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Write 2 pages with APA style on Comparative Summary;Kisautaq leona okakok serving the purpose of education and John Henry Newman from Knowledge its Own End.
Write 2 pages with APA style on Comparative Summary;Kisautaq leona okakok serving the purpose of education and John Henry Newman from Knowledge its Own End. Task: Comparative Summary John Newman, in an excerpt of his books, talks about the word “liberal” in attempt to get its deeper meaning for a better understanding. Okakok, on the other hand, provides his thoughts and experiences on the term “liberty”. He uses examples such as how communication restrictions and the promotion of English language interfered with the native language and cultures.
Newman begins by noting how the term exists in various capacities or aspects, for instance, liberal arts, liberal knowledge and liberal studies. He describes the application of liberal in various aspects such as mind exercise, reflection and reason. Okakok, conversely, talks about how students do not have the liberty to communicate in their own language. They were denied the liberty to communicate in English, a language incredibly dissimilar from their native one (Okakok 77). If a student was found communicating in their native language, they would be subjected to physical punishment. The effort of promoting English language reached the homes of students as teachers asked parents to communicate with their students in English.
Newman explicates the various application of liberal. In his understanding, liberal meant the art of understanding things with an open mind i.e. open to new thoughts. However, he also criticizes the various application of the term liberal. On the other hand, Okakok explicates the way children were denied the liberty to communicate in their native language. They were denied the freeness to communicate without restrictions (liberty).
Newman believed that the public should be educated on the fact that liberal is nonexistence in several aspects. He wanted the public to understand that there are restrictions in the application of liberal on various aspects thus making the term nonexistence. On the other hand, Okakok believed that teachers are the ones who need to be educated. They should be educated on the importance of appreciating cultures among societies. Moreover, they should also learn to appreciate the diversity among students by recognizing their native languages, despite their efforts to teach the English language.
Newman desired a curriculum that appreciates the idea that liberal is nonexistence. He wanted an education system that recognizes the existence of restrictions in various aspects such as in arts and education. On the other hand, Okakok wanted a curriculum that appreciates the cultures among communities. He wanted a curriculum that allows students to communicate in their native languages, at least at the home front.
However, despite the existence of some considerable dissimilarity in the thoughts of these two scholars, there also exist quite some similarities. Both the document shares a common aspect of criticism in their document, although in different capacities. Newman disputes with the application of the term “liberal.” He argues that some physical exercises are liberal, contrary to some intellectual exercises that are not. He proceeds and provides an excellent example of how the ancient doctors were practically enslaved in their profession, despite their work being intellectual. Professionalism or commercial education, on the other hand, distorts liberal education thus interfering with the actual understanding of the term (liberal). Moreover, professionalism or commercial education play the most significant role or have the strongest power in every mind thus corroding the liberal aspect. In other words, he suggests that liberal actually does not exist or it is inapplicable to various situations.
Okakok, conversely, criticizes the teacher’s fight against liberty. Therefore, liberty will still prevail despite the effort of teachers’ in imposing restrictions. Students also find it hard to communicate in a foreign language, which the barely understand. This makes their life utterly troubled since they cannot easily understand each other. The efforts of teachers to use parents also face a massive blow as most parents have problems communicating in English. This, therefore, means that they may not be able to promote English language at the home front, especially when they are poor in communicating using the recommended language. However, it is suggested that teachers are the ones who need to learn that culture and native languages should be embraced. Moreover, they should use the student’s native curriculum in facilitating teaching the teaching process. In a comparative perspective, liberal is depicted as nonexistence in various scenarios. whereas, liberty seem to exist even where there are restrictions.
The two authors, Newman and Okakok, explicate their thoughts and instances regarding Liberal and liberty respectively. Newman, in his document, explains how Olympic competitors participate and get motivated by the ultimate price (Newman, 91). He also mentions how the military abilities and games are professional thus eliminating the element of the term “liberal.” Okakok’s, on the other hand, uses his own example whereby he could not enjoy the liberty of frequently visiting her relatives. In new residential area, Okakok had to plan her visits, something she considered unusual according to her culture. This denied her the liberty to create a strong bond with her relative the same way she used to, in her homeland. By making conclusive comparison, Newman explains the nonexistence of liberal in various aspects. whereas, Okakok explicates the existence of liberty despite the efforts to impose restrictions.
Works Cited
Newman, John. The idea of a university: defined and illustrated: I, in nine discourses deliveredto the Catholics of Dublin: II, in occasional lectures and essays addressed to themembers of the Catholic University. Washington, DC: Regnery Gateway, 1999. Print.
Okakok, Kisautaq. Serving the purpose of education. Cambridge, MA: Harvard publishinggroup, 1989. Print.
