Learning as Freedom: Precis

In “Learning as Freedom” –an article published on September 5, 2012 in The New York Times—Michael Roth argues that contrary to the “customized playlist of knowledge” (P3) of predesigned systems of education that condense students to one limited field, higher education should act as a doorway to expand our knowledge, skills, and individuality in order for each person to choose his or her own educational path and grow his or her own sense of significance.  Roth supports this claim by using philosopher John Dewey’s definition of education, in which Dewey had said, “’The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling,’” the quote meaning that education should be something that a student can use to learn beyond school and continue to expand their knowledge. He also uses a figurative description of education by rhetorically asking “Who wants to attend school to learn to be ‘human capital’?” This is meant to grab people’s attention because from a business standpoint, they are technically resources, but according to Roth and Dewey, workers should feel like individuals who get satisfied accomplishing goals in their workplace. In addition to this, Roth had exemplified some of Dewey’s ideals, saying that no one person was “an expert on everything” and that a flexible, well-rounded person is necessary for any job they may come across before reaching their dream job. Ross concludes his essay stating that an education “is the deepest kind of freedom” and that in its core, is meant to give people significance in their life and work.