Tag Archives: Education

Embrace a lifetime of learning, education

After someone achieves something great, a tempting mindset to take is to assume that he has “arrived,” thus abandoning his regiment of self-improvement by which he accomplished the worthwhile thing in the first place.

The same is true with learning.

Upon college graduation, many graduates will abandon the regimented learning that they have been following for nearly two decades.

This is such a waste. Learning is a lifelong pursuit and ought to be recognized as such.

After you’ve just graduated college with around 17 years of education under your belt, it’s time to climb down off that pedestal and realize that learning doesn’t simply stop once you have that degree in your hand.

Granted, undergraduate degrees do give you some foundational knowledge in the area of your major, they really signify that you now know how to learn.

I often heard people in my graduating high school class who chose not to continue on to higher education rationalize their not going to college because they were over school.

As if life wasn’t the hardest professor you’ve ever met.

You will end up learning life’s lessons one way or another.

Embracing a lifetime of learning rather than resisting the lessons could make it a whole lot easier on yourself.

No one can know everything all at once, it is impossible.

No matter where your professional career takes you, there will always be a learning curve.

For examples, suppose your lifelong ambitions steer you towards a roadside McDonald’s somewhere in upstate Nebraska, for instance, you will still have to learn how to not burn the fries. Don’t get discouraged, it took me a few fries too. Wait, I mean tries.

Even after you leave college, you still don’t know everything.

Gathering on-the-job experience will prove to be far more valuable in the long run to your success than a college degree, most of the time.

In effect, the learning that comes after college is even more important than the learning in college.

That is not to discount college as a necessary stepping stone for most professions.

Embracing a lifetime of learning is not easy. If it was easy, everyone would be doing.

Sometimes the hardest things in life become the most rewarding accomplishments.

The idea that you can somehow avoid learning is absurd.

Don’t fall into the trap of assuming that you’ve arrived at your full learning potential simply because you are graduating college.

Remember, learn something new every day, embrace life’s lessons, and don’t forget what the buzzer on the deep fryer means, if you’re ever in Nebraska.

Congratulations, you have not arrived.

Ryan Morgan / Senior reporter

Ryan Morgan can be reached at linfieldreviewopinion@gmail.com.

 

New VP believes education is key

After months of searching, Linfield has a new Vice President for Finance and Administration.

Mary Ann Rodriguez, who will assume the position on Dec. 9, has worked in higher education for over 20 years and is currently the Vice President for Administration and Finance at California State University.

“I was truly impressed,” Rodriguez said in an email. “Linfield College is a high-quality Liberal Arts institution with a strong academic and student focused reputation, and is located in one of the best areas of Oregon.”

Rodriguez began working in higher education due to her belief that higher education is the primary path in attaining the “American Dream” and upward mobility for individuals in communities.

“Working at a state university where access to this education became the focus of my work allowed me to truly understand the transformational change that occurs by having a college education,” Rodriguez said.

Rodriguez was selected after a search committee, consisting of about a dozen various representatives of different sectors of the college, conducted several stages of interviews. Senior Dillon Casados, Associated Students of Linfield College president, was a part of the selection committee along with Thomas L. Hellie, Linfield president, who chaired the search committee.

With over 50 applicants, the process included inviting the top seven applicants for 75-minute interviews with the Linfield search committee at the Portland International Airport and conducting two-day interviews with the three final applicants.

“It was a long, complicated process,” Hellie said. “We had a very strong pool of candidates…so it was a tough decision for a good reason.”

Throughout the two-day interview, the finalists for the position made several public presentations, after which the search committee invited anyone who encountered the finalists to fill out a survey and send their impressions of the applicants to the search committee. The search committee received over 150 responses, many of which gave a positive review of Rodriguez.

“Everyone who had worked with her talked about how consultative she is,” Hellie said. “She [also] seemed especially interested in our students. She was interested in meeting them and always asked questions about them. She understood that our mission begins with educating students.”

Rodriguez plans on simply listening to students, faculty and staff to find out more about Linfield and what their needs are once she assumes her position.

“I don’t plan on making any changes until after thoughtful consultation with members of the college community,” Rodriguez said. “As for change, Linfield has a strong leadership team, and over next few years I am sure there will be change, but not without discussion and collaboration with all involved.”

Samantha Sigler / Editor-in-chief

Samantha Sigler can be reached at linfieldrevieweditor@gmail.com.

Emojis affect educational evolution

The Egyptians were revolutionary—they created the Great Pyramids, which historians to this day still do not believe was their work.

Our current generation is not much different. With mankind’s alien-esque technology and inventions for everything, the strong similarity between the past and present of humanity is relevant.

Cognitively, the Egyptians created one of the first written languages, hieroglyphics. Consisting of carvings with literary meaning, Egyptians began one of the most creative categories of communication.

Apple followed this up with the Emoji. Emoji, the Japanese term for ideograms or “smileys” is a term that has been adapted into daily iPhone culture.

Android phones do not have these adorable Mac characters. This separation between who can and cannot read and receive these pixelated faces is similar to the literacy of the Egyptians.

The Egyptians created hieroglyphics in preliterate times, a time when the arts were easily understood universally and was expressive communication was preferred to reading.

With over 21 million Emoji users on “Team iPhone,” this form of faces is increasing in popularity.

But does this mean that our Intelligence quotient is decreasing as Emoji usage is gaining popularity?

We are equally as smart as the Egyptians, if not more with evolution, but our dependency on technology has dumbed us down. Googling our curiosities, all of the answers right at our fingertips. When it comes to homework, we turn to the Internet relying on the answers to appear in split seconds. Since we do not work for our knowledge by doing the excessive work to acquire it, it does not retain in our minds. We wait for others to have the answers for us.

The Internet culture has less grammar and more spelling errors, making it a casual encounter.

People drag these habits into reality, using text lingo and emoticons in spoken conversation. The primary example we have all heard is when a group of giggling girls start screaming “OMG LOL” when something exciting happens. We have all heard it, thus we have all wanted to slowly hit our heads on the nearest wall with faces of disapproval.

It is becoming more common for people to own smart phones, when they were first released it seemed like only business men who constantly needed to check their emails had to have one. But now you can see everyone’s faces smushed into his or her phones while walking.

For the fate of humanity, let’s hope we don’t walk into a pole, we’ve already lost enough brain cells as is.

Rosa Johnson / Copy editor

Rosa Johnson can be reached at linfieldreviewcopyed@gmail.com.

 

Liberal education helps end inequality

What is the most prevalent issue facing the United States today?

Inequality is threatening the core of democracy in our country, and is a problem not easily solved, according to Roosevelt Montás, director of Columbia University’s Center for the Core Curriculum and associate dean of Columbia College.

“Privilege and disadvantage prove themselves to be highly difficult to neutralize,” Montás said in his packed lecture Feb. 21, an event hosted by the Fredrick Douglass Forum on Law, Rights and Justice.

Luckily, Montás has proposed a solution: a liberal education in which students learn to access the fullest capacity of their knowledge and the power for political change that this allows.

Dating back to the creation of America, Montás believes that the three principles, which form the American character, are connected in the fight against inequality.

“The pervasiveness of the immigrant experience, the pervasiveness of literacy and the fact that this was always a multi-racial country are the foundational conditions which make America different,” Montás said.

Only through recognizing the connection between these three elements, Montás believes, can we begin to see the power of a liberal education made available to every citizen. The trouble here is how to achieve that.

In an effort to combat this, Montas an immigrant from the Dominican Republic, has joined with the Columbia University Center for American Studies and the Double Discovery Center to provide high school students with the opportunity to study with Columbia University professors for a four-week period during the summer.

On a three-year grant from the Teagle Foundation, the purpose of this program is to give students the tools and information for continuing their education after high school, a possibility many of these lower- to middle-class minority students had never planned on.

This lecture was made possible by the Department of Political Science, and specifically Nick Buccola, assistant professor of political science, who hopes the event will inspire the Linfield community.

“I hope people walked away with an invigorated commitment to the idea that at Linfield, everything we do should promote the liberal education, and that we have a responsibility to find ways to extend the promise of liberal education to those who are too often left out of this promise,” Buccola said.

Since the creation of the new Laws, Rights and Justice minor in 2011, Buccola and the rest of the political science department have been looking for a way to provide outside-of-the-classroom programming to students interested in discussing and learning about political dilemmas and issues.

“I definitely feel that the Frederick Douglass Forum on Laws, Rights and Justice is a worthwhile program on campus,” said sophomore and international relations major Megan Schwab. “Sponsoring Montás’ lecture on campus solidified this belief, and I think everyone gained something from the discussion and were perhaps inspired to engage more in their community and think about the idea of inherent inequalities in the education system.”

So why Frederick Douglass?

“Douglass devoted almost six decades to writing, speaking and agitating on behalf of not only the rights of African Americans, but also women, immigrants and labor. I chose to name the Forum for Douglass for precisely these reasons,” Buccola said.

“There are programs like ours at colleges around the country named for George Washington, James Madison, Thomas Jefferson and Daniel Webster. It seemed to me that Douglass was every bit as worthy of this sort of honor as these other statesmen. He was in many ways the embodiment of thoughtful and active citizenship,” Buccola added.

The Frederick Douglass Forum will host a debate on the “Politics of Freedom” on Feb. 26, as well as several upcoming events during the rest of the semester.

All information can be found on the Frederick Douglass Forum website.

Olivia Marovich

Staff writer

Olivia Marovich can be reached at linfieldreviewnews@gmail.com.

Students talk international democracy

With college students constantly being reminded they are “leaders of the future” and put under the pressure of undertaking great political responsibilities, it is imperative that college boards and higher education leaders instill the right examples and messages for students to follow.

That is why the collegiate debate topic for this year is corruption of education. The official Cross-Examination Debate Association topic for this debate season is that “the United States’ Federal Government should substantially increase its democracy assistance in one or more of the following: Bahrain, Egypt, Libya, Syria, Tunisia, Yemen.”

For those who don’t follow speech and debate, this essentially means that for the rest of the academic year, all college debate teams in America will be arguing that the American government should be promoting and enforcing democracy in the specific middle eastern countries listed. And that, my friends, is a true pity.

With America’s foreign democracy track record, the last thing that needs to be ingrained into the minds of college debaters is the idea that America should continue its incessant attempts at initiating democracy wherever it possibly can because it hasn’t been rather successful.

As Americans, we also tend to have convenient definitions of democracy. The meaning can shift to meet the needs of the time, so that we can innocently state that we are entering Iraq, Chile or Haiti to spread “democracy,” when really there are alternative motives.

Unfortunately, most Americans, especially the youth of the nation, are blind to this problem because the United States, as a culture and a country, has a severe case of historical amnesia.

Forgetting about those less glamorous battles fought, America instead focuses on the glory of our successes and the beauty of this flawless idea we call democracy. The United States makes footnotes in its history whenever something doesn’t quite go its way, allowing the younger generations to wear blinders, shielding them from any shaky decisions or questionable outcomes that America has met.

A prime example could be from 1973, when America funded a coup in Chile, debatably supporting the assassination of their president. This led to the overtaking of the country via destructive dictator, who exiled more than one million Chileans, not to mention beat and killed thousands.

Chile is still recovering. Needless to say, this devastating event was a hugely significant part of their history, yet a footnote, if even that, in America’s history.

In similar terms of democracy, America has set burdens on Nicaragua, Haiti and probably most popularly, Iraq. While the events in Iraq can be a touchy subject, the fact is that we can’t handle a lack of control. We entered Iraq claiming it to be a “war on terror,” but when that didn’t follow through, it became a “democracy promotion.” Yet, when the country finally voted a leader in, the U.S. Federal Government decided that they didn’t like him and quickly replaced him. That is not democracy.

While democracy may work well for the established system in America, it has been proven time and time again that the United States’s idea of democracy assistance is a steadfast route to international problems.

By having this topic be analyzed and researched by college students, it may help a handful of “the future’s leaders” to understand the past leaders’ mistakes. But by promoting democracy, the mass Democracy-as-a-positive-influence continuum is only being furthered. It’s a disgrace to education and a step in the wrong direction for college students nation-wide.

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Andra Kovacs/News editor

Andra Kovacs can be reached at linfieldreviewnews@gmail.com.