Documente Academic
Documente Profesional
Documente Cultură
Claire Gardone
Prof. Miller
Paper #1
Topic #3
The passing on of information and growth of knowledge is part of what allows societies to
develop and flourish. Therefore, this question about how to handle universities is an important
one. After hearing about this case, I knew I needed to address it promptly. Through careful
deliberation, I have decided that I most agree with the president of the university. She was right
in saying that subjects in the arts and sciences are at the core of learning, and that the state should
not attempt to control what is taught in universities. Allow me to walk you through my reasoning
First, we must address the issues in the Secretary of Education’s opinion. Teaching
students only “practical” skills may give them headway in the labor market, but is this a
university’s only goal for students? These practical skills may allow students to become
successful in business or law. This type of life may later provide students with money,
connections, and power. However, these things are only external goods (I.8, p.10). Pursing these
types of goods wastes time, and no matter how much of these external goods you have, you
always seem to be going after more. Providing your students with only a path to these external
goods is not the best thing you can do for them. These external goods are not the best goods.
They are not an end either, but just a means to some other end (I.9, p.12). Is the university really
doing its job if it is just leading students to more means? Goods of the soul are the most good.
These actions of the soul have to do with pleasure and happiness, and are more complete than
external goods (I.8, p.11). I will discuss how pleasure and happiness tie into study next.
It is important to understand the reasons why study is so important and so unique. There
are many actions that require external goods to be able to do them. Study however, requires
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nearly no external goods. This makes it extremely accessible. Study is also an activity that I
believe brings about great happiness. I would even go so far as to say that “the more someone
studies, the happier he is” (X.8, p.166). I say this because happiness is found in activities that
correspond with virtue, and study is one of these activities (X.7, p.163).
Study is also unique because it is valuable in itself. Most other actions are done with
some end beyond just that action in mind. Unlike these other actions, study is an end in itself. It
is not just some in-between step, but is an action that is chosen and enjoyed for its own sake.
Study is continuous, we can study more than we can continuously do any other activity (X.7,
p.163-164). Further, study is such a valuable activity because it can lead to us attaining wisdom,
and wisdom is the highest state of the scientific part of the soul (VI.7, p.91).
When I speak about study, I do not just mean the study of practical knowledge, but
theoretical study. Theoretical study is continuous, self-sufficient, and desirable for its own sake
(X.7, p.164). Theoretical wisdom is supreme because wisdom is the is the most supreme virtue. I
do not like to talk about the divine too often, but I would say that theoretical study is the most
divine quality in humans (X.8, p.166-167). Because this type of wisdom is so important,
A city needs theoretical thinkers to be its best. Theoretical study, though it may not
involve learning “practical skills,” does benefit society. When we look at what is best for the
good of society, it is an independent university. If universities are able to educate and produce
wise theoretical thinkers, it leads to a positive impact on the society as a whole. These wise
experts are not just secluded within the setting of the university. They are able to go out into the
community and out their knowledge to use. The university is important to the bigger picture of
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the city (X.9, p.169-170). Though the university and society are linked in this way, it does not
The president of the university is not only correct in arguing that theoretical knowledge
areas are impactful, but also that the state should not try to control what universities teach.
People need to be experts in a subject in order to be able to correctly make judgements about it.
Profound information about a subject often does not make sense to an amateur, but does to an
expert. Those with experience are able to distinguish the importance and application of their
knowledge area. Therefore, state officials cannot involve themselves in the affairs of the
university because they do not have the knowledge authority to do so (X.9, p.171). Beyond just
the fact that they lack expertise, the restriction of subjects itself is wrong. Educational curriculum
is not one size fits all for everyone. It is better for each student to be able to customize their
educational experience for themselves. All students taking the same classes is not as good as
each student being able to choose the classes that they are interested in. Therefore, leaving a
wide range of curriculum for students to then choose from is better than choosing all of their
classes for them (X.9, p.169). Universities should remain independent institutions dedicated to
After all of this deliberation, it became apparent that the president of the university is
undoubtedly correct. Universities should teach not just practical skills, but also theoretical
understanding. Literature, history, and philosophy are an important part of study and are
therefore valuable in and of themselves. The president was right to say that these subjects are at
the core of learning. Furthermore, the Secretary of Education was mistaken in saying that public
subject have the authority and knowledge to be able to make correct judgments about that
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subject. Based on my conclusion, this university should be left to make decisions about
curriculum internally.