Provides an overview of the Yale Report of 1828. Respond to the following questions to develop a historical knowledge base to use for your final project.
Be sure to address the following critical elements:
Identify the historical context and the significance of a major event in higher education based on the Yale Report of 1828.
Describe the key participants or drivers of a major event in higher education based on the Yale Report of 1828.
Describe external factors that precipitated the event in higher education based on the Yale Report of 1828.
Create an application between this major event in higher education based on the Yale Report of 1828.
Describe the philosophical theories that influenced and informed this event in higher education based on the Yale Report of 1828.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Overview of the Yale Report of 1828
Historical Context and Significance
The Yale Report of 1828 emerged during a period of significant transformation in American higher education. The early 19th century was characterized by the rapid expansion of colleges and universities, coupled with debates regarding the purpose and curriculum of higher education. The Yale Report was significant because it advocated for a classical education model, emphasizing the importance of a liberal arts curriculum, which included Greek, Latin, mathematics, and moral philosophy. This report was pivotal in reinforcing the notion that higher education should not merely focus on vocational training but should also cultivate critical thinking, ethics, and civic responsibility among students.
The Yale Report is often viewed as a response to the growing trend of pragmatic and utilitarian education models emerging in the United States at that time. It underscored the belief that education should aim to develop the intellect and character of students, shaping them into informed citizens rather than mere laborers.
Key Participants or Drivers
Several key figures and participants played critical roles in shaping the Yale Report:
1. Samuel Williams: As a member of the Yale faculty and a significant contributor to the Report, Williams emphasized the necessity of a classical education in developing well-rounded individuals.
2. President Thomas D. Woolsey: Woolsey’s leadership at Yale helped to frame the discussions that led to the Report’s creation. He was instrumental in advocating for the preservation of classical education within the curriculum.
3. Yale Faculty Members: The collective input from various faculty members who contributed their expertise and perspectives shaped the Report’s recommendations, reflecting a broad consensus on educational priorities within the institution.
External Factors
Several external factors precipitated the event that led to the Yale Report:
1. Industrialization: The rise of industrialization in America brought about a shift in societal needs towards more practical, vocational training as opposed to classical education. This shift prompted educators to reevaluate and defend the traditional curriculum.
2. Influence of European Educational Models: American educators were influenced by European academic traditions that emphasized liberal arts education as foundational for personal and civic development, as well as intellectual growth.
3. Demands for Educational Reform: Growing public discourse surrounding educational reform and accessibility had introduced new ideas about what higher education should entail, leading to pressures on institutions like Yale to adapt to these changing expectations while still preserving traditional values.
Application of the Yale Report’s Major Event
The implications of the Yale Report extend beyond its immediate historical context. It can be applied to contemporary discussions about the purpose of higher education today.
– Curriculum Development: Just as the Yale Report emphasized a liberal arts education, there is an ongoing debate in modern academia about balancing vocational training with liberal arts disciplines, particularly in light of increasing demands from employers for well-rounded graduates who possess both technical skills and critical thinking abilities.
– Educational Philosophy: The principles outlined in the Yale Report continue to resonate within current educational philosophies that advocate for holistic approaches to student development, emphasizing not only job readiness but also ethical reasoning, citizenship, and personal growth.
Philosophical Theories Influencing the Event
Several philosophical theories informed the discussions surrounding the Yale Report:
1. Humanism: Rooted in Renaissance thought, humanism emphasizes the value of human beings and their potential for reason and moral agency. This philosophy underpinned the argument for a classical liberal arts education, aiming to develop individuals’ intellectual capacities.
2. Pragmatism: While the Yale Report defended classical education, it also emerged in response to the pragmatic philosophy becoming prevalent in American society, which focused on practical results and applications. The report sought to counterbalance this trend by reaffirming the importance of theoretical knowledge alongside practical skills.
3. Utilitarianism: The growing influence of utilitarianism called into question the relevance of classical studies. The Yale Report indirectly addressed this by advocating for an education that serves not just individual interests but also societal needs, recognizing that educated citizens contribute to a functioning democracy.
Conclusion
The Yale Report of 1828 stands as a landmark document in the history of American higher education. It underscores the tension between traditional liberal arts education and emerging vocational paradigms during a transformative era in society. By examining its historical context, key participants, external factors, applications, and philosophical influences, we gain a deeper understanding of its significance and legacy in shaping contemporary educational values and practices.
