Discouraging Fragmentation of Knowledge

DISCOURAGING FRAGMENTATION OF KNOWLEDGE

 A university must prepare students for many walks of life, so that whatever profession a student might indulge in, he/she possessed the capability to think clearly and communicate their ideas to effectively deal with any complications.

 A specialized education would not suffice even for the pragmatic use of knowledge in various professions.

 What educates is knowledge of several disciplines, so that one comes to understand both the necessity of each and their limitations.

 The subject matter of knowledge is intimately united in itself, as being the acts and work of the creator. Science and its many branches depend on one another; they comprehend and complement each other, and they seek a common goal, that is, truth. So, taking this fact into account, specializing on a single branch would not only affect the truth, but would also restrict the minds of the students in this insufficient knowledge.

 The gist of a particular division of knowledge varies with the company (complement subject) in which it is introduced to the student and thus affects the way he perceives that knowledge. And if his reading is confined simply to one subject, although such division of labour may favour the advancement of a particular quest, certainly it would have a tendency to contract a student's mind.

DISCOURAGING EDUCATION FOR UTILITARIAN VALUES

* Newman professed that utilitarian perspective of university education held a very narrow scope for knowledge by measuring its worth in terms of market price and confining it's utility or use to how it assist students in professional fields and contributes to advancement of an economy.

* A university must equip students with necessary information that will support them in professional fields. However, a university might still fail if it cannot bring spiritual development in its students.

* "Philosophical habit of mind', the mental refinement that comes from education, reflected in one's comprehensiveness, propriety of behaviour, wisdom, morality, has an intrinsic value in itself that will outweigh any ulterior objective and worldly pleasures like wealth and power.

* "Liberal or philosophical" knowledge may not be "useful" in materialistic terms, but serve as the illumination of a cultivated mind.

* Unlike utility-based education, liberal education may not create specialists or transient heroes. However, it could create permanent refinement in general minds and insert wisdom in each.

* Knowledge that is eternal with no specified use, is in Newman's view, GOD- endowed pure form of "knowledge", worth years of labour. True knowledge is free and a gateway to truth, and truth is the ultimate road to God.

DISCOURAGING EDUCATION FOR UTILITARIAN VALUES

* Newman professed that utilitarian perspective of university education held a very narrow scope for knowledge by measuring its worth in terms of market price and confining it's utility or use to how it assist students in professional fields and contributes to advancement of an economy.

* A university must equip students with necessary information that will support them in professional fields. However, a university might still fail if it cannot bring spiritual development in its students.

* "Philosophical habit of mind', the mental refinement that comes from education, reflected in one's comprehensiveness, propriety of behaviour, wisdom, morality, has

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