In searching for an efficient learning system, purpose and passion become crucial. Even the high achievers struggle with understanding the practicality of what they are taught. The argument put forward in this paper is that a radical change in college education will be required to create problem solvers with specific passion or purpose and their focus on real-life issues. The main point is that this demand necessitates a lot of engagement with society and reflection on experience along with the mentorship program. A reimagined college experience, as elucidated in this paper, envisions a multifaceted approach encompassing a diverse curriculum, immersion in real-world scenarios, and mentor-guided journeys. In support of this claim, the discussion explores the opinions of some notable scholars, including Philip Uri Treisman, Ken Bain, and Hara Estroff Marano. These scholars offer varied ideas constituting a robust, purposeful, complete educational model.
Colleges will be more efficient in helping learners find their purpose when they discover diverse topics and perspectives of the world. Reflecting on the narrative of Mary Ann through broad exposure, she had grown to love Latin, find sciences challenging, and love computers, successfully turning down a professor urging her to pursue research. Specifically, “She created a computer program in which surgery students could explore and experience a procedure electronically before seeing it live” (Bain, pg. 81). The quote proves that Mary Ann was able to capitalize on her study of many subjects to take note of her passion and pursue it. Steele also calls for adopting multiple viewpoints into learning and exposure to more knowledge for learners (Steele, pg. 613). “This refers to strategies that explicitly value a variety of approaches to both academic substance and the larger academic culture in which that substance is considered” (Steele, pg. 625). The quote explains what it means to have multiple perspectives. Bain’s narrative on Mary Ann and Steele’s depiction of the significance of different viewpoints comes together to portray that limited exposure and viewpoints would be an injustice hindering the development of the world.
Notably, learners need real-life encounters to understand that education has its basis in actual things that have taken place in the world. Bain implies that a sound learning system awakens the alligator system of thinking. “What I am calling your alligator brain triggers that “fight or flee” response” (Bain, pg. 62). The above quote expounds on what it means to think like an alligator: it means being aware of one’s feelings as well as surroundings and responding most tactfully. Marano supports the same view. “The fast-moving world requires more flexibility and comfort with ambiguity than ever” (Marano, pg. 1). The above quote shows the significance of having learners who understand their world to be prompt problem solvers as changes occur. An effective way to do that is via real-life encounters, which enhance awareness and tactful responses Bain finds necessary for humans.
Most importantly, colleges need to adopt a reflective learning approach applied all year in colleges because, often, learners have an automatic thinking process. “We will often use automatic thinking, following some well-worn path, rather than thinking afresh and reflectively” (Bain, pg.66). The above statement acknowledges the tendency to follow the easy way, which takes place in the absence of reflection. Ideally, it is essential to understand the process, noting efficient and inefficient things. “You want kids to understand exactly which efforts pay off in which situations” (Marano, pg. 6). The statement explains reflection, which involves looking back to understand what led to the success or lack of it. Bain and Marano show how reflection leads to success by changing the state of the mind and view of progress.
It is also essential to redesign learning to ensure learners are challenged yet feel supported in their journey. Mentorship serves as a stepping stone to the development of vigorous learners. Bain implies that mentorship is crucial for learners as following a purpose takes work. “It’s a long and arduous road” (Bain, pg. 80). A statement demonstrates why learners look up to role models. Steele concurs, implying that learners need mentors who challenge them to attain their best potential. “Giving challenging work to students conveys respect for their potential” (Steele, pg. 625). The above statement sheds light on how mentors help learners. Both Bain and Steele have a similar agreement on the significance of mentorship.
Contrary to a redesigned system, a results-driven learning model produces high-achieving learners who need help understanding learning concepts. Bain shows this effect through physics students whose performance was high but whose understanding needed to be more present. “The ones who made A’s but still didn’t have a clue how motion really works” (Bain, 58). Moreover, the perfectionism system harms learners as it only pressures them to perform without a strategic outlook on how to proceed. “And if ever there was a blueprint for breeding psychological distress, that’s it” (Marano, 2). Bain and Marano concur on the disadvantages of a results-driven approach, showing the necessity for redesigned learning in comparison.
The importance of colleges pivoting towards purpose is underscored by its transformative potential to instill boundless curiosity and a profound desire to contribute meaningfully to real-life challenges. Purpose-driven education entails giving the students broad and authentic experiences about different issues and engaging in reflexive learning. Explanation provides a window for exploiting intriguing interests while real-life experience bridges theory to practice. Subsequently, reflective learning unmasks strengths and shortcomings that direct people onto a relevant path in their academic and career lives. Mentorship also plays a critical role in further shifting this paradigm. The shift should be such that graduates will be more than just academically proficient but also more than capable of navigating and succeeding in life after college. In the end, redrafting the college experience changes the learning setting so that not only excellent marks are vital but also how a student will utilize the taught knowledge in real-life situations, which will finally mold modern generations into active, flexible citizens whose aim will be to participate in the development of society. This educational evolution involves growing people who can make profound changes away from formal settings.
Work Cited
Bain, Ken. What the Best College Students Do. Harvard University Press, 2012. JSTOR, https://doi.org/10.2307/j.ctt2jbv01.
Marano, Hara Estroff. “Pitfalls of perfectionism.” Psychology Today 41.2 (2008):
Steele, Claude. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. W.W. Norton & Company, 2011.
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