oup of businessmen looking puzzled as they sit around a conference table; one of them is talking on the intercom: “Miss Baxter,” he says, “could you please send in someone who can distinguish right from wrong?” Para.17 In the long run that’s what education really ought to be about. I think it can be. My college roommate, now head of a large shipping company in New York, not surprisingly was a business major. But he also hosted a classical music show on the college’s FM station and listened to Wagner as he studied his accounting
Para.18 That's the way it should be. Oscar Wilde had it right when he said we ought to give our ability to our work but our genius to our lives Para. 19 Let's hope our educators answer students cries for career education, but at the same time let's ensure that students are prepared for the day when they realize their shortsightedness. There's a lot more to life than a job
Para.18 That’s the way it should be. Oscar Wilde had it right when he said we ought to give our ability to our work but our genius to our lives. Para.19 Let’s hope our educators answer students’ cries for career education, but at the same time let’s ensure that students are prepared for the day when they realize their shortsightedness. There’s a lot more to life than a job