Argument Assignment

Argument Assignment

Student Name: Sei Ryun (Evelyn) Kim

Student Number: 048506133

Course Section: COM101 – NDB

Professor Name: Professor Mohamad Tafish

Due Date: March 24, 2019

Ontario colleges provide college students the general education curriculum and college students enroll various general education courses in order to graduate from their programs. However, the Government of Ontario plans to reduce general education courses in the curriculum from Ontario colleges. The Government of Ontario needs to retain general education courses from the curriculum of Ontario colleges for the development of intellectual knowledges of post-secondary students.

First, general education courses support post-secondary students to comprehend the knowledge of their major education courses. The author, Hualiang Fang (2018), writes the article, “How to Mutually Advance General Education and Major-Based Education: A Grounded Theory Study on the Course Level”, and elaborates that general education courses relates with major education courses. Fang (2018) explores that the mutually facilitating relationship between major education courses and general education courses supports students to comprehend certain theoretical knowledge on major education and to reflect on their major education. Fang (2018) analyzes that university students adapt knowledge from major education courses to general education courses and use knowledge from general education courses to reflect on their major education courses if major education courses have breadth and depth on the instruction. Fang (2018) indicates an example that the content and the objective of the subjects including law, sociology, and economics can be considered as both major education and general education. Fang (2018) portrays that general education courses are the main structures of general education if people uses precise comprehension of general education. Post-secondary students can understand the knowledge of their major education courses by learning the knowledge of general education courses.

Second, general education courses provide post-secondary students opportunities to apply human knowledges from several subjects into their real lives and to reflect on the aspects of the world. The authors, Mohammad Makhmaltchi, Seyed Mahdi Sajjadi, Khosrow Bagheri Noaparast, and Hashem Fardanesh (2017), write the article, “Disciplinary Lenses Model: A New Approach to College-Level General Education”, and elaborate that college-level general education courses provide college students various disciplines to understand aspects of the world. Makhmaltchi et al. (2017) outlines that college-level general education courses join college students to the human knowledge and enlighten them with their variety and breadth by using multiple disciplines. Post-secondary students can reflect their real lives by learning human knowledges from general education courses.

Lastly, general education courses help post-secondary student develop their intellectual knowledges by planning theoretical basis and by implementing the assessments and the practices from the general education curriculum. Makhmaltchi et al. (2017) clarify that college-level general education courses concentrate on intellectual capacities, capabilities, and abilities of college students regardless of their major education. Makhmaltchi et al. (2017) proclaim that college-level general education courses implement college students to develop independent thinking and judgment and to make the right choices in social life. Makhmaltchi et al. (2017) advocate that college-level general education courses make college students willing to progress learning throughout their lives. Makhmaltchi et al. (2017) assert that college-level general education courses make college students closer to their own maximum intellectual capacity and capability through introductory courses of major education. Makhmaltchi et al. (2017) highlight that college-level general education courses make college students comprehend the basics and foundations of various types of knowledge. Post-secondary students can develop their intellectual knowledges by learning general education courses.

In conclusion, the Government of Ontario needs to retain general education courses from the curriculum of Ontario colleges for the improvement of academic skills of post-secondary students. General education courses help post-secondary students understand the knowledge of their major education courses. General education courses also provide post-secondary students implications to apply the knowledges from several subjects into their real lives and to reflect on the aspects of the world. General education courses develop intellectual knowledges of post-secondary students; consequently, post-secondary students can plan theoretical basis and implement the assessments and the practices from the general education curriculum. On that account, the Government of Ontario needs to retain general education courses from the curriculum of Ontario colleges for post-secondary students’ academic achievement in their major educations.

References

Fang, H. (2018). How to mutually advance general education and major-based education: A grounded theory study on the course level. Chinese Education & Society, 51(1), 68–80. https://doi.org/10.1080/10611932.2017.1411698

Makhmaltchi, M., Sajjadi, S. M., Noaparast, K. B., & Fardanesh, H. (2017). Disciplinary lenses model: A new approach to collegiate-level general education. Educational Research and Reviews, 12(23), 1129 -1137. https://doi.org/10.5897/ ERR2017.3376