SAT Pastpaper with Solutions

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

to as low as 20 degrees Typically, the ice sheet begins to show evidence ofthawing in late (13)summer. This follows several weeks ofhigher temperatures. (14)For example, in the summer of2012, virtually the entire Greenland Ice Sheet underwentthawing at or near its surface by mid-July, the earliestdate on record. Most scientists looking for the causes ofthe Great Melt of 2012 have focused exclusively on risingtemperatures. The summer of 2012 was the warmest in170 years, records show. But Jason(15) Box, an associateprofessor of geology at Ohio State believes that anotherfactor added to the early (16)thaw; the “dark snow”problem.According to Box, a leading Greenland expert,tundra fires in 2012 from as far away as North Americaproduced great amounts of soot, some( 17) of it driftedover Greenland in giant plumes of smoke and then(18) fell as particles onto the ice sheet. Scientists have longknown that soot particles facilitate melting by darkeningsnow and ice, limiting (19) it’s ability to reflect the Sun’srays. As Box explains, “Soot is an extremely powerfullight absorber. It settles over the ice and captures theSun’s heat.” The result is a self-reinforcing cycle. As theice melts, the land and water under the ice becomeexposed, and since land and water are darker than snow,the surface absorbs even more heat, which (20 )is relatedto the rising temperatures.[1] Box’s research is important because the fires of2012 may not be a one-time phenomenon. [2] Accordingto scientists, rising Arctic temperatures are makingnorthern latitudes greener and thus more fire prone.[3] The pattern Box observed in 2012 may repeat(21) itself again, with harmful effects on the Arcticecosystem. [4] Box is currently organizing an expeditionto gather this crucial information. [5] The next step forBox and his team is to travel to Greenland to performdirect sampling of the ice in order to determine just howmuch the soot is contributing to the melting of the icesheet. [6] Members of the public will be able to track histeam’s progress—and even help fund theexpedition—through a website Box has created. (22)

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.

The Consolations of PhilosophyLong viewed by many as the stereotypical useless major, philosophy is now being seen by many students and prospective employers as in fact a very useful and practical major, offering students a host of transfer able skills with relevance to the modern workplace. (34) In broad terms, philosophy is the study of meaning and the values underlying thought and behavior. But (35) more pragmatically, the discipline encourages students to analyze complex material, question conventional beliefs, and express thoughts in a concise manner. Because philosophy (36) teaching students not what to think but how to think, the age-old discipline offers consistently useful tools for academic and professional achievement. (37) A 1994 survey concluded that only 18 percent of American colleges required at least one philosophy course. (38) Therefore, between 1992 and 1996, more than 400 independent philosophy departments were eliminated from institutions More recently, colleges have recognized the practicality and increasing popularity of studying philosophy and have markedly increased the number of philosophy programs offered. By 2008 there were 817 programs, up from 765 a decade before. In addition, the number of four-year graduates in philosophy has grown 46 percent in a decade. Also, studies have found that those students who major in philosophy often do better than students from other majors in both verbal reasoning and analytical (39) writing. These results can be measured by standardized test scores. On the GraduateRecord Examination (GRE), for example, students intending to study philosophy in graduate school (40) has scored higher than students in all but four other majors. These days, many (41) student’s majoring in philosophy have no intention of becoming philosophers; instead they plan to apply those skills to other disciplines. Law and business specifically benefit from the complicated theoretical issues raised in the study of philosophy, but philosophy can be just as useful in engineering or any field requiring complex analytic skills. (42) That these skills are transferable across professions (43) which makes them especially beneficial totwenty-first-century students. Because today’s students can expect to hold multiple jobs—some of which may not even exist yet—during (44) our lifetime, studying philosophy allows them to be flexible and adaptable. High demand, advanced exam scores, and varied professional skills all argue for maintaining and enhancing philosophy courses and majors with in academic institutions.