Introduction to university learningRunning head: Essay Example
Introduction to University learning 6
Introduction to university learningRunning head:
Introduction to University Learning
It is important for a university student to develop conceptual skills. These are skills that require the student to think of an idea presented to him or her in a reflective manner as well as rethink and grasp the idea or class of subjects. This is in contrary to the system of learning used by teachers in more elementary levels of education as a student was simply required to understand material presented to him or her. Such material was delivered in a comprehensive and simplistic manner that did not require the student to put much effort. In the university level however, one is required to work harder by reading each concept, rethinking it and discussing it if at all they are to be regarded as a student who has developed a sound understanding of the material. A lecture presents ideas that one has to not only understand, but also interpret to its entirety.
The process of entering the university will also require one to be equipped with the skills of being critical. To be critical in university study means that one is in a position to readily question a phenomenon of study as opposed to simply accepting and repeating the facts. A critical student is not contented with the face value of claims presented and therefore goes a step further and examines the claims in detail and from different perspectives and angles. In earlier levels of one’s education, a student answered questions by merely giving back the information a teacher gave to him. For university students on the other hand, questions have to be responded to in a critical spirit that is coupled with examining the problem more intensively in order to form as well as give sound judgment. Only such a response is considered as a fully correct answer and it is only responses of this kind that attract good marks.
University operations are based on the idea of cultural capital. This refers to the ability of schooling to reinforce the already existing ‘capital’ a student has accumulated in the course of his or her past economic and social circumstances. One has to have been through a schooling system in their earlier years and if not, such schooling skills have to be acquired. A university student also has to be able to familiarize themselves with the approaches used in various kinds of questions that are asked as well as the methods used when answering them. Additionally, having an open mind to new ideas and embracing diversity that will be encountered in the university environment will also go a long way. University requires one to understand the fact that knowledge cannot be stored on paper, but is stored in one’s heart and mind. Each student ought to be aware of the freedom of mind that they have and it is what one does with it that counts. One should be ready to learn how to develop and utilize concepts learnt in the university for them to be applicable in future careers.
From a common-sense perspective, students are autonomous, thinking and rational individuals in nature. One of the main functions of university education is to make improvements on this nature. If one does not already possess the qualities of independence and competitiveness, they have to be developed upon reaching the university. This is because one is responsible for one’s progress and success and one no-one else can help you pass but yourself. One has to be willing to transform from the habit of depending on personal tutoring to that of disciplining oneself to plan detailed timetables, writing lab reports and essays, attending lectures and sitting examinations when and as they fall due. Additionally, students in the university cannot afford to just sit and wait for material to be delivered as in secondary school, but they also have to make themselves aware of the learning practices that they have to exercise for one to go through the various curriculums in a successful manner.
Today, it is quite evident that universities have became places of huge bureaucracies where their lie an academic mind which has no heart, is ignorant and much worse it is very careless. This has been widely contributed by the fact that students do not care about their intellectual needs whereas institution managers and professors are just interested in pursuing their own pursuits. University should therefore make various adjustments that they dispense conventional wisdom that will focus on fostering social orders that are morally accepted within society.
It is quite evident that universities have continually struggle to maintain a special position within the civilized society. Today, universities are not viewed as machines designed for achieving particular services in a predesigned result but a manner which entails human activity. Initially, higher institutions of learning found themselves bundles up within university system for ease of administration resulting to the whole sector was made to widely concentrate on measurable and vocational skill for the good of a particular country. It is argued that the best way for protecting universities is to ensure that this are places for liberal studies as opposed to vocational colleges which limit universities to offer degrees.
A report carried out in 2002 which summarizes on Darwin’s reforms indicates that universities have become industries where industrial laws are meant to regulate academic work. This was later changed as the efficiency principle was evoked which led to the implementation of enterprise bargaining. This bargain was meant to create greater efficiency or maintain productivity gains from employees thus returning improvements on their salaries and working conditions. Countries under the OECD follow the university system should not be based on academic background but rather it should focus on market orientation and performance driven. The study indicates that education within university should be made to move towards a business model that is expected to host more performance.
Universities are expected to respond to what is known as vital intelligence and entire need for humane. By being humane implies that university should be oriented towards the full development of maximum human potential that is mainly geared to the growth of love, community, creativity as opposed to what is known as exploitation of nature and man. Vital intelligence here implies that it should widely be deep rooted spiritually, physically and emotional rather provision of cleverness. Adjustment within learning institution should be that of fostering vital intelligence and humane playing the role of a healer. Being a healer entails mending up the pieces that are broken within a university system. It is evident that humanity is broken and that’s why there is minimal or no flourishing of humane and vital intelligence within universities.
Initial adjustments should be within an individual. It is evident that man is usually at war with himself. Before eyeing the university it is very essential that an individual reasoning is well integrated. Conflicts that exists between old instinctual patterns and comparative new analytical mind that are known to oppose today’s cultures. In additional, man should focus on growing so as to attain a critical thought so as to transform world in the manner which is coupled in blossoming imagination which is set humanity thus leading towards civilization. Universities should focus on bridging enmity among races, cultures and nations to do away with scales which normally threaten to destroy the world and nature. Further universities should ensure that all gaps within communities are bridged thus ensuring that no bitterness and hatred among both religious and ethnic groups has been brought to an end. This can only be achieved by universities if when a vision is developed which is involved in the unification of mankind.
Gare, Shelley. 2006. The triumph of the airheads and the retreat from commonsense. Sydney: park street press pg 142-145, 289.
Raser, John. 1977. Cabbages and kings: essay on Australian society. Murdoch: WA point publications. Education as healing, 65-69.
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