Ervin MitchellFinal Thesis03/02/13Foundations of Knowledge and UnderstandingIn 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 19th 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 Cited1. 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 MetaphysicsVol. 50, No. 4 (Jun., 1997), pp. 841-872Published by: Philosophy Education Society Inc.Article Stable URL: http://www.jstor.org/stable/201301176. 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: African-American 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 BrownEnglish 3604Professor McAdonNovember 8, 2013The Half Baked TruthMany 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 low-income 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-Fits-All." 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 CollegesCommunity College/ Trade SchoolFour-Year Private or Public Institution

Many community colleges have open admissions policies, meaning that anyone who can benefit is welcome to attend. There are usually minimal qualifications for admission to degree and certificate programs; however, some programs" especially in the 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 to take courses for credit. Many non-credit courses are generally open to anyone who wants to enroll.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.Four-year colleges and universities vary in their degrees of selectivity and some do have open admissions policies. Selection is most often based on competitive factors including standardized test scores, such as the SAT and ACT, high school grade point average and coursework, letters of recommendation, and admissions essays. A high school diploma or high school equivalency certificate (GED) is generally required in order for an applicant to be admitted.

The community college/ Trade School student body is often described as "non-traditional," referring to independent, older adults who are 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 students in day programs.Most students are in-state residents from the local area; some foreign-born students also attend.The majority of students attend part time (less than 12 credit hours per semester).Many students in baccalaureate programs start right out of high school and fall into the traditional college-age 18-22 years.Students come from across the country and around the world.Most students attend on attend a full-time basis.

Most community colleges offer a comprehensive curriculum (course of study) that focuses mainly on liberal arts and sciences, plus vocational and technical training for direct entry into the workforce, an option that most four-year such as institutions do not offer. Continuing education and workforce development programs are integral to community colleges' mission to meet local needs.The undergraduate curriculum (course of study) focuses mainly on liberal arts and sciences, preparation for professional degrees law or medicine, and preparation for other graduate level education. Many four-year institutions also offer continuing education and workforce training programs.

An associate's degree is usually the highest degree awarded; however, a few states Florida, Arkansas, Utah" have begun to allow community colleges and Trade Schools to offer a bachelor's (baccalaureate) degree. Most degree programs can be completed in 2years of full-time attendance. Certificate programs typically take a year or less to complete if you go full time.All four-year colleges and universities offer a bachelor's (baccalaureate) degree as the highest undergraduate degree. Some also offer an associate's degree. The bachelor's degree typically takes 4 to 6 years to complete.

Community colleges/Trade Schools are mainly geared to commuters; however, about 20 percent of community colleges do offer a more traditional college experience with on-campus housing available to students.Most four-year institutions are geared to full-time, residential students with on-campushousing in dormitories widely available (although they may also have a commuter population).

Faculty members are mainly focused on teaching as their primary responsibility; many colleges require faculty to have master's degrees and there are a growing number who also hold doctorates. Faculty members' focus is divided among teaching, research, and publication; there are a higher percentage of faculties with doctorates than in community colleges.

Class size averages between 25 and 40 students. Classes are taught by full-time or part-time (adjunct) faculty. Although average class size varies, many lower-division (freshman and sophomore) classes, especially lecture classes, can be very large and are often taught by graduate teaching assistants.

Tuition for community colleges is affordable.Tuition costs at public institutions are usually at least twice that of community colleges and 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): 3-10. 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.2013Stafford 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 2013Symonds, William "Pathways to Prosperity." Educational Leadership 69.7 (2012): 35-39. OmniFile Full Text Mega (H.W. Wilson). Web. 4 Oct. 2013Vedder, Richard. Why College Isnt for Everyone. Businessweek.com. 09 Apr. 2012. Web. 05 Oct. 2013