Topics: Education, Want, Learning Pages: 5 (1934 words) Published: July 31, 2014
We could say that an educated person is like a piece of artwork, it is open to the interpretation of the viewer. Just like every art work critique has their own opinion about an artwork, everyone has their own different interpretations of what an educated person is. One thing is clear though, in order to be a successful person in life, you do not need money, as well as in order to be an educated person, you do not need a college diploma. What you are willing to give up in order to become your best person depends on how much you truly want to accomplish that goal. Not everyone knows right away what they have a passion for. One has to explore new activities and only then will they be able to decide for themselves. Everyone expresses their opinion, and in my thought an educated person is the willing to put in time like Gladwell explains, claims their learning rights like Rich exercises, applies critical thinking and reasoning to work towards a success like Wagner emphasizes and lastly does not fall victim to adversity like my father focuses attention on. An educated person should always be willing to put in time. This means that they are willing to give up what they want now, for what they want most. For example, in Gladwell, Schoenfeld the math professor experimented with a young girl Renee, which took her approximately twenty-two minutes to figure the slope of a vertical line. “This is eight-grade mathematics...If I put the average eighth grader in the same position as Renee, I’m guessing that after the first few attempts, they would have said, ‘I don’t get it. I need you to explain it.’ (Gladwell 2008, pp. 245).” What Schoenfeld proved with this experiment was the willingness of Renee to continue the math problem. Of course, compared to the eighth grader, Renee had more self-discipline and wanted to continue on going until she was able to solve it. An educated person should be willing to put in time and work towards their goal. It will not be easy or given to the person, there is a lot of time and energy put to having what one wants. Another idea Gladwell explains is the amount of time one is willing to put in and how that makes one an expert. “Researchers have settled on what they believe is the magic number for true expertise: 10,000 hours” (Gladwell 2008, pp. 40). Gladwell’s idea of hard work and dedication to whatever it is that you want to become an expert at takes at least 10,000 hours. I agree with him, but only to a certain point. It is true that in order to become someone well knowledgeable on a certain activity or topic one must practice and put in time. I do not necessarily agree that 10,000 hours should be the exact number for “true expertise” as Gladwell calls it, but it definitely should not be a few hours. For example, ideally doctors should be one of the most specialized fields. They are ones performing their knowledge on people and I honestly would not want a doctor that has gotten a few hours of practice to do anything to me, because there is more of a chance that they are not as experienced as someone else that has been working for decades as a doctor. An educated person should be willing to put in time to practice which is what makes someone good at their specialization.

Rich’s idea of “claiming an education” also applies within our pursuit to defining an educated person. Rich explains that a student should not think about education as “receiving it”, but to be thought of as “claiming it” (Rich 1979 pp. 365). Rich explains that claiming an education is taking as if one were the owner. I agree with Rich, students should have the mentality of taking the education being given to them. There is a difference between claiming what is rightfully yours, and taking what if rightfully yours. One difference is that when you claim something, you are putting in effort to learning what is being taught. For example, a student that goes to class and learns whatever the lesson was for that day, would in my terms be...

Bibliography: Gladwell, Malcolm. “The 10,000-Hour Rule” in Outliers, 34-68. New York: Little, Brown and
Company, 2008.
Gladwell, Malcolm. “Rice Paddies and Math Tests” in Outliers, 224-249. New York: Little,
Brown and Company, 2008.
Gustavo Gomez, interview by Alondra Gomez, April 28, 2014.
Rich, Adrienne. “Claiming and Education” in On Lies, Secrets and Silence, 365-369. New York:
W. W. Norton & Company, 1979.
Wagner, Tony. The Global Achievement Gap, intro xix-xxviii. New York: Basic Books, 2008.
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