In the Bok reading, Bok discusses the goals of universities for undergraduate education, problems/ information that surround those goals, and issues that colleges should be addressing. He relates the objectives of universities to situations in the actual work force. Bok begins by emphasizing that there is a limit to what instructors can and cannot do in their classrooms. He stresses that instructors can shape students’ minds for righteousness, but they cannot impose their opinions and views onto the students. Next he explains the purposes of universities by providing reasons and information about the goals. Bok also describes issues that universities should be addressing, such as learning how to work with diversity. Bok concludes his writing by pointing out that the purposes he had stated are not the only goals, but they are the worthwhile ones.
As I read the Bok reading, I found that I agreed to what Bok was stating. When he stressed that instructors may shape students, but not impose upon them; I agreed with him. I think that instructors do have the right to lead students towards righteousness, but there is a limit to how far they may go. I discovered that many of the purposes that Bok had described seemed understandable and sensible. For example, when he had said that courses for critical thinking, such as advanced calculus should be available for those who need it, but should not be forced for every student to know the information, I could understand and see why he would say so. It was interesting reading the Bok text; I was able to see the goals of universities.
In relation to what the Bok reading had to do with the discussion we had in class, I think the Bok reading provides reasons and background information to support what we, students will learn in our classes, future courses, and whole college careers. In our Ethnics 21 class, we discussed the course goals and objectives of the class, which is connected to the Bok reading because it gives a detailed explanation of the universities’ purposes. It is especially transparent how relatable the Bok reading and the class discussion are when referring to “Living With Diversity” (Bok 111) and one of the six themes: Recognizing Diversity and Striving for Equality”. Having the course overview and reading the Bok text gives me a better understanding of what I am going to gain and learn from college.
As I read the Bok reading, I found that I agreed to what Bok was stating. When he stressed that instructors may shape students, but not impose upon them; I agreed with him. I think that instructors do have the right to lead students towards righteousness, but there is a limit to how far they may go. I discovered that many of the purposes that Bok had described seemed understandable and sensible. For example, when he had said that courses for critical thinking, such as advanced calculus should be available for those who need it, but should not be forced for every student to know the information, I could understand and see why he would say so. It was interesting reading the Bok text; I was able to see the goals of universities.
In relation to what the Bok reading had to do with the discussion we had in class, I think the Bok reading provides reasons and background information to support what we, students will learn in our classes, future courses, and whole college careers. In our Ethnics 21 class, we discussed the course goals and objectives of the class, which is connected to the Bok reading because it gives a detailed explanation of the universities’ purposes. It is especially transparent how relatable the Bok reading and the class discussion are when referring to “Living With Diversity” (Bok 111) and one of the six themes: Recognizing Diversity and Striving for Equality”. Having the course overview and reading the Bok text gives me a better understanding of what I am going to gain and learn from college.