Pass Fail Analysis
University education is often thought of as just another step that one has to endure to get a decent career. The purpose of education has drastically changed from the past and it seems as though its purpose now distorts one’s outlook on their future. Students are misguided by the idea that university education is the most important aspect of their process of getting a career, that nothing else matters except for education. Indeed, education is an important aspect of life, but the reason people attend university is not for the benefit of getting a job. This shift in perspective on the purpose of education can be considered unintentional (CB p. 334) since it originates back to the olden ways of how the society functions. Before, only the elites had access to education; now, almost everyone is able to gain an education. The only difference now for people, is the level and quality of education that they can attain. Due to the greater access to education, the younger generation believes that the only way they can be successful, relatively, is through education.
Education is more than just a stepping stone, it helps individuals “achieve the highest and most beautiful activity of their intelligence” and …show more content…
Passing or failing the course is not as important as what we get out of it. The grade we get does not truly represent what we have learned, however, it represents the hidden curriculum that education possesses (CB p.252). The article posits this idea that university education now does not teach students to rise from their failure, rather, it allows students to continue on in their journey with an inflated ego and success. The inflation of grades in university education neither help with the enlightenment of knowledge nor with the so-called “success” in a career that people boast
Education is more than just a stepping stone, it helps individuals “achieve the highest and most beautiful activity of their intelligence” and …show more content…
Passing or failing the course is not as important as what we get out of it. The grade we get does not truly represent what we have learned, however, it represents the hidden curriculum that education possesses (CB p.252). The article posits this idea that university education now does not teach students to rise from their failure, rather, it allows students to continue on in their journey with an inflated ego and success. The inflation of grades in university education neither help with the enlightenment of knowledge nor with the so-called “success” in a career that people boast