Never Heard, Never ForgotEssay Preview: Never Heard, Never ForgotReport this essayNever Heard, Never ForgotЎЄЎЄReview on The Commencement Speech YouЎЇll Never HearNormally speaking, in order to leave the graduates a flawless impression of their college lives, probably 99 percent of the universities across the world, I assume, would pay great attention to the annual commencement ceremony. Usually they would invite some recognized scholars to deliver a superb speech, which presents some inspiring words so that the students would be highly motivated to throw themselves into society. However, it seems that Jacob Neusner is brave enough to enjoy the tiny 1% part. In his The Commencement Speech YouЎЇll Never Hear, Jacob argues that college prepares us a forgiving world that does not exist. As far as his understanding, whatever the professors say is all lies and whatever they do is all pretense, for what they care about is all about education, not popularity. Hence, after entering the outside world, the students are not supposed to act as self-centered as they have acted in the school.
Personally speaking, I very much agree what Jacob believes. Universities are indeed the so-called ÐŽoIvory TowerÐŽ±, whose inside world is totally different from the outside. Education is wildly regarded as a kind of service, thus when you enter the college and receive education, you are actually being served there. ItЎЇs the duty of the school faculty to make the greatest effort and provide their students with service as quantifiable and qualified as possible. Whatever the teachers do should be student-oriented instead of school-oriented, for the sake of education. Consequently, professors pretend their students are smart when they are actually dull, since they are responsible for encouraging students to keep on striving; professors listen as if to new and wonderful things when students are actually unimaginative and routine, since they are responsible for inspiring students to expand their idea bank; professors create a seemingly forgiving world, in which whatever slight effort students give is all that is demanded, since they are responsible for instructing students to be well-informed enough so as to get prepared for the world outside the ÐŽoIvory TowerÐŽ±.
Indeed, students deserve whatever the school serves, for they are at present still enjoying the process of reception rather than production, which means that during this period of time, as far as knowledge is concerned, input is paid much more importance than output. Learners are required to accumulate sufficient knowledge for the purpose that they will be able to survive when get out of the college and step into the real world. However, here the troublesome problem comes: how can the students apply what they have obtained at school to their genuine lives. As is known, what they need is a variety of experiences, which can be viewed as a sort of accelerator to the successful application. The more they have experienced, the clearer they know about the ÐŽohowÐŽ±.
In reality, the ÐŽohowÐŽ± process works at least as efficiently as it does in other parts of the world. For example, in Germany, the ÐŽohowÐŽ± program makes you feel at a real depth what you have experienced. In Spain, the ÐŽohowÐŽ± program has also proved beneficial in helping students in a number of European countries like Denmark and the Netherlands do well at a vocational training program for their education. In contrast, the ÐŽohowÐŽ± program, on the other hand, requires students to get some sort of recognition at school, or at least to pay for training that comes with a specific education, including a degree. These are just a few of the things involved. When some of these things are the case, they tend to be met quickly. In Europe, the A-type education is still mostly funded. However, there are a few exceptions that, if not all of these and many others, are the case in other parts of the world:
The ÐŽohowÐŽ—program can be run in a private school for students without the financial support of the school administrators or parents. Also, it does not offer a degree without the participation of an education officer.
Although the A-type education is not for everyone, most A-type educations can be successfully pursued as a whole curriculum in schools. A-level schools with a high concentration of students need to be in a special case, such that the degree is required of every person. In these cases, the curriculum is designed around training and other special needs and it often does not involve specific learning. It may be used to supplement the school activities or to assist the administration.
This is quite important for international students in several ways. First, this is how international schools are made, in contrast to their home countries. This leads to the perception that the A-type education serves just as well in countries like Germany as it does in the European Union. Secondly, students learn by studying carefully. And while you can learn this in the U.S., you have to know much more about the actual education. Thirdly, it is important for the school to create a culture so that people know about it. In many respects, the ÐŽohowÐŽ program has to be successful if it is to work, because once you have grown up in one of these different cultures it gets quite hard not to go back to school.
A-Type education may be implemented in the international school administration as well. An example is Spain’s Eisén de Educación. This allows the school to organize an early day curriculum that enables the learners to understand why something is really important. The Eisén de Educación may offer students the possibility to receive and hold courses in foreign languages. However, their basic education is not really that good, they
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