Private school education has been one of the major topics for serious discussions these days. There are many significant issues concerning private education that deserve close scrutiny today. Otis College of Arts and Design, the most distinguished institutes of the kind in the state, has involved in one such discussion of prime interest.
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The specific issue of liberal arts requirements in the school is one of the major concerns of our discussion. It is a known fact that no educational institute works on a completely socialistic view or for the cause of society. There are many types of motivations that direct the ever-increasing number of educational entities.
These driving factors are most importantly related to the monetary concerns of the particular institute. Students somehow become the ultimate victims of money-driven policies and programs as they have to bear the extra burden being levied. We are not generalizing the issue, but the facts that we see before our naked eyes prompt us to arrive at conclusions.
Education is a noble activity, and organizations that take up such a mission should strive to serve their purpose. They must not downgrade themselves to the level of exploiters and instead should consider the best interest of students. A specific issue associated with Otis College of Arts and Design constitutes the premise for this discussion.
Here, a very relevant issue that we often forget to address concerns the English and Art history classes that the students are not permitted to take outside the college. Even if they want to take the classes during summer school time, they are left with no choices but to opt for the Otis program, which, unfortunately, is such an expensive prospect that most students shy away from it.
This peculiar issue reminds us of the several ways that exploitation exists in private schools. What makes this an important issue that needs to be addressed in the open? This is not a simple issue that should be treated as any other issue of private school education.
Students here become the objects of exploitation, and their role as the contributors to the society is challenged by the narrow perspective and outlook of the authorities. There are many students who cannot afford the heavy expense of the summer program of the school. If there are provisions that can work in their favor, the pressure on the students can be minimized to a considerable extent.
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Education, at any stage and in any form, is a noble act, and nobody expects any type of issues within the system. The educationalists of the world have always praised the agencies that are involved in this process. The high status of education is a need of the day, and it is applicable to any recognized institute.
Issues that are related to these high centers of learning can raise questions of morale. In this context, we may deal with the specific issue that exists in the Otis College. Here the students find themselves the victims of institutional exploitation when they are not given the freedom to choose the mode of education they like. The students are not allowed to have their English and Art history classes outside the school, which they feel would fit their requirements.
This situation makes me remark that the issue is one that is aimed at the exploitation of the students, and this does not allow the rights of the students whose parents are not financially sound. One of the reviews of the college reads, “Although the school has a long and important history in Los Angeles, the current school administration is more concerned with selling Otis as a brand to attract prospective students than with facilitating the incredible and historic school that Otis could be with a little creative thinking.”
This remark is especially notable in the case of the specific issue that we are dealing with. The prospects of the administration are beyond the normal goals of educational institutes.
They are mainly interested in amazing huge profits, and the students feel that they are squeezing agencies driven by money motivation. There would be so many merits to the students if they were allowed to have those classes outside the school. Though the summer classes of the school are not affordable to many students, they are not permitted to attend classes outside, which they can afford.
In order to have a better understanding of this issue, I think that we need to compare this along with the many forms of economic exploitations that exist in the state as of today. These stories of the educational imbalance of the system actually spoil the good future of the students.
It is a pitiable situation that Otis College follows the same line while engaging in this type of activity. There is no concern for the better interest of the students now. The poor sections of the society are not taken into consideration. There are very many problems for a person like me who would like to address the issues that affect the financially backward students.
“Perhaps the most perplexing problem is posed for the person who always seeks to support the poor, the oppressed, and the exploited members of society.” (Public Versus Private Schools: A Divisive Issue for the 1980s by Lyle Schaller). However, the issue is of most significant consideration when we voice our opinion on the cause of society.
The policy of Otis College would benefit only the social inequality of the students. On the other hand, if the management allows the students to have the English and Art history class outside the school, it not only works for the best interest of the students but also lays down a strong model of social cause for the generations to follow.
This is out of a strong conviction to work for the cause of the students as well as the college and its reputation that I voice my opinion in the most strange but strong manner. The issue at least may be noted by someone who can initiate a procedure in favor of the students.
This is my wish and that of many others whom I proudly represent. The issue, when taken into consideration with utmost sincerity, there is the end of one more complicated issue in favor of the poor sections of society. This is just an opinion reflected in the form of words that arose from the deep corners of the mind. Strong words are capable of great deeds, and relying upon this basis, I will hope for the best to turn up.
Thus, the seriousness of the matter is that the existing system does not give room to the relevant interests of students. Only a change in the system can bring out the betterment of students, especially those who are not financially sound.
The authorities now work as agencies that are keen on raking in large profits. They are not bothered about the concerns of the students. There are students who cannot afford the expensive summer classes of the Otis College of Arts and Design. If the students are allowed to have the English and Arts history classes outside the school, the burden of the students can much be reduced.
This is an issue that needs to be discussed and arrived at a proper consensus. Only such an effort will help the interest o0f the students. We do not like the school to follow the undesirable path of the other private schools that do not give any attention to the needs of the students. So, let us remember the serious issue put forward in this discussion, and when some meaningful efforts follow this, we find the intention of this opinion realized.
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Public Versus Private Schools: A Divisive Issue for the 1980s by Lyle Schaller