Therefore, instead of requiring non-science majors to enroll in general studies science courses such as biology, chemistry, or "physics for non-majors," the only mandatory science instruction should be courses that relate more directly to useful information. For example, obesity is a virtual epidemic in American society; therefore, a science class in practical nutrition makes mush more sense than the traditional focus of science courses for non-majors. Similarly, computer use classes would be more useful, as would classes emphasizing the logical scientific method rather than substantive science subject matter. Perhaps if mandatory scientific courses related more directly to useful information and to beneficial intellectual processes, American presidential election politics would not feature potential candidates with college (and advanced academic) degrees who still believe that Creationism or "Intelligent Design" are more plausible explanations for the existence of human life than Darwinian evolutionary theory.
As pertains to the study of foreign languages, it is true that bilingual capacity is becoming more and more beneficial in a shrinking global society. However, to the extent that mandatory , science, and foreign language requirements as a condition of the award of any degree probably do more harm than good. By the time students begin college, they already know what their academic strengths and weaknesses are, and traditional mandatory requirements do not accomplish much with respect to dressing any legitimate need for remedial attention. The suggestion to require only courses that provide tangible benefit and those necessary to ensure adult competence makes more sense than across-the-board mandatory studies in mathematics, science, and foreign languages.
References
Carter, J. (2001) an Hour Before Daylight: Memories of a Rural Boyhood. New York: Touchstone.
Gardner, H. (1991) the Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books.
Gerrig, R, Zimbardo, P. (2005) Psychology and Life. 17th Edition.
New York: Allyn & Bacon.
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Q1. The mind-body problem in psychology has been discussed consistently since Plato. Discuss Dewey’s approach to understanding experience using Heidegger’s conception of mind and body and any relation to Heidegger’s approach to ontology? In what way does Husserl’s concept of ontology relate to the ideas of Dewey and Heidegger? According to Neill (2005), the educational philosopher John Dewey attempted to overcome the deficits of both traditional and progressive education by stressing that experience
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