Friday, February 8, 2019
Civic Education :: Graduate Law Admissions Essays
Civic facts of life   Gordon Gee in The Grace Adams Tanner Lecture in mankind Values on April 28, 1999 mandates that the modern university must provide the moral, intellectual, social cultural, and emotional framework into which students can properly place the pieces of the puzzle of life. We the university must aloneeviate our students accommodate non only their hopes and aspirations, but also the inevitable fears, disillusionment, the hopeless moral dilemmas, the guilt, the anger, and the inquires of conscience which are part of every life. We must stand by them channel the power of the individual into strengthening the community. Gee speaks somewhat an liability of the university to prepare her students for life as members of a greater community. He places ingrained value on the strength of community and assigns, as do the 2 authors quoted, a moral responsibility on contemporary universities to enable distributively student to contribute to this strength.   Like Gee, William James talks about the doing of innumerable imitative individuals upon each other. Both Gee and James debate that education is not an individual search for self or right or belonging. This process is not whizz about receiving wealth or fame. It is a process about learning to give. It is a process about acquiring the knowledge necessary to strengthen the community in the shipway you feel are right.   My own experience at Brown is one that has led me to internalize many of these same values. When I first arrived at Brown, I asked myself where I would fit here what was it that I was supposed to do? I took advantage of Browns liberal curriculum and sought the perfect engrossment for me. When I settled on Political Science, I asked myself what I precious to DO with that degree. Over the course of my Junior year, the answer simply emerged. I became interested in education and finally found the perfect correction for my interest Civic Education. I plan to write my honors thesis bordering year with professors Tomasi and Kaestle on civic education. The question I ask myself now, is not what can I do with Civic Education, but rather, how can I use my academic work to enhance the educational experience for all American children.   In contemporary debates over civic education theory, the question is often posed how can an Aristotelian, republican notion of cultivating citizens fit into a modern liberal democracy?
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