College 101 Final Review

Booker T. Washington Delivers the 1895 Atlanta Compromise Speech

• Seperate as the fingers, yet one as the hand

• Audience is the white race

• Cast down your bucket where you are (to both races)

• Vocational training/ financial stability first/ social equality, liberal education later

DuBois OF MR. BOOKER T. WASHINGTON AND OTHERS

• He warns that compromising on civil rights can lead to long-term harm and that they should assert their rights and demand equality

• Critizes washingtons address to leading to an established inferiority of the black men.

• without educated leaders, the community cannot effectively advocate for its rights.

DuBois Wings of Atlanta

• He sees education as a means to bridge racial divides, encouraging mutual respect and understanding between Black and white communities.

• He emphasizes the importance of education, warning against the temptation of material wealth ("golden apples")

• education should not merely focus on economic gain but also on cultivating character and moral values.

• The myth serves as a warning that yielding to superficial desires can lead to a loss of integrity and purpose, urging the Black community to strive for deeper ideals.

DuBois of the training of black men

• He believes that educated Black men have a duty to uplift their communities and advocate for social justice, thus playing a vital role in shaping the future.

• Need to train teachers, because white teachers won’t teach them. To bring self sufficeny, community leadership, and break stereotypes.

• By equipping Black men with knowledge and skills, they can counteract stereotypes and assert their worth.

Prof. Dan Edelstein, An Introduction to the Idea of Liberal Educati

A U.S. liberal education aims to prepare students for:

1. Multiple careers, not just one profession.

2. Informed citizenship in a democracy.

3. Leadership in civic, political, and industry contexts.

4. A good life—personal fulfillment and reflection on what it means to live well.

• Breadth aims to teach transferable skills, not superficial knowledge.

Employers don’t want narrow specialists; they want creative, flexible thinkers.

Prof. Caroline Hoxby lecture

• Raw earnings differences by major are “hugely exaggerated” when you account for background

• That suggests picking a major is less of a guarantee of a certain economic outcome than commonly believed.

• You are more likely to have a larger income increase doing something you are interested in.

Paulo Freire Pedagogy of the Oppressed

• Critizes as "banking model," where teachers deposit knowledge into passive students like empty vessels

• Supports problem posing education where students and teahers learn from one another.

• Education should aim for "the transformation of reality," enabling individuals to become more fully human.

Paulo Freire’s Pedagogy of the Oppressed at Fifty

• Criticism: Some argue about the accessibility of his language and the suitability of his methods in elite educational settings.

• His ideas promote empowerment for the oppressed, which some right-wing leaders view as a threat to the status quo and existing hierarchies.

• Freire's methods are still applied in modern classrooms, addressing systemic oppression and engaging students in meaningful discussions.

Plato, Republic, “Allegory of the Cave

• Allegory of the Cave: Represents the journey from ignorance (shadows) to enlightenment (truth).

• Education: It's about turning the soul toward truth, not just filling it with knowledge.

• Philosopher's Duty: Enlightened individuals must return to help others, despite potential backlash.

• Governance: Society should be led by those who understand truth, promoting harmony over power struggles.

Nervous conditions by Tsitsi Dangarembga

• Shows education=self sustainability, way to make it better in life, social hierarchy

• Also shows that education can be a burden, “ignorance is bliss”

• Education also can enforces colonial values,

• Cultural at home education vs. education that seperates the two

Selfless by Brian Lowery

• Your identity is formed through relationships, social expectations, and the roles other people place you in.

• The “self” is contextual, fluid, and relational rather than fixed or internal.

• No free will, This doesn’t mean we have no agency, but our agency is shaped and constrained by social forces.

• Responsibility is therefore a social judgment, not a personal possession becuase it comes from participating in the real world.

 Robert M. Sapolsky, Determined

No free wil on a nueroligcal level “spontaneous” choices or “gut feelings” have:

• neural precursors

• past influences

• physiological triggers

Nuerons firing off other nuerons

There should be no moral responsibility for our actions, but we can use punishment to protect those in society but aim to fix root problems.

James D. Walsh, “Everyone Is Cheating Their Way Through College,”

1. Widespread AI Use in Education: Many collegestudents, like Chungin "Roy" Lee, are usinggenerative AI tools like ChatGPT to completeassignments, often relying on AI for the majorityof their work.

(Colombia probahiton for AI Cheating platform)

1. Changing Perceptions of Cheating: There's agrowing belief among students that using AI forhomework may not be considered cheating,with nearly 90% of students in a surveyindicating

2. Educators face several challenges with AIcheating, including difficulty detecting AI-generated work, inconsistent policies on AI usage,diminished student engagement and criticalthinking, complications in grading,

 Hua Hsu, “What Happens After A.I. Destroys the College Essay?”

• AI's Role in College Writing: Students like Alex use Claude to generate essays based on prompts and even summarize readings, illustrating AI's integration into their academic work.

• Professors like Corey Robin have shifted to in-class exams to combat AI use, while Dan Melzer emphasizes the writing process through workshops, adapting to the changing landscape. (blue books)

• The article discusses how universities are partnering with AI companies, indicating a shift in educational strategies and the potential for AI to reshape curricula.

 David Brooks, “Are We Really Willing to Become Dumber?”

• Illusion of Effortless Learning: AI gives the impression that one can excel in thinking without hard work. For instance, while AI-generated essays had more specific details, they lacked depth and personal ownership.

• Cognitive Decline: A study showed that those who wrote without AI had better brain connectivity and memory retention. AI users demonstrated significantly lower cognitive engagement, indicating a reliance on external tools can weaken mental capacity.

• Changing Educational Priorities: Students are increasingly busy and often use AI for convenience, which may undermine their learning. Brooks emphasizes the need for a cultural shift to value genuine effort in education over quick fixes.

Jenny Odell, “How to do nothing”

1. The Value of Doing Nothing: Odell emphasizes that "doing nothing" is essential for meaningful thought and creativity. Her time spent in the Morcom Amphitheatre of Roses illustrates how stillness can lead to deeper insights, acting as a survival tactic in a chaotic world.

2. Public Spaces and Community: The article underscores the importance of public spaces like the rose garden as places for contemplation and connection. Odell contrasts these with commercialized environments, highlighting that genuine interaction in public spaces is crucial for community well-being.

3. Political Implications: Engaging in "nothing" is framed as a political act against the demands of the attention economy. Odell argues that reclaiming time for reflection and care is a form of resistance against societal pressures to be constantly productive, advocating for the right to say nothing as a form of self-preservation and community care.

D. T. Suzuki’s translation of The Ten Oxherding Pictures

Ten Oxherding Pictures – Main Theme

• Journey of self-discovery: the ox symbolizes the mind or true nature.

• Stages show searching, realizing, mastering, and integrating the mind.

• Ultimate goal: self-awareness, inner freedom, and compassionate engagement with the world.

• Connects to liberal education: learning to know oneself, think clearly, and act wisely.

Susan Bush and Hsio-yen Shih, Early Chinese Texts on Painting

• Connection to Nature: A gentleman’s love of landscape reflects the cultivation of his character and longing for harmony with nature. Mountains, streams, and seasons mirror human emotions and moral refinement.

• Mindfulness & Perception: True appreciation requires attentive observation, inner calm, and respect for the essence of the landscape; superficial viewing or trivial engagement fails to capture its spirit.

• Art as Reflection of Life: Landscape painting is a path to self-cultivation—painting and viewing cultivate patience, subtle perception, and emotional resonance.

• Integration of Inner and Outer Worlds: The artist or observer unites inner clarity with external observation; creativity flows when mind, hand, and spirit are fully engaged.

• Seasonal & Spatial Awareness: Landscapes and their moods shift with seasons, time of day, and perspective—requiring deep understanding to express their essence.

• Harmony and Respect: Both in painting and life, balance, attention to detail, and reverence for the subject produce true excellence.

( education cultivation of character as well)

 Great Masters of the Southern Song: Xia Gu

• Handscrolls Teach Close Observation: Xia Gui’s scrolls are long and meant to be viewed section by section. This helps students learn to look carefully, notice small details, and understand how a story or scene unfolds over time.

• Shows Southern Song Culture: His paintings show nature, people, and daily life in the Southern Song period. They connect art to history, literature, and cultural ideas, helping learners understand the world of that time.

• Builds Thinking and Interpretation Skills: Comparing original works and copies, noticing brushwork and style, and following themes like “lyric journeys” helps students practice analyzing, interpreting, and forming thoughtful opinions about art.

Tara Westover Educated

• Self-Discovery & Personal Growth:
  Tara’s story shows that understanding yourself often requires questioning what you were taught and the values you inherited. It’s about realizing that your identity isn’t fixed by family, culture, or past experiences, and that growth can be painful but liberating.

• Power of Education:
  Education is portrayed not just as academic learning, but as a tool for independence and perspective. It gives Tara the ability to see different ways of living, think critically about her upbringing, and make choices that align with her own values. Knowledge becomes a path to freedom.

• Family, Loyalty, and Boundaries:
  The memoir explores the conflict between love for family and the need to protect oneself. Tara struggles with loyalty to her parents while recognizing when their beliefs and actions are harmful. It highlights how setting boundaries is crucial for personal survival and mental health, even if it causes guilt or tension.

Matthew B. Crawford, “Shop Class as Soulcraft,

• Self-Discovery & Personal Growth:
  Tara’s story shows that understanding yourself often requires questioning what you were taught and the values you inherited. It’s about realizing that your identity isn’t fixed by family, culture, or past experiences, and that growth can be painful but liberating.

• Power of Education:
  Education is portrayed not just as academic learning, but as a tool for independence and perspective. It gives Tara the ability to see different ways of living, think critically about her upbringing, and make choices that align with her own values. Knowledge becomes a path to freedom.

• Family, Loyalty, and Boundaries:
  The memoir explores the conflict between love for family and the need to protect oneself. Tara struggles with loyalty to her parents while recognizing when their beliefs and actions are harmful. It highlights how setting boundaries is crucial for personal survival and mental health, even if it causes guilt or tension.

Robin Kimmerer, “Asters and Goldenrods,

1. Beauty and Science: Kimmerer explores the relationship between beauty in nature and scientific inquiry. She reflects on how her initial questions about why asters and goldenrod grow together were dismissed in a scientific context, highlighting a gap between emotional appreciation and analytical understanding.

2. Indigenous Knowledge vs. Western Science: The chapter contrasts indigenous ways of knowing, which embrace relationships and interconnectedness, with the reductionist approach of Western science that often separates the observer from the observed. Kimmerer emphasizes that both perspectives can enrich our understanding of the natural world.

3. Reciprocity in Nature: Kimmerer illustrates the concept of reciprocity through the relationship between the two plants, showing how their coexistence benefits both species and the ecosystem. This serves as a metaphor for human relationships and the importance of mutual support and collaboration.

Robin Kimmerer, the three sisters

1. Interdependence: The chapter emphasizes the interconnectedness of corn, beans, and squash, illustrating how each plant supports the others in growth and nutrition. This theme reflects broader lessons about community and collaboration.

2. Reciprocity: Kimmerer highlights the mutual benefits that arise from the relationships among the Three Sisters, showcasing the importance of giving and receiving in both nature and human interactions.

3. Cultural Wisdom: The chapter conveys indigenous agricultural practices and the stories behind them, reinforcing the significance of traditional knowledge and its relevance in sustainable living and ecological stewardship.

Robin Kimmerer, Returning the Gift

1. Reciprocity with the Earth: Kimmerer emphasizes the importance of recognizing our responsibilities to the Earth. Instead of a one-sided relationship of taking resources, we should consider what we can give back, fostering a mutual bond.

2. Gratitude as a Practice: The essay highlights gratitude not just as a feeling but as a powerful practice that acknowledges the gifts of the Earth. This recognition can lead to sustainable behaviors and a sense of enough-ness, countering consumer-driven mindsets.

3. Interconnectedness of Life: Kimmerer stresses that humans are part of a larger ecological community. We must respect and understand our role within this "democracy of species," advocating for the rights of non-human beings and promoting ecological restoration.

 Epicurus, “Excerpts from the Life of Epicurus,” “Letter to Menoeceus,” and “Leading Doctrines”

1. Death should mean nothing to us

2. Our senses are necessary sources of knowledge

3. Pleasure is life's goal

4. Pleasure = absence of pain, not necessarily luxury

5. A self-sufficient life talking with thoughtful friends is the good life

  Seneca, “On the Shortness of Life”

1. Value of Time: Seneca emphasizes that life is not inherently short; rather, it's often wasted on trivial pursuits. He advocates for making the most of the time we have.

2. Philosophical Engagement: He argues that true leisure and fulfillment come from engaging with philosophy, which allows individuals to reflect on their lives and make meaningful choices.

3. Critique of Busy Idleness: Seneca critiques those who are overly engrossed in societal duties and distractions, suggesting that they miss out on genuine living.

Zadie Smith, “Some Notes on Attunement

1. Personal Transformation: Smith illustrates how individual experiences can profoundly change one’s appreciation of art. Her journey with Joni Mitchell’s music reflects a broader theme of personal growth and the evolving nature of taste.

2. Philosophical Insights on Openness: The essay connects to Kierkegaard’s ideas about faith and understanding, emphasizing that being open to new experiences—whether in art or life—can lead to deeper emotional connections and insights.

3. Tension Between Specialization and Generalization: Smith discusses her identity as a specialist in literature and the feelings of inadequacy that arise when comparing herself to generalists. This highlights the importance of balancing deep knowledge in one area with a willingness to explore and embrace diverse interests, enriching both personal and cultural understanding.

Nietzsche, The Gay Science, sec. 334 [

Love is a process that must be learned: Just like learning to appreciate a piece of music, we must first pay attention, be patient, and accept the unfamiliar. Over time, through patience, openness, and care, what once seemed strange becomes deeply valued and cherished. Love—whether for music, others, or even ourselves—grows gradually through attention, understanding, and willingness to engage with the unknown.

Rabindranath Tagore, “The Problem of Education”

1. Critique of Factory Education: Tagore argues that the current educational system functions like a factory, emphasizing standardization and rote learning. This approach stifles creativity and fails to engage students meaningfully, leading to a disconnect from their cultural and social realities.

2. Advocacy for Holistic Education: He advocates for a more holistic approach that nurtures individuality and moral development. Education should be integrated with cultural values and real-life experiences, fostering a deeper connection to learning.

3. Integration with Society: Tagore emphasizes that education should not be a separate entity but rather intertwined with the life and culture of the society. He believes that true learning occurs through interactions with the community and nature, making education relevant and impactful.

Rabindranath Tagore, “The unity of education”

1. Integration of Eastern and Western Knowledge: Tagore emphasizes the need for a synthesis of Eastern spirituality and Western scientific knowledge. He believes that both can contribute to a more comprehensive understanding of education and human development.

2. Importance of Secular Knowledge: He argues that secular knowledge, particularly scientific understanding, is essential for progress and self-governance. Tagore stresses that without this knowledge, societies remain impoverished and disconnected from the realities of the material world.

3. Spiritual and Moral Development: Tagore highlights that true education must also focus on spiritual and moral growth. He believes that fostering unity among people and understanding the interconnectedness of humanity is crucial for achieving peace and well-being.

Rokeya Hossain, “Sultana’s Dream”

1. Utopian Vision of Gender Roles: The story imagines a world where women are empowered and men are confined to domestic roles. This reversal challenges traditional gender norms and critiques the societal structures that limit women's freedom.

2. Education and Progress: The narrative emphasizes the importance of education for women, showcasing how it leads to advancements in science and technology. The women of Ladyland thrive through knowledge, contrasting with the stagnation of men who dismiss their achievements.

3. Critique of Patriarchy: The dialogue between Sultana and Sister Sara highlights the absurdities of patriarchal society. It questions the safety and logic behind confining women while allowing men to roam freely, ultimately advocating for women's rights and autonomy.