Ervin Mitchell

Final Thesis
03/02/13
Foundations of Knowledge and Understanding
In my research, I have learned the following: There is very little correlation
between formal education and accomplishment when it comes to many of the most
sophisticated tasks performed by human beings. As a matter of fact, many of the most
successful people to ever live within our society possessed very little formal education.
For example, Andrew Carnegie, who was once the richest man in the world, dropped
out of school at the age of 13. Thomas Edison and Benjamin Franklin who are among
the fathers of this country dropped out of school at very young ages as well.
These facts lead me to the following question: Is formal education a proper
yardstick for the measurement of an individuals capabilities or are there better
processes by which knowledge should be measured and obtained? In order to answer
this question, we must first attempt to determine what knowledge is in its most basic
form.
There are various theories on the basic source of knowledge but the two main
ones are Rationalism and Empiricism. Rationalism in its purest form holds that all of our
rational beliefs, and at least the majority of human knowledge altogether, consists in
concepts that we are born understanding. Rationalism also says that any other ideas
that we can conceptualize are processed using reason. Scholars such as Descartes
and Kant who were both Rationalists, would argue that reality is created only through
representations. They said that the most important of these representations is the idea.

These philosophers believe that the degree of objective reality of an idea is the same as
the degree of formal reality the object of the idea would have if it existed in the physical
world and they maintain that without prior categories and principles supplied by reason,
we cannot organize and interpret our sense experiences in any way. (Descartes)
Rationalist ideas might be better understood through an example. I will use the
concepts of cause and effect in order to demonstrate.
Human beings tend to naturally think in terms of cause and effect and this helps
organize our experience of the world. Our senses cause us to believe that some distinct
actions cause other distinct actions to occur concurrently, but in terms of our raw sense
experience, we just perceive certain things before we perceive other things, and we
tend to remember these sequences. (Descartes)This causes our minds to believe that
these events must always occur in this sequence since we have not seen them happen
in any other way. For example, a person drops a glass on the floor, and then the glass
breaks. We dont see causation but attribute it to the situation. (Descartes) We just
assume that since the glass is no longer in one piece, then the floor must have caused
it to shatter.
The issue is that this cause is not directly perceived through the senses.
Experience does not seem to force the concept of causation on us. (Bonnen and Flage)
We just use it to interpret what we experience. Cause and effect are not directly
perceived, yet they are conceived and the Rationalist viewpoint says that they can only
be attributed to the mind since they cannot be attributed to any one of our physical
senses.

Rene Descartes is a rationalist who believes that knowledge comes from the
mind alone. His notion of knowledge begins with the question of absolute certainty.
(Descartes) He arrived at the conclusion that there must be some type of a great
deceiver, who guides an individual to a state of uncertainty. (Flage and Bonnen)
Descartes begins with details that indistinct feelings are likely to be affected by doubt
and uncertainty. Furthermore, he attempted to cast doubt on distinct feelings.
Descartes began by expressing that intimate awareness must be evident, in view of the
fact that one is not insane, and only people who are considered to be incompetent
would have no faith in what was right in front of their face but then he also draws
attention to the argument of dreaming to cast suspicion on intimate feelings. (Cress) He
believed that dreams, which take place when we sleep are as dynamic and as vibrant
as reality is when we are awake. So vivid in fact, that they cannot be distinguished from
reality except upon later reflection. (Cress) He says that this reflection is what makes
things real. Additionally, he uses geometry and math as examples of this sort of
reflection, because math, geometry, and the simple sciences are capable of being
understood and proven through logic and reasoning without being perceived by the
physical senses. (Cress)
Descartes' goal was to find only those truths to him, which, exist clearly and
without a shadow of a doubt. This notion of knowledge strips away all information
previously gained through the senses. Thus, he is left to believe that the mind is the
only substance that exists within itself when removed from all physical properties.
(Descartes)

In regards to this topic of measuring knowledge, Rationalists would argue that

once we can gain complete control of our minds and ideas, we will be able to attain true
knowledge. Therefore according to the Rationalist viewpoint, intelligence would
probably be measured by how much well a man controls his own ideas.
Empiricism is the exact opposite of Rationalism. It is the argument that all forms
of knowledge, including ideas, come exclusively or primarily from sensory experience.
Empiricists dont believe that there are any innate ideas which were not formed based
upon some sort of experience in formal reality. An Empiricist would say that we must
use collections of data and test the information through trial and error.
John Locke was an empiricist who believed that knowledge came from
experience, and he rejected the idea of natural thoughts completely. He believed that if
we continuously had natural thoughts, recognizing them or understanding them would
not be feasible and he reasoned that if there were innate ideas then they would be
common thoughts existing within all. (Locke) He demonstrated that not all ideas were
common and natural, by using children because he declared that everyone would
possess them from birth if these sorts of ideas existed. He used children because their
ideas have yet to be altered in the ways that those of most adults have by the world but
he says that even children dont share common thoughts and takes this as proof that
the concept of innate ideas is false. (Locke)
Locke believed the mind to be a bare canvas that allowed thoughts and ideas to
enter through the senses. Locke said that the two manners in which ideas or thoughts
entered our minds were reflection and sensation. (Locke) As a result, experience is
achieved and in order to have an opinion on a particular topic, one must have had some

particular experience of it. He said that people have different types of experiences and
that this is why people have various amounts of knowledge. He admitted that a number
of individuals may have additional knowledge from the same number of experiences but
he attributes this to their experiences influencing them to a greater extent and not innate
ideas. So there you have it, Rationalists attribute knowledge to the mind and Empiricists
attribute knowledge to the senses.
While the answers above are each plausible, they have several weaknesses
when viewed in contrast to one another. In the case of Rationalism, how does one
validate his ideas without some sort of evidence that can be rooted in the phenomenal
world? A strong argument against Empiricism is that sensory qualities, even if assumed
to be known immediately, do not justify matters of fact outside of sensory qualities. For
example, I may dream and feel that I am dancing in the rain but there is technically no
rain. Empiricism has no explanation for situations that our senses perceive as real even
when they are not. So the question still remains. What is the true source of knowledge?
My own answer to the question is as follows: Despite the efforts of Rationalism
and Empiricism to disprove one another, neither has been able to determine its' own
truth while completely negating the truth of the alternative view without a shadow of a
doubt. Knowledge by definition is best understood as a familiarity with something gained
through experience (physical) or association (mental) and hence appears to be a
combination of Rational and Empirical views. This definition leads me to believe that
elements of each point of view are necessary in order for one to completely understand
what it means to have knowledge.

My thesis is supported by the following piece of evidence from David Hume

which also states that we gain knowledge from impressions made by both our innate
ideas and sensations. He says that our experiences mean nothing unless we are able to
interpret them and that our interpretations are formed from habit, custom, and instinct.
(Kemp) My thesis is also supported by Immanuel Kant. Kant was himself a Rationalist
until he began to study the teachings of Hume and he believed that Rationalism could
only explain analytic knowledge.
This idea is significant because it modifies and adds to the current topic by
creating a foundation for a new theory of knowledge based on non-biased inquiry that
will put an end to the repetitive cycle of thought that currently dominates society and our
education system. Today America is a very materialistic society. I believe that this is
because a majority of this nations inhabitants believe the world to be purely empirical.
Despite the widespread belief in this idea, it appears to be very illogical. I think that the
reason we accept this idea so generally is because most of us dont have the courage
to question it. It seems that as a whole we are afraid to seek the truth for ourselves
because it will remove us from our comfort zones so instead of going on a journey for
discovery, we simply follow along with whatever ideas are fed to us by those that have
come before us.
As I stated earlier, humans tend to believe that if things occur in a certain
sequence they must always occur in this sequence. At the core this type of thinking is
simply a biased reflection on a finite number of experiences blindly labeled as law due
to the arrogance of the human ego. This arrogant way of thinking has also trickled over

into our education system and has all but ruined our society. We have lost sight of the
glaring holes in todays materialistic and arrogant philosophy of purely empirical living.
Our ignorance has taken us farther away from the realities of true knowledge.
Until a balanced philosophy based on the material and the mental is developed, our
education system will never bring us to the axioms of knowledge. The proper union
between Rationalism and Empiricism would be based upon two substances: the mind
and the body. In Descartes Theory of Substance, he says the relationship between
mind and body is like a more complex version of the relationship between that of a
sailor and his ship. He states that mind is the form of all humanity and it will play the
role of the ascended captain here because we know more about it than any other
sensation. (Descartes) As I stated earlier, Descartes believed the mind was the only
immediately perceived idea (Descartes). We could not even recognize that we have
bodies without the use of our minds which allows us to be aware of space and time so
in order to understand knowledge we must understand these concepts.
Immanuel Kant had a theory that space and time were the most pure forms of
intuition. (Weinert) Space is defined as a continuous area that is free, available, or
unoccupied. It is used to represent our outer sense of the world. Time on the other hand
represents our inner senses and it is defined as the indefinite continued progress of
existence and events in the past, present, and future regarded as a whole. All existence
resides within space and time so we must gain some idea on how substances relate
within both concepts.
Isaac Newton saw space as a sort of container, separate from all material
objects, in which all material objects flowed through. However, Einsteins concept is a bit

different. His idea is that space and time are one entity that is constituted by the
distribution of matter. He calls this space-time. (Weinert) In todays society we measure
time using clocks based on a succession of events that happen often enough for us to
say that one comes directly after another. Einstein says that there is an underlying
viewpoint in which this concept of time submits to however. He believed that atoms
accelerate, slow down, or stand still in relation to each other and this is the basis of his
Theory of Relativity. (Weinert)
This theory says that the entire universe is locked into one system but within that
system there are various other systems that can be measured based upon a persons
individual frame of reference. For example, a person standing on a sidewalk and
another person who is the passenger in a fast moving car have two completely different
frames of reference even though they both reside within the same realm. (Weinert) This
shows how spatial movements are relativized based on frame of reference.
The clock on the pavement will not show the same time that the clock in the car
shows. (Weinert) Einstein says that this proves that there is not one space and time but
that there are as many as there are reference systems and these reference systems are
responsive to one another but are not ultimately determined by one another. (Weinert)
Einstein said time depends directly upon the perception of the viewer and it is at least
partially intuitive but there is also an external aspect that is undeniable.
This is the same synthesis that I believe is found in Rationalism and Empiricism.
We must anchor events in the empirical world but then experience has the final say. All
scientific knowledge is hypothetical from this point of view since there are limitless
perceptions of an event. This hypothetical viewpoint is supported by the fact that there

is no way that we can set up an external world without having some sort of
comprehensibility of it which lies in the intuition because we have always been aware
that our senses can often times deceive us.
I read this article entitled A Senseless Conversation by Zach Barnett that
illustrates how our senses can play tricks on us in real world situations. The article was
about this test known as the Turing Test. The Turing Test is a way of testing the
intelligence of machines. The test requires that a human be placed in one room and a
machine in another. A series of questions is asked and an outside viewer must
determine which room contains the machine and which room contains the human based
on their responses. The hypothesis is that if the viewer on the outside cannot distinguish
between the man and the machine, then the machine is thinking and conscious. The
trick lies in this question.
Even if the viewer is unable to distinguish between the two, how can we
determine the consciousness of a machine if we are not machines? (Barnett) We
cannot simply rely on our senses to determine such a thing. There must be some sort of
intuition involved in this process that is combined with the empirical data. Another
question that we must ask is this one. Since it is widely accepted that our senses can
sometimes deceive us, how do we know that our senses are not always deceiving us?
Descartes discusses these sorts of ideas in his First Meditation. He says that when we
are dreaming, we sometimes falsely believe that we are awake. Did God create us in a
way that we will always be deceived? If so, how would we know this? Even when we
are awake how to do know this to be true? Do we rely on our senses alone to provide
us with this understanding? When we are asleep all of the things that we see are real.

For example, if I were to dream about riding a bicycle, my senses would tell me
that this event is actually occurring even though I realize that this is not so once I am
finally awakened.(Cress) The difference between dreaming and being awake is that we
have direct access to our rational mind. Dreams are just unconscious combinations of
the thoughts and ideas that we hold in our minds. Upon waking up and regaining control
of our rational and intuitive mind, we are able to realize the contradictions that our
senses could not recognize while we were dreaming. This proves that knowledge
extends beyond the phenomenal. Knowledge is a combination of the mind and the
body.
Italian Philosopher Gaetano Chiurazzi says that to deny the physical reality or
method of understanding is to deny understanding but to deny the idea behind the
method is also a denial of understanding because they are all one in the same. One
must study the ideas and also practice the methods that will be required for his success.
The awareness of experience is what creates mastery but this awareness is only found
through repetition of method. (Chiurazzi) We are co-creators of reality but it is
impossible to take absolute control. Knowledge is not found in being able to create the
perfect situation, but being able to succeed under whatever circumstance may arise.
Repetition prepares us for these circumstances. Repetition is said to translate the
human interrogation into the language of nature. (Chiurazzi)
We as humans impose our will on nature. Although we are not completely in
control, the lack of control that we often have over our own circumstances makes
events unpredictable and therefore eliminates the idea of there being any real objectivity
within science. (Chiurazzi) No event is directly repeatable but using experience as a test

is effective nonetheless. For example, we cannot repeat the 2012 NBA Finals but the
effects of this event will still remain. Method and experiment can be basically summed
up as happening and understanding. (Chiurazzi) Experience opens us up to possibilities
that may not have been there before that go beyond our expectations. Every time an
event occurs, reality is in a sense suspended. (Chiurazzi)
Even though every event is susceptible to the laws of nature, the event still
stands alone as a solo event. (Chiurazzi) The necessity of law and accident of
experience give the experiencer a sense of regularity while not removing all flexibility
from the equation.( Chiurazzi) This is an increase of awareness and is therefore the
essence of knowledge. The greatest deception is said to be the redundancy of truth.
(Chiurazzi) Truth and reality are not interchangeable. Truth must present reality in a
higher degree. (Chiurazzi) The relation between reality and truth is similar to the
relationship between space and time that was described in Einsteins Theory of
Relativity. Alteration in intuition is how reality is transmuted into truth and this is what
connects reality to consciousness.
(Chiurazzi) There is no true experience without at least some degree of this
conscious awareness because experience is defined as being the conscious subject of
a state or condition. Experience is apprehended through the senses of the mind or
accumulated through direct participation over a long period of time. Therefore, in order
for experience to truly play its role relations must be created based upon the
experience. (Chiwuzz) Williams James said that experience is determined by the
perceiver alone. He says that focus and flow of experience must be in sync in order to
reach the highest level of experience. If the proper attention is paid to the experience,

then the alterations that must be made can be reflected upon later. (Chiuwuz)
Consciousness comes gradually and the process can be directly attributed to an
understanding of the objects involved.(Chiuwuz)
There are many ideas on the true definition of consciousness. A philosopher by
the name of Leibnez says that once a person is able to have a perception of his
perception, then he begins to become conscious. (Leibnez) I guess we would have to
know the definition of perception to understand what he is referring to hear. Leibnez
says that perception is expression of the multitude through the simple and that this
perception does not belong to the body. (Leibnez)If perception does not belong to the
body then what does it belong to? We often identify ourselves with our physical being
but to truly understand perception, we must learn to identify ourselves using our minds
and our intuition as well.
We must re-conceptualize our ideas in order to comprehend the role that intuition
plays in identity. God created a law of the universe that transcends all man made law.
This law is only knowable through human reason. (Torza) There is an unaltered form of
justice that is common to all even when there is no society to bind it to us. An
understanding of these laws is required in order for us to achieve our passions. The
most powerful of these laws is probably belief. There is no success without belief. A
belief is an idea of a present stimuli based upon a summation of all of our other ideas.
(Kaveh) it is a more intense conception of an idea.
Beliefs are not to be confused with ideas that are simply being entertained.
According to Hume, beliefs are more of a disposition than a perception. Therefore, a
person cannot be aware of the existence of something that he doesnt believe in. Our

beliefs dictate all of our actions and our actions create our results. A man will not act in
a way that is contrary to his beliefs for they are so deeply rooted within each of his
ideas. What constitutes belief? Hume says that beliefs must be measurable
phenomenally and must also have the right amount of causal power.
(Kaveh) The difficulty in understanding belief however is similar to difficulty in
understanding consciousness. The vagueness of the concept makes it nearly
impossible to measure and define. We often define things on a purely empirical basis
because ideas are much harder to conceptualize using a standard that can properly be
perceived by all. Nevertheless, beliefs are created through intense impression (Kaveh)
A universal definition of an intense impression is equally as elusive as a universal
definition of a belief.
Sometimes our impressions are faint and are barely separate from ideas. One
way to bring clarity to the situation is through our memories that replay in our minds
constantly and therefore create a sort of simulated reality that can correlate with our
ideas. (Kaveh) For example, confidence is simply an idea that has been impressed
upon the brain through repetition of memory, also known as imagination. Imagination is
the ability to formulate new images without them being directly perceivable and it
combines causation, resemblance, and contiguity in order to impress ideas onto the
subconscious mind. (Kaveh)
First, an event occurs. Then we associate that event with a similar event from the
past and eventually we begin to associate that event and all similar events with each
other. We often times associate everything related to this initial event with the
concurrent events including our emotions regarding the situation. This can be a good or

bad thing. A person who is in control of his beliefs has trained his mind to respond
properly to external stimuli through the use of his imagination. A person who has
neglected to take control of his beliefs is at the mercy of his past experiences. We would
all like to believe that we respond to what happens to us but really we are only able to
respond to how we feel about what has happened.
If you seek proof that we respond to our feelings and not our environment then
look no further than an angry man. An angry mans responses to his environment are
vastly different from those of a calm man who resides in the same environment and the
same situation. The way we feel about an event directly correlates with how we
perceive and deal with the event. This is why beliefs are seen as dispositions and not
simply just entertained ideas.
Impressions activate our subconscious mind. Our subconscious mind is guided
by our thought and in return guides our actions. We must master our subconscious
minds to master our lives and the only way to do this is to use our will in order to direct
our thoughts. We often make the mistake of attempting to use our will to direct our
actions, when in actuality a change in our thoughts and beliefs will automatically equate
to a change in our actions. Emotion helps to create belief within the subconscious mind.
When we reflect on events, the emotions tied to those events create a feeling of them
being real. Perception in itself is not causal but understanding of it is as necessary in
producing action as it is to our psychological state. (Kaveh) Our passions must be
fueled by understanding or they will be blind and reckless. This brings me to an
essential question in relation to beliefs. How can they be measured if not by
quantification?

Hume put it this way. He said that belief is similar to color. A bright red and a dull
red are still red even though they vary in intensity.(Kaveh) I take this to mean that the
more powerful the belief, the greater the phenomenon. Beliefs create passion and this
passion can be measured by how intensely an individual works towards a particular
goal or desire.
As I stated earlier, there is a law of man based upon justice and co-existence but
the justification of our beliefs is strictly our own. We all perceive events differently so our
beliefs are always justified in some sense. Justification has just as many possibilities as
there are beliefs so no ones opinion on your beliefs should matter. The only thing that I
will say in regards to the justification of belief is that the justification must be reached
based on reasoning that coincides with natural law in order to be true. Each of our
personal beliefs is subject to the understanding of these laws. No one can tell us what
to believe as I stated early but we must not lie to ourselves and feel as though we can
accomplish something outside of natural law. How do we acquire the knowledge that
allows us to understand natural law?
Understanding is perceived through the rational and not through empirical. If an
individual does not have a proper grasp on the rational then he can never gain
understanding but no one can determine comprehension in another because the
rational mind extends no further than oneself. This is what makes it so hard to
determine in a universal way.

Despite the difficulty of explaining such a concept, many have made attempts at refining
it in order to reach a generally perceptible explanation. Plato uses his analogy of the

divided line in order to explain how one can reach understanding. He says that opinions
and illusions are the lowest forms of understanding. Next in line are our beliefs about
empirical things. Then comes mathematical reasoning and all theoretical science.
Lastly, there is philosophical understanding.
Plato designates philosophical understanding to be the highest form of
understanding. (Plato) He uses an allegory entitled The Allegory of the Cave in order
to further illustrate the separations in levels of understanding. According to Plato, what
most people perceive to be reality is merely an illusion. He say the masses are like
prisoners who have been forced to stare at a wall of shadows for the entirety of their
lives. Behind the prisoners is a fire, and above the fire lies a walkway where people are
carrying items. The prisoners are unaware of the fire and the walkway. They only see
the shadows that are cast by the figures and they mistake the shadows for the figures
themselves. The echoes of the people on the walkway resonate throughout the cave.
The prisoners perceive these echoes to be the true and genuine voices of the shadows
but they are merely reflections of what is really there.
They praised the man clever enough to determine which shadow would appear
next upon the wall and their entire lives revolved around these shadows on the walls.
The story then takes an interesting twist. One of the prisoners is somehow freed. He
sees the people who have casted the shadows before him for so long but the shadows
still remain more real to him because they are all that he has ever known. He tries to run
back to the shadows but he is forced into the light. The prisoner initially loses all sense
of reality because he is blinded by the light but his eyes eventually acclimate and begin
to see more and more of the things around him.

He now realizes that the sun is the true source of existence and the shadows
that he once knew to be real were only reflections of what actually is. The man then
attempts to go back in order to spare his brothers from there tragic fate of living a false
life but instead of embracing him, they reject him. Their fear of the new ideas that he
brings cause them to hate him and even mock him due to his ignorance. They then
attempt to destroy him because he is now viewed as a threat to the only world that they
have ever known. The man of understanding is like the prisoner who was freed. It will
be very hard for him to explain what he has seen to someone who has been in the
shadows. They must see the light for themselves in order to understand it. Very few
people today master their craft. It is not because they are incapable but because they
are caught up in the illusion of knowledge in the same way as the prisoners. Why are
we not able to overcome this perpetuated lie and gain true understanding?
That is a very loaded question and I dont believe that there is any simple answer
to it but I am aware of some factors that definitely play a part. The United States of
America now possesses more educated people than it has during any time in the past
so why are there still so many people who are left out of the loop? Its simple, more
educated does not necessarily mean better educated. Colleges are no longer able to
produce critical thinkers which in turn creates ineffective leaders. (Flores) In America,
knowledge is determined based on how well a person collects information attributed to a
specific subject and reiterates that information. (Flores) Understanding is nowhere in the
picture. The reasoning probably revolves around the fact that it is very hard to measure
understanding so instead we have created a simple system that rewards based on a
high level of memorization.

Schools nowadays teach students what to think as opposed to teaching them

how to think. Institutions of higher learning are supposed to teach students how to take
knowledge and apply it to different situations that benefit not only the individual but the
entire society as a whole but instead, we take thinking for granted. It is a common
misconception that human beings all think. (Flores) Granted, school does require some
sort of application of knowledge and examples include solving simple math problems
and constructing simple sentences but this hardly suffices. (Flores) We make decisions
when we do these things but we dont even think about them as we do them most times
because we have done them for so long so once again we find ourselves in this cycle of
repetition and memorization. (Flores) As was stated earlier, truth is not found in
redundancy.
Knowledge and truth are found in a critical understanding of concepts on a more
comprehensive level. Critical thinking involves conscious consideration which allows us
to combine associated objects and ideas in order to create new forms. (Flores) Once a
person can do this, then he is thinking critically. He is not just responding to the same
question that he has responded to time and time again with the same answer. This is
not the end of this problem. If we already lack critical thinking skills as a nation, then we
will buy into the leadership styles of bad leaders and the cycle soon becomes perpetual.
Nowadays, school is used to prepare people for a workforce that doesnt necessarily
require that they be able to think critically. As a matter of fact, critical thinking may even
be seen as a negative.
The issue then becomes further complicated because people begin to ask what
critical thinking really is. Some people known as technicists argue that critical thinking is

measured through task accomplishment through a specific purpose. (Flores)

Rationalists oppose this idea. They believe that critical thinking revolves around the use
of the intellect and being able to respond to any situation no matter the circumstances.
The culmination of the two would begin us on the road to critical thinking. An individual
must understand the ins and outs of his specific goal but he also must be properly
prepared to respond to the unknown.
A machine can be programmed in order to complete the same task over and over
again with no error but the human element comes into play when things dont go exactly
as planned. Understanding is gained by being able to think critically and alter ones
philosophy based on experience. Only a fool does the same thing over and over again
while expecting different results. We must teach our students how to think in this way so
that they may progress to a deeper level of understanding. The road is a long one but
one easy way to begin to think critically is to simply start asking questions. Doing
something simply because it is something that you have always done is not a sufficient
reason. Upon answering these questions, we must evaluate our sources and test our
arguments.
We have to become skepticists in a sense and we have to learn to suspend what
we think we believe in order to properly analyze new information. Before we can start to
implement these concepts in to schools, we must first come to a consensus on what it
means to think critically. The best option appears to be a combination of the technicists
idea of critical thinking and the rationalists idea. This combination would have to include
developments of the proper skills, rationality based on some form of universally
accepted logic, an openness to new ideas, and the ability to suspend ones beliefs.

(Flores) In order to suspend our beliefs, we must separate ourselves from our ego as
much as possible. This can be very hard to do at first and can also be quite scary but it
is necessary. This suspension of belief allows us to evaluate all of our decisions logically
and without bias. If they still make sense upon further observation, then we should hold
on to them but if they do not, then we must have the courage to let them go.
This is the highest level of human development. Human development is based
on a transformational leadership model that includes three stages. (Flores)As young
children we are dependent and we depend solely on others to construct out realities for
us. (Flores) As we move beyond this stage and into our teenage years, we move into an
independent phase where we begin to discover ourselves outside of our childhood
influences. (Flores) Finally, we move into an interdependent phase where we begin to
learn that all of our success depends solely upon how we learn to interact and
understand one another within society. (Flores) One of the problems of today is that we
never completely move beyond the dependent and independent phases. Most of
todays leaders have an egocentric world view which limits their abilities. Meanwhile, we
are looking to these unethical leaders and are modeling ourselves after them.
Leadership is becoming more and more complicated while leaders are becoming
less and less equipped. We have to start preparing leaders to deal with drastic changes
early. Memorization alone will not allow us to develop the skills we will need to excel in
life. The only way we will excel is to learn to think for ourselves. Experience means
nothing if we do not have the capacity to comprehend what it teaches us and the current
educational system presents no way of developing the skills that will be required to gain
this capacity. At the beginning of this paper, I asked whether or not the educational

system of this country was a proper measuring stick for knowledge. Now I can
confidently say that it is not.
Despite these discouraging facts, there are still things that we can do in order to
gain understanding and knowledge. We can begin by asking questions about things that
we have never questioned before. There was this quote from Martin Luther King Jr. that
said, Lightning makes no sound until it strikes. (King) I feel as though the lightning has
yet to strike with many of us but it all begins with a question. I have come to the
conclusion that the question is one of the true beginnings of knowledge. Once we as
people begin to ask questions, then we will be able to climb from the cave and enter
into the light. We must transform our education system and our minds and cause this
lightning to strike. In his book The Mis-Education of the Negro , Carter G. Woodson
said some interesting things. One thing that he said stands out to me because it rings
so true today. He said,
Practically all of the successful Negroes in this country are of the uneducated
type. The large majority of the Negroes who have put on the finishing touches of our
best colleges are all but worthless in the development of their people. Negroes what
traducers of the race thereby earn a living at teaching and preaching what they have
learned and they never become a constructive force in the development of the race.
The so-called school, then becomes a questionable factor in the life of this despised
people. As another has well said, to handicap a student by teaching him that his black
face is a curse and that his struggle to change his condition is hopeless is the worst sort
of lynching. (Woodson)

Woodson was referring to the African-American people of the early 19 th century

when he wrote this but I cant help but believe we are in a similar predicament today.
The big difference is that this idea not only applies to the African-American, but it
applies to all people of this nation. Somewhere we have become lost and now it is time
for us to regain our place within the universe. In order to do this, we must release our
materialistic philosophies on life and begin to understand our true nature. Knowledge is
not something that can be obtained but it is something that one must just become due
to his being in tune with nature and his surroundings. This connection cannot be forged
through the physical senses alone. We must join our physical bodies with our intuition
and our rational mind. This is the beginning of all knowledge.

An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge.
Proverbs 18:15 ESV

Works Cited

1. Kemp, Catherine. "Our Ideas In Experience: Hume's Examples In ''Of Scepticism

With Regard To The Senses''." British Journal For The History Of Philosophy 12.3
(2004): 445-470. Philosopher's Index. Web. 8 May 2013.2. Brandhorst, Kurt. Descartes'
Meditations on First Philosophy. Bloomington, IN: Indiana UP, 2010. Print.
3. Almog, Joseph. What Am I?: Descartes and the Mind-body Problem. New York:
Oxford UP, 2002. Print.
4.Locke, John, and P. H. Nidditch. An Essay concerning Human Understanding. Oxford:
Clarendon, 1975. Print.
5. Kemp, Catherine. "Our Ideas In Experience: Hume's Examples In ''Of Scepticism
With Regard To The Senses''." British Journal For The History Of Philosophy 12.3
(2004): 445-470. Philosopher's Index. Web. 8 May 2013. . Descartes on Causation
Daniel E. Flage and Clarence A. Bonnen The Review of Metaphysics
Vol. 50, No. 4 (Jun., 1997), pp. 841-872
Published by: Philosophy Education Society Inc.
Article Stable URL: http://www.jstor.org/stable/20130117
6. Weinberg, Julius R. Ockham, Descartes, and Hume: Self-knowledge, Substance, and
Causality. Madison: University of Wisconsin, 1977. Print.
7. Weinert, Friedel. "The Modern Synthesis: Einstein And Kant." Forum Philosophicum:
International Journal Of Philosophy 14.2 (2009): 193-216. Philosopher's Index. Web. 8
May 2013.
8. Zach Barnett (2011) ASenseless Conversation. Think, 10, pp 9-21

9.Chiurazzi, Gaetano. "Truth Is More Than Reality: Gadamer's Transformational

Concept Of Truth." Research In Phenomenology 41.1 (2011): 60-71. Philosopher's
Index. Web. 8 May 2013.
10. Torza, Alessandro. "'Identity' Without Identity." Mind: A Quarterly Review Of
Philosophy 121.481 (2012): 67-95. Philosopher's Index. Web. 8 May 2013.
11.Kamooneh, Kaveh. "Hume's Beliefs." British Journal For The History Of Philosophy
11.1 (2003): 41-56. Philosopher's Index. Web. 8 May 2013.
12.Balinsky, Margaret Anne. Plato's Divided Line. N.p.: n.p., 1973. Print.
13.Flores, Kevin L, Gina S Matkin, and Mark E (et al.) Burbach. "Deficient Critical
Thinking Skills Among College Graduates: Implications For Leadership." Educational
Philosophy And Theory 44.2 (2012): 212-230. Philosopher's Index. Web. 8 May 2013.
14. King, Martin Luther. Why We Can't Wait. New York: Harper & Row, 1964. Print.
15. Duncan, Stewart. "Leibniz's Mill Arguments Against Materialism." Philosophical
Quarterly 62.247 (2012): 250-272. Philosopher's Index. Web. 30 Apr. 2013.
16. Woodson, Carter Godwin. The Mis-education of the Negro. Chicago, IL: AfricanAmerican Images, 2000. Print.
17. Bloom, Harold. The Bible. New York: Chelsea House, 1987. Print.
18. Sober, Elliott. Core Questions in Philosophy: A Text with Readings. New York:
Macmillan, 1991. Print.
19.Freeman, James B. Thinking Logically: Basic Concepts for Reasoning. Englewood
Cliffs, NJ: Prentice-Hall, 1988. Print.
20. Gardiner, Patrick L. Nineteenth-century Philosophy,. New York: Free, 1968. Print.

Tyrus Brown
English 3604
Professor McAdon
November 8, 2013
The Half Baked Truth
Many people have strong views on college and other alternatives to becoming
successful. America is the land of opportunities; it emphasizes the survival of the fittest.
The desire to go to college is greater in the 21st century than ever before. Are students
really prepared to attend college or are there other alternatives? We learn in school that
college is the norm and if a person wants to make something out of himself, then
college is the best route. We are the nation of freedom; freedom of opportunities
supporting the Bill of Rights document of free will. Now we are behind so many
countries educational systems because our methods are outdated (Strauss, Valerie
Why Everyone Shouldnt Go to College 2). There are more students going to college,
but after a semester or two they are failing or dropping out (Lawrence Schalak, Going
to College Is Not Always the Best Choice 2). How can we change this? How can we
become this great nation with a strong economy and the land of opportunities? We can
become this great nation again by expanding our resources, and not just by going to
college and accumulating debt; but by putting people in positions and in fields that could
really benefit them by building jobs, supporting funds of money, and giving our
communities a boost. People are going to college like never before mainly because of
high unemployment rates. Most high schools emphasize going to college but hardly
recommend other routes to become successful such as trade schools or programs to go

immediately into a profession. College is a great way of becoming successful; it also

allows you to be around others seeking the same opportunities; but everyone is not
made for college and also everyone does not take college seriously. College is very
expensive; it is almost double the amount of trade school. In some cases people who
leave college will make less than the person who went off to trade school learning and
gaining the experience within their field (Hirschel, Kasper The Economics of
Community College Labor Markets 2). Most people who attend college actually do not
obtain their degree. This means that most people waste their time in college obtaining
loans and do not even get their degree. There should be more alternatives to college
because every individual is different. This essay will evaluate the claims of other
authors who have opposing views of this issue and explain why students should have
other opportunities rather than attending college. The essay will begin by analyzing why
it is detrimental for low income families to attend college, and why there should be other
alternatives. Then the essay will present the many claims made by other scholars that
contend that a four year program is not for everyone. Finally, there will be elaboration
and supporting evidence from those authors claims that students or those who take the
alternative route most times are just as, or more successful than, those who attend a
four year institution.
As children, we are told that after graduating high-school attending college would be the
best route. A college education not only provides a competitive edge in the workforce, it
also provides financial security and changes the individual (Schlack 1). Schlack makes
this claim in his article but then refutes this claim by stating that, after high school
students need to take some time and find themselves before making any major

decisions about going back to school(3). Most times college is forced upon people and
they feel as though they have to go even if they are not ready.
It is said that everyone should have the opportunity to attend college but many lowincome families do not have that opportunity. Carnevale and Sylvester make the claim
that to get a good job a person must attend college. They say that being on welfare
makes the circumstance of going back to school a greater challenge. They also claim
that individuals who have competent skills can interpret complex tables and graphs,
and understand and respond to lengthy, complicated documents can accumulate more
wealth over the years than the people who only attend high school and know basic
skills and can solve simple math problems (7).
Carnevale and Sylvester address the welfare issue by claiming that two-thirds of all
respondents to the education facility indicated that they could not identify current
students who received public assistance while in college. They also state that some
colleges claim that they could not support those students if they did not know which of
their students are on welfare; it is almost impossible to ensure that the students are
receiving the support they need whether for securing child care, obtaining financial aid,
or finding jobs (5).
Some strong arguments were made by Carnevale and Sylvester. The point where they
state that colleges need to make sure that welfare recipients and other low income
students take full advantage of federal and state financial aid is a strong argument (7).
Some low income people feel they are not capable of attending college because they
are unaware of the resources that are available for them. This could be a main concern
that some low income families do not go the extra mile of seeking these resources

because they feel they have none, if colleges make people aware of their resources,
more people are likely to attend college because they feel they can afford it. Another
strong claim is when they state, The community and technical colleges expanding their
long tradition of responsiveness to market trends and the needs of local employers.
Through close ties with local employers, colleges can identify new jobs and provide
tangible incentives for welfare recipients to enroll in campus programs (13).
Although the authors made good arguments, there were a few flaws in their evidence.
They put more emphasis on going to college but they never addressed the cost effect or
the psychological strain that tuition puts on the students. They say they want more low
income families to enroll in college, but what about the debt they will accumulate while
in college? William Symonds argued, in the article, Pathways to Prosperity that, Low
income families going to college and the debt factor that they occur (3) is a major issue.
Symond also offers young people in high school and beyond multiple pathways to
success, instead of putting so much emphasis on attending a four-year college; (2)
engaging employers in the crucial work of preparing young people for success, such as
by providing career counseling and offering opportunities for work-based learning and
actual employment; and (3) creating a new social compact with youth, in which key
stakeholders in a state or region improving the pathways for those who are now being
left behind and have a low income situation(9). Christen Brownlee argues that going
straight to a four year school is not for everyone; he points out about a person planning
on attending college but would like to do something different before starting (4).
Brownlee claims that there a growing number of opportunities that are available from
environmental work to cultural immersion programs, to internships to community service

initiatives. (4) Wally Barnes, on the other hand emphasizes the need for college; his
approach is dealing with the career-readiness for all high school graduates; he
addresses college-readiness clearly to the exclusion of other educational alternatives.
He states that, college and career readiness may be the mantra for the 21st century,
but politicians and educational leaders tend to lean heavily on college-readiness when
curricular requirements are increased and accountability measures become more
stringent, which tends to anchor academic preparedness(9).
Carnevale and Sylvesters article is very well done and their account with dealing with
going to college is well thought out but has many gaps and not much solid evidence
supporting their overall claim. They take a strong stand saying that in order to get a
good job a person must attend college; but they also state that how could colleges
cannot low income students if they do not know which of their students are on welfare; it
is almost impossible to ensure that the students are receiving the support they need
whether for securing child care, obtaining financial aid, or finding jobs (5). A person can
learn a trade in the field they want to expand in and make a great living without any
college training.
Christen Brownlee author of the article Alternative Routes claims that going to a four
year college is not for everyone (1). According to Brownlee there are four other routes
that he believes can lead to a rewarding future: community college, trade school,
volunteering, and the military (1). Brownlee states that, statistics show that over the
next couple of years, it is projected that thirty new jobs are projected to grow; only
seven of those careers will require a bachelors degree (3). Brownlee gives this
example in his article about a young man named Charles Livingston:

[Charlie Livingston's high school years in Middletown, Connecticut, were a blur of

regular courses and technical classes--he crammed in as much shop, woodworking,
and welding as he could handle. Sometimes he'd even hang out with friends who went
to a nearby technical high school and help them do electrical work. He knew right away
that he loved working with his hands, climbing ladders, and running wire. But when
graduation rolled around, he decided to take the same route as many other students in
his high school: He started toward a four-year degree. But after enrolling at Central
Connecticut State University in New Britain, Livingston wasn't sure what he wanted for a
major, and he didn't like going to class. When he finished his second semester, he
dropped out, and decided to pursue the electrical work he really enjoyed.
Now, he's taking a one-year electrical training program and well on his way to a career
as an electrician, a job that can pay more than $33 an hour, according to the U.S.
Department of Labor. Compared to the $56,000 it takes to attend four years at his state
college, the electrical training
program costs only about $15,500. Like many other young people, Livingston originally
thought college was his only ticket to an interesting job with a good salary] (2-3).
According to polls taken from ten different high schools and the example Brownlee
gives of Mr. Livingston he states that, many high school students choose college
because, they feel that it is the only ticket to an interesting job, they think there is not
anything else, and or they think that their parents (adults) do not want to hear anything
else (4). But as proven choosing college is not the only path to success.
Both Jacques Steinberg and Valerie Strauss also make compelling claims
regarding college alternatives. Jacques Steinberg presents different educators and their

various opinions about higher education. Steinberg also presents evidence that many
careers do require a two or four year degree and that half of college students will not
receive their degree within six years (4). Steinberg argues that of the ten most popular
jobs in the economy, only two, accounting and post-secondary teaching require degrees
(6). He says these jobs are outnumbered by the ones that do not require a degree and
these workers make almost as much or sometimes even more than those with a
degree. The need for registered nurses, home health aides, customer service
representatives, and store clerks and managers is rising, and none of these jobs
requires a college degree (8). In Valerie Strausss article she addresses some the
various rates of some of the college students enrolled in the United States. Strauss says
that the percentage of high school students between the ages of 18-24 who enrolled in
college has increased from thirty five percent in 2000 and to forty one percent in 2010
(6). Strauss also states in the article that seventy percent of high school students attend
college right after high school but nearly half of the students enrolled in college full time
drop out after their first year (6). Strauss makes the claim that students may not pursue
four more years of academic work after high school, so some may pursue career and
technical training (7).
Wally Brown says that many American citizens believe that education beyond high
school is a passport to the American dream ("College-Readiness Is Not One-Size-FitsAll." Wally Brown)

1). College-Readiness researchers have reported that students in our nations high
schools are earning diplomas, but they are graduating without the knowledge, skills, and
metacognitive strategies needed to be successful at postsecondary institutions.

Although college-readiness is an ambitious, viable tenet for student success at the

postsecondary level, federal and state policy makers must understand that students and
patterns of college attendance are changing rapidly (Barnes 2). Barnes discusses how
to eliminate the thought that college is a one size fits all idea. He makes the claim that
there are many more opportunities rather than college, because college is not for
everyone (2). Barnes in this article examines the educational policy reports, and
legislative acts to explore the extent in which students should be college ready (1).
While exploring those documents and also other evidence Barnes came to the
conclusion that, the one-size-fits-all college readiness agenda is a dichotomous variable
than a continuum, which would allow students to make more informed decisions about
college goals, and career aspirations (2).
Now that the many different claims have been discussed by scholarly authors we need
to recognize the alternatives that are referred to and how effective they really are. The
table below compares a trade school a traditional four year college.
Comparing Types of Colleges
Community College/ Trade School

Four-Year Private or Public Institution

Many community colleges have open

Four-year colleges and universities vary in

admissions policies, meaning that

their degrees of selectivity and some do have

anyone who can benefit is welcome

open admissions policies. Selection is most

to attend. There are usually minimal

often based on competitive factors including

qualifications for admission to degree

standardized test scores, such as the SAT

and certificate programs; however,

and ACT, high school grade point average

some programs" especially in the

and coursework, letters of recommendation,

allied health sciences are highly

selective, have rigorous admissions
criteria, and accept only a small
number of students each year.
You will need a high school diploma
or a high school equivalency
certificate based on the General
Educational Development (GED) test
and admissions essays. A high school
to take courses for credit. Many nondiploma or high school equivalency certificate
credit courses are generally open to
(GED) is generally required in order for an
anyone who wants to enroll.
applicant to be admitted.
Students take assessment and
admitted. Placement tests to
determine their appropriate class
level. Basic skills or developmental
courses, plus English language
classes, may be required prior to
enrollment in college-level courses for
credit.
The community college/ Trade School Many students in baccalaureate programs
student body is often described as

start right out of high school and fall into the

"non-traditional," referring to

traditional college-age 18-22 years.

independent, older adults who are

Students come from across the country and

entering college for the first time or

returning after some time. range of
Traditional" college-age students
(18"22 years old) entering directly
from high school are increasing in
numbers, especially as full-time

around the world.

students in day programs.

Most students attend on attend a full-time

Most students are in-state residents

basis.

from the local area; some foreignborn students also attend.

The majority of students attend part
time (less than 12 credit hours per
semester).
Most community colleges offer a

The undergraduate curriculum (course of

comprehensive curriculum (course of

study) focuses mainly on liberal arts and

study) that focuses mainly on liberal

sciences, preparation for professional

arts and sciences, plus vocational

degrees law or medicine, and preparation for

and technical training for direct entry

other graduate level education. Many four-

into the workforce, an option that

year institutions also offer continuing

most four-year such as institutions do

education and workforce training programs.

not offer. Continuing education and

workforce development programs are
integral to community colleges'

mission to meet local needs.

An associate's degree is usually the
highest degree awarded; however, a
few states Florida, Arkansas, Utah"
have begun to allow community

All four-year colleges and universities offer a

colleges and Trade Schools to offer a

bachelor's (baccalaureate) degree as the

bachelor's (baccalaureate) degree.

highest undergraduate degree. Some also

Most degree programs can be

offer an associate's degree. The bachelor's

completed in 2

degree typically takes 4 to 6 years to

years of full-time attendance.

complete.

Certificate programs typically take a

year or less to complete if you go full
time.
Community colleges/Trade Schools
are mainly geared to commuters;

Most four-year institutions are geared to full-

however, about 20 percent of

time, residential students with on-campus

community colleges do offer a more

housing in dormitories widely available

traditional college experience with on-

(although they may also have a commuter

campus housing available to

population).

students.
Faculty members are mainly focused

Faculty members' focus is divided among

on teaching as their primary

teaching, research, and publication; there are

responsibility; many colleges require

a higher percentage of faculties with

faculty to have master's degrees and

doctorates than in community colleges.

there are a growing number who also

hold doctorates.
Although average class size varies, many
Class size averages between 25 and

lower-division (freshman and sophomore)

40 students. Classes are taught by

classes, especially lecture classes, can be

full-time or part-time (adjunct) faculty.

very large and are often taught by graduate

teaching assistants.
Tuition costs at public institutions are usually

Tuition for community colleges is

at least twice that of community colleges and
affordable.
often more at a private institution.
(Susan Strafford, Table 1)
Richard Vedder along with many of his colleagues believes that volunteering prepares
students for careers better than a university education. Vedder claims that the number
of college graduates fell below the growth in the number of technical or basic jobs that
are producing in our economy (3). Volunteers gain real life experience that they can use
to pursue a career.
Ken Gray states in the article Alternatives to College, that eighty percent of all jobs
require less than a four year degree, and hands on experience, trade school or
volunteering to gain experience benefits students more than attending four year
colleges (2).
In conclusion, when deciding on a post-secondary education one should definitely
consider all options. Some options that some may do to become successful are trade
schools or programs to go immediately into a profession. The authors discussed in this
essay made some valid claims on other alternatives that are available besides attending

a four year institution. Mary Marklein in her article What If a College Education Isnt For
Everyone claims that our society feels that if you do not attend college and get into the
upper tier will struggle their entire life (2). This is not true. It has been proven that when
individuals take alternative paths that they are usually as successful as those who
attend a four year institution.

Works Cited
"Alternatives to College." Careers & Colleges 27.1 (2006): 32-34. OmniFile Full Text
Mega
(H.W. Wilson). Web. 4 Oct. 2013.
Barnes, Wally... "College-Readiness Is Not One-Size-Fits-All." Current Issues in
Education 16.1
(2013): 1-12. OmniFile Full Text Mega (H.W. Wilson). Web. 21 Oct. 2013.

Brownlee, Christen. "Alternative Routes." Careers & Colleges 25.1 (2004): 28-32.Web.
21 Oct.
Kasper, Hirschel. "The Economics of Community College Labor Markets: A Primer.
(2009): 310. OmniFile Full Text Mega (H.W. Wilson). Web. 4 Oct. 2013
2013.
Marklein, Mary Beth. Education What If a College Education Isnt For Everyone? 16
Mar.2010.Web.05 Oct. 2013.
Schlack, Lawrence B. Going to College Is Not Always the Best Choice. Winter
2010.Web.20
Oct.2013
Stafford H. Susan. Comparisons between Trade Schools Community Colleges and Four
Year
Institutions. 20 July 2010. Web. 11 Nov. 2013.
Steinberg, Jacques. Plan B: Skip College. The New York Times. 16 May 2010. Web.
26 Sept.
2013.
Strauss, Valerie. Why Everyone Shouldnt Go to College. Washingtonpost.com. 06
Dec.
2012. Web. Sept. 26 2013
Symonds, William "Pathways to Prosperity." Educational Leadership 69.7 (2012): 35-39.
OmniFile Full Text Mega (H.W. Wilson). Web. 4 Oct. 2013

Vedder, Richard. Why College Isnt for Everyone. Businessweek.com. 09 Apr. 2012.
Web. 05
Oct. 2013