Wisinger, Amber: Paglia

 As an older student who has already been in the workplace and had to be in the real world, I can plainly see that college doesn’t really prepare young people for the workplace. I have been in many classes that only want students to memorize things and then answer questions correctly on a test. Afterwards, the subjects aren’t thought of again until the final. The only classes that really prepare their students for the workplace are classes in vocational or technical schools, such as welding and some nursing classes.

I personally have worked a few different jobs during my adult life. I have worked in a “super store,” a department store, a gas station, a restaurant, and as a babysitter. These jobs may not take much education, but they do require social skills. Something that does happen with most of these jobs, however, is on-the-job training. Professional jobs do not have much training because the education needed to get the job is considered the training, but the problem is that when new college graduates get into the professions of their choice they are expected to just jump in and know exactly what to do. That is not the case most of the time.

Another problem that I have noticed as an older student is the maturity level of most of my classmates. While the older students like me are more focused on their studies, the younger students, who are usually between the ages of 18 and 22, are more concerned with their social lives than with their education. From what I have seen, the traditional college student is less serious about their assignments. I know that when I have a lab or a group assignment in a class, I look around to partner up with the older students because we are usually more focused and serious about getting their work done.

I propose a solution. It may be a simple or it may be complicated, depending upon who you ask, but I have an idea of what may help. I propose that volunteer work be required during college. I believe that it should be counted as a class, as credit toward degrees, but that time should be spent in the community, perhaps helping less fortunate people or doing something as simple as litter patrol. This will not only help the community as a whole, but it will give the traditional college student a chance to see how fortunate they really are. Most types of community service will give the person doing it real experience of some kind, giving them an opportunity to work with people of all ages, races, and professions; preparing them for life in the real world. The physical and emotional experiences in some community service jobs could also do wonders to help mature those who participate.

As an older, some-what more mature student, I have an idea of what I will be facing after I graduate from college. Many of my classmates have no idea what they will be facing when it is time to start their professional lives because college alone does not prepare them for what is to come. I believe that my proposal of volunteer work could help in many ways to prepare them, maybe not completely, but it would be a stepping stone.

West, Augustus: Paglia

The Current Relationship between Universities

And Junior Colleges

In the article “Revalorizing the Trades” by Camille Paglia, the relationship between universities and junior colleges is questioned.  Paglia states,” That may mean a radical stripping down of course offerings, with all teachers responsible for a core curriculum. But every four-year college or university should forge a reciprocal relationship with regional trade schools.”  (Paglia, 1)  This generalization made by Paglia shows her belief that there is not already a pre-existing relationship between universities and junior colleges or trade schools.  That however is not the case as most universities have satellite vocational or two year institutions.

Southern Arkansas University is a prime example of a school that has a satellite vocational institution.  SAU Tech located in Camden, Arkansas is a vocational school closely related to a four year institution.  As a vocational school, SAU Tech teaches students how to succeed in a career outside the “professional” spectrum. Another university with a relationship with a vocational school is the University of Arkansas at Monticello.  UAM operates a vocational school in Crossett, Arkansas known as UAMCTC.  UAMCTC, like SAU Tech, prepares students for careers outside the professional spectrum.  However, UAMCTC takes this approach to a new level by having two satellite campuses of its own, one in Hamburg, Arkansas and one in McGehee, Arkansas.

SAU Tech and UAMCTC show that the relationship between universities and trade schools exists, however such a relationship is not necessary for a trade school to function.  The Tulsa Welding School and the Nashville Mechanics School are two of the most prestigious trade schools in the nation and they have no affiliation with four year institutions.  Another trade school with no major institution affiliation is the Arkansas Job Core which certifies students to operate heavy machinery. 

Whether a union between a trade school and a university is necessary for success remains to be seen.  What is clear is that there are hundreds of trade schools across the United States that produce thousands of qualified men and women every year to keep the backbone of America strong.  Paglia suggests in her article that universities are stagnating the workforce, but with their support of vocational schools, they are giving thousands of Americans a career to be proud of.

Carnes, Heather: Paglia

Hard Work and Happiness

 In the past, it seems as though all that was wanted out of going to college was simply to leave with more knowledge. In present times, it seems as though all that is wanted out of going to college is to make more money. But how does a selected major play into all of this? Do the lives of word-oriented majors  turn out to be more satisfying than the lives of vocational majors?

 Camille Paglia believes that a “personally fulfilling career” cannot be obtained from a general college education, that college only helps people get unsatisfying high paying jobs. I highly disagree. Vocational majors are required to take general education classes, “exposing them to the sciences, social sciences, and humanities” (Bok). Also, the majority of universities require some sort of health course, which will talk about mental wellness and how a person’s happiness plays into that. Along with health, many universities offer elective courses on happiness and meaningful life. In my opinion, classes of this nature will surely sway students only seeking high paying jobs to look into jobs that have a place for the skills they enjoy.

A list composed of the most satisfying jobs shows no connection to income. The jobs range from clergy to engineer and lots in between. It seems as though, people with careers helping others are the most satisfied, be it a vocational job or a highly regarded social figure in society.

The vast development of charity, nonprofit, and other organizations of that nature, seems to prove that no amount of education can make helping others any less satisfying. People with highly regarded degrees, such as medicine and law, are volunteering their time. They have spent thousands of dollars and several years on their education, yet do not take a monetary payment for the work they do. They only need the thanks and gratefulness of other to make themselves feel good.

No matter the steps taken to prevent it, the majority of society will always be in search of a way to get more money without realizing that the money will only satisfy them for a short period of time. To truly be satisfied, one must feel good about the things they have done, the people they are surrounded by, and the way they conduct their lives. The things you studied in college play only a small role in all of those things. I do not believe that the education a vocational major receives versus the education a word-oriented major receives determines happiness or satisfaction in life.

Works Cited

College and the Well-Lived Life by Derek Bok

http://chronicle.com/article/Collegethe-Well-Lived/63789/

Hensley, Johanna: Paglia

I’m gettin’ old; I’ll retire soon, and there’s nobody to take my place.”

~Bill Purifoy, local carpenter

In the bleak days of recession, unemployment, and uncertainty, the newest generation of young adults, fearful for their financial futures, turn to a college education to secure  success in an insecure, unsuccessful era. A college degree is generally believed to be a sure-fire way to land a good job, the ticket to success, and, according to an emphatic Harold Fincher, the “best investment you’ll ever make, guaranteed!” And certainly, it can be. A college degree holder earns (on average) exponentially more money than a high school grad. It’s no wonder that young Americans are flocking to universities; the incentive of a successful future, pre-cooked meals, and no curfews are plenty to convince the average, rambunctious teenager; the more prideful ones are hooked by the prestige of producing their very own degree; the academically motivated are in it for the sheer “joy of learning;” some are there because of parents, some for sports, and some simply because everyone else is, very few go with a specific goal in mind and a plan for following their passion. The rest of them are left with few choices.  In fact, these few  are often ridiculed for not going to college. They’re seen as lazy, stupid, insignificant, unmotivated; the failures. And they are, aren’t they? Some, perhaps. But with universities churning out large clusters of enthusiastic graduates every few months, society is left with one major problem: where are all the skilled laborers? Where are the carpenters, the mechanics, the machinists, the painters, electricians, and millwrights? When children are asked, “What do you want to be when you grow up?” none reply, “A plumber.”  There is a certain shame in repairing toilets; even six-year olds know that. But the average plumber in Arkansas makes around $54,000 per year! That’s more than most registered nurses, teachers, and accountants, all of whom hold at least a bachelor’s degree. Jim Sexton, a conventional machinist at Cooper Tire and Rubber Co., says, “Sure, there are plenty of machinists, but they’re the kind that push buttons in a computer and watch the machine punch out a mold. I’m the last one who can do it by hand; I fix the machines when they break.” That’s the difference between labor and skilled labor. Certainly, technology is convenient, cheaper, and easier; it’s a definite advantage in the workplace. But it is not to be relied upon. For his knowledge and sheer rarity, Jim is paid almost twice the salary of the computer-punching guys. “This isn’t for idiots,” he says, “it takes intelligence and effort, just the same as college. But you’re not in debt once you learn it.”

Perhaps college isn’t all it’s made out to be. Of course, if one has the financial means, the drive, and a specific passion, it certainly can be the “best investment you’ll ever make, guaranteed!” But for the children who aren’t interested in school, the ones who are skilled with their hands, the ones who cannot pay their way through four money-sucking years and have no real motivation to try, for these, maybe college isn’t the ticket to success. Those who are destined to be plumbers, electricians and machinists shouldn’t be ridiculed and slandered, they should be praised for their bravery to go against the grain, to choose what others haven’t considered. They should be proud to be part of the remnants of the dwindling skilled labor workforce.

Jones, Daveante: Paglia

The Need for More Intellectuals

In order for the world to keep progressing its inhabitants must acquire the technological savvy required to keep up with the fast-paced changes. That’s why many trades are becoming less important and intellectual ability is becoming the key to success. Although the trades were the backbone that supported and molded society into the position where newer technologies developed and advanced worldwide, today’s workers must possess intellectual skills. With unskilled labor becoming cheaper elsewhere, the United States has become a society where work is based almost solely on intellect. Today, most manufactured goods are created by cheaper labor overseas. As this pattern continues, the need for higher education becomes vital in society. Also, the faltering economy has made it difficult for many working class families to keep up with the ever more expensive world. Many working class families are losing their homes, vehicles, as well as their overall quality of living. That, in turn, puts the intellectuals of society in a great position because they already have the better paying jobs and the wherewithal to find ways to cope with the substandard economy. With the position the economy is in, Paglia’s idea of simply revalorizing the trades is not going to help. Even doctors and lawyers are having problems keeping up with the economy. On the other hand, intellectuals are in the driver’s seat when it comes to discovering ways to create money-making opportunities outside of the United States. They are even making money by saving money. By saving they take the jobs from working-class citizens. When working class citizens lose their jobs, many of them seek more education in order to seek a higher level of intellect. As they migrate back to the educational world they encounter teenagers graduating high school and going on to college. Witnessing that causes them to grasp that intellect really is the key to the good life today. Enrollment at universities has gone up but the value of a bachelor’s degree has gone down. With more people graduating from college and seeking higher-level jobs, the overall level of intellect in the workforce has gone up. As the level of intellect increases the value of the trades decreases. Even the best of the trades are now at a very low value. With the value of labor going down the best of trades are now going to young adults at lower costs. Because there is no seeming end to the substandard economy in sight, the decrease in the labor of trades adds to the decrease already caused by the increase of intellect. With intellect being more valued so too are the basics of life. Everything is becoming more technically centered. Computers have taken over the world. Everything is becoming more machine oriented and funds are being redirected towards machines and computers from manual labor. With machines being more efficient at the same price as manual labor, the value of manual labor decreases and also creates an increased need for intellectuals. As the world becomes more technologically savvy and the need for more intellectuals to develop it increases, the need for the trades get smaller and smaller.

Camille Paglia's Revalorizing the Trades: Target Article

The 2010 Honors Seminar read Camille Paglia's article in the Chronicle of Higher Education titled "Revalorizing the Trades." Their assignment was to write an essay of 600 words or less in response.

These essays can be easily found by clicking on the link "Paglia" found on the left sidebar.

Harold Fincher Visits Honors Seminar

Harold Fincher, founder of the People's Bank, makes a point during a recent talk to the members of the SAU Honors Seminar classes. (All photos by David Wingfield.)

Harold Fincher, Honors College Council member and prominent local businessman (retired), spoke to both sections of the Honors Seminar class on Friday, October 1. One of the main points he made was that everyone, regardless of the occupation or station in life, has a story to tell. We should all be listeners of those stories, he went on to say. Afterwards, several students commented positively on his talk.

Harold Fincher greets students as they file out after his talk.