General Education Persuasive Essay

In fall of 2015, according to the National Center for Education Statistics, a total of 17.0 million students were enrolled in undergraduate degree-granting postsecondary institutions. Most if not all of these students were filled with enthusiasm because they were embarking on a journey that would grant them a degree in the career that they had their hearts set on; then, they find out that the school requires them to take a bunch of subjects before they start taking the core classes necessary for the career that they chose. What’s going on? Surprise! Welcome to the world of general education. As a man of science, naturally, I endeavor to find an objective way to convince you that a specific education is better than a general education, but alas,

and employers of Detroit Michigan have joined forces in this competitive job market to craft an innovative new model to provide job training that will not only create jobs and growth, but also will provide a trained workforce for free to help existing employers as well as those that the state is trying to recruit. According to Sarah Hubbard, vice president of government relations at the Detroit Regional Chamber,” it’s a creative approach amid difficult economic times.” Difficult times have been a precursor to change for years, but never more so at Minneapolis Community and Technical College (MCTC). Like many community and technical colleges, MCTC has had a civic and workforce goals that seamlessly coexist within its vision and mission statement. For example, the college’s vision is “to be an institution that transforms the community by educating students who are globally aware, engaged citizens, skillful at their work and lifelong learners.” Its mission is to “make individual dreams achievable by providing access to learning opportunities that prepare students to live and work in a democratic society within a global community” through a variety of vehicles, including liberal education, technical education, and workforce

Constitution (Adams 1922, 134). Wilson was also appointed to the U.S. Supreme court by Washington (Read 2000, 93); he has a unique perspective and he argued against a bill of rights because he believed that people would view it as the ultimate political authority and the source of their rights. Wilson wanted each successive generation to define for itself the nature and extent of individual rights. To that point, it can be argued that we the people have the right to choose what we wish to study in relation to classes that are specific to the career that is chosen. No one should be forced to take general education classes that for the most part has absolutely nothing to do with the career that they have chosen. Only the people and those directly involved with a particular field should define what needs to be study for the ultimate benefit and growth of that career. This statement falls in line with Wilson’s belief that each generation should define rights overtime, thereby effectively retaining authority, one of the most fundamental matters of government that should never be ceded to any