Spayde (1998) further adds that formal training is a vital necessity, however power and class simultaneously plays significant role in the sector of education. For instance, the graduates from world class universities like Stanford and Harvard would be offered the designations at workplace to prepare the work schedules for those who have acquired their degree from a not so famous, regional college.
The eminent journalist and novelist, Earl Shorris (Spayde, 1998, p.67) realized the flaws of the modern educational system and took initiative for starting up an Ivy League adult education course which was meant for the “Asians, whites, blacks and Hispanics” (p.67). On the first day of his lecture, Shorris (Spayde, 1998, p.67) addressed his students and let them know that “humanities” is not just a subject to be studied by the Rich strata of the society. The term “Humanities” embraces the entire world and its people. The concept of humanities teaches the students how to live, how to think and how to enjoy life. The subject enriches the readers by providing them a new perspective towards life. Spayde (1998) further recognizes several misconceptions about the term “education”. He states that “training” at a local computer school is an option considered suitable for the poor Americans. However technical training inevitably turns out to be obsolete after a few years.
Spayde (1998) argues that “education” is nothing but a dialogue which carries different meanings for different societies. The present concept of education is merely making the students suitable for fighting the “global competitiveness” but Spayde (1998) states that despite of possessing specialized skills, these contemporary graduates lack “intellectual breadth” (p.68) which can only be learnt by the practice of humanities. The professor of environmental studies of Oberlin College defines the recent trend of