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In order to create a standard argument, generalisation should be deactivated to give room for proactive reasoning away from the comfort of mood and figure. Rather than universal generalization, systematic labelling of the first-figure syllogism as a predicate of next, and the next to yet another should be subject to multiplicity before a conclusion is arrived at. This treatise opposes the argument that university education should be tuition-free. The three reasons for opposing the argument are that tuition is a continuation of learning, a progress evaluation criterion, and an ideal environment for proactive learner interaction or networking.
University education should not be tuition-free
I oppose the argument that university education should be tuition-free. Rather, I would rephrase the argument to affirm that university education should not be tuition-free. The primary premise of my argument is that university education is a continuation of training at a higher level (Selingo, 2013). Actually, tuition at this level is even more significant since learners acquire practical skills to shape different careers.
It is almost impossible to understand career requirements without tuition from experienced educators. For instance, in the process of developing a career in law, the role of the professor in moulding each learner and preparing him or her for the actual practice cannot be replaced by any other means of training. The direct contact between the professor and the learner is meant to facilitate holistic learning in a process called guided learning (Ramage, Bean, & Johnson, 2009).
The second reason for supporting tuition in university education is because it is accompanied by a benchmarking criterion for evaluating learning progress among learners in preparation for a future career (Ramage, Bean, & Johnson, 2009). It would almost be impossible to evaluate the progress of learner if tuition would be scraped off. Through tuition, the element of competition and task accomplishment is instilled in the minds of the learners since the process is often continuous and progressive. Since each course in university education has objectives that must be accomplished, tuition offers the most practical structure for tracking the progress of each objective.
Lastly, university education should not be tuition-free since learners get the opportunity to interact among themselves in an enclosed environment. The tuition environment promotes equity, teamwork, and improves the social interaction skills of each learner (Selingo, 2013). Scrapping tuition from university education would deny learners these vital life skills that are applicable in the practical career environment. Besides, tuition as part of university education enables the learners to create important networks, acquire valuable resources, and learn to appreciate diversity since the environment does not have any form of discrimination (Ramage, Bean, & Johnson, 2009).
For instance, most great companies or social organizations are formed by people who share a common external environment for an extensive period of time. University tuition offers the ideal environment for the formation of such organizations since learners have time to interact with each other, appreciate diversity, and form mutual bonds. In the end, the continuous exchange of ideas results in the creation of dynamic and all-around students.
In summary, I oppose the sentiment that university education should be tuition-free. Tuition at this level of learning is a continuation of the instructor-based instruction delivery, a progress evaluation criterion, and an ideal environment for proactive learner networking.
Ramage, J., Bean, J., & Johnson, J. (2009). Writing arguments: A rhetoric with readings. London, UK: Longman.
Selingo, J. (2013). College (Un)bound: The future of higher education and what it means for students. New York, NY: Houghton Mifflin Harcourt.