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Education: Is that worth for people to go to college - Essay Example

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One can find various possible reasons behind the growing body of opposition to spending four years in college. Firstly, the world saw some prominent figures who were college dropouts,…
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e to force every student to spend four long years in college, especially because the college education only helps intellectual growth; not economic security. To begin with, being intellectual is not everyone’s cup of tea. As Murray points out, “Liberal education in college means taking on the tough stuff” (par. 6), and not all people are blessed with the intellectual ability to study the college-level material. To illustrate, Murray reports that while “college readiness” is defined by the College Board researchers as a 65 % chance of scoring at least 2.

7 grade point in the first year in college, only 10 percent of American 18 year-olds are capable of scoring that (par. 7). However, the percentage of American youth going to college is three times more than that (par. 7). The message is that most young people who go to the college are not “college ready”, and, thus, are wasting their precious time studying weighty tomes. Admittedly, there are some people who are most naturally inclined to intellectual pursuit. The college education is meant for those people.

For example, Murray says, “we have a young woman who is in the 98th percentile of academic ability and wants to become a lawyer and eventually run for political office. To me, it seems essential that she spend her undergraduate years getting a rigorous liberal education” (par. 10). Admittedly, there are certain professions which require rigorous liberal education, and there are people who are predisposed to such areas of life. These people should be allowed to have college education, and not others who do not require deep knowledge of philosophy, history and literature for their functioning.

The second important allegation against college education is that it takes away a considerable amount of precious time from the lives of young people for no practical purpose. To illustrate, Murray says, “the body of knowledge taught in classrooms can be learned more quickly” (par. 14). For many

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