The primary purpose of education is to provide an environment in which students can develop the skills and acquire the knowledge they need to fulfill in our changing society. We strive to provide opportunities for individuals to make decisions and encourage them to satisfy their academic needs responsibly and effectively." - Everett High School philosophy
Vague mission statements seem to be the staple of most institutional philosophies. However, the above philosophy of my former high school makes it clear that its purpose was to equip students with "skill" and "knowledge" to function in society and in further academic pursuits. On the other hand, Brown University and William James both concur that it is the university’s responsibility to preach community and social values to students – that it is a vital component of an undergraduate education. Brown supports moral education for a life of "usefulness and reputation," and the university’s mission statement relates the importance of moral education in the full higher-educational experience. James makes a supplication solely to college graduates to adopt a higher tone and to spread the value of our higher education and of our social class. When James refers to a "higher, healthier tone" and the Brown statement makes reference to "reputation," it is clear that universities uphold the idea of moral education and character development in order to bolster their public image.
I absolutely agree with the necessity of colleges and universities to promote community activism and to encourage graduates to act out a life that reflects well on their universities, although I do not believe that it is solely the responsibility of the university to instill such values in its graduates. All organized social groups should encourage community involvement, including public schools and private corporations. However, since college is viewed as a training school, as preparation for the "real world," it is considered the best way to link education to the outside community, and rightfully so. College should not merely be a tool to aid in job hunting, nor should it stop at academic instruction.
Brown has many outlets for non-academic development that I plan to take advantage of while I have been a student here. There are a variety of course offerings that allow students to participate in events and carry out coursework in environments that differ from the traditional university setting. The Urban Studies, Political Science, and Education departments all offer courses that spend a majority of time away from College Hill, in public school classrooms or in approved internships in government and non-profit organizations. An example of moral education is the year-old Values Curriculum which does not seek to indoctrinate, but brings moral issues to the forefront of campus discussion. Brown also encourages GISPs and ISPs that venture out into the community. For example, the American Sign Language GISP works with the deaf to collaborate on an ASL interpreted theatrical performance. The Swearer Center for Public Service recruits students to donate their time and energy to a variety of Rhode Island community groups. One Swearer program that I am involved with is the Providence Urban Debate League (PUDL), which offers inner city youth their only legitimate outlet to engage in public speaking and constructive debate. I work at Textron Chambers Charter School, and PUDL is the only extracurricular activity offered at the school. Without this Brown program, students would be confined to academic offerings, without any means of expressing views of community and national issues. This brings us back to the argument that it is not only the duty of higher education. Lectures are another way to engage discussion of usefulness in the world outside college. Last week was Jump Into Politics Week, and a series of speakers and panels implored students to vote and make their voices heard in elections and local politics.
A society that places trust in its college graduates to be useful and to reflect a good reputation of both society and the graduate‚s institution of higher learning is valuable only if the university makes an attempt in good faith to encourage values of community involvement. Only with active attempts to engage political, social, and moral discussion can graduates actually go out into the world with the experience and skills to impact society. It is not enough for society to expect college graduates to be more than academic giants, but society itself (in the form of other institutions) must encourage citizens to lead useful lives. They must advocate a life that enhances the repute of the individual and the institution. The most feasible institution for such a statement to be made in is the University.