The problem of financial support during the recent COVID-19 pandemic was a complex issue that affected numerous spheres of society, including education. The editorial “Boosting research without supporting universities is wrong-headed” (2020) by Nature covers the aforementioned problem extensively. The key argument made by the journal is that when allocating funding during the pandemic governments wrongly ignored universities and students. The editorial by Nature is interesting to analyze since it explores the topic which concerns the lives of millions of people in academia. The current essay is important since it highlights the viability of the arguments supporting the idea that during times of crisis, it is crucial to offer assistance to all stakeholders of the education system.
The authors of the editorial rely on the Toulmin model of argumentation by utilizing the three key elements, namely, claim, data, and warrant. The primary claim of the editorial is that the funding allocated by governments during the COVID-19 pandemic was mostly given to research facilities and centers while ignoring universities. The data used in the editorial includes information about the state of academia in different counties. For instance, the authors feature statistics about the higher education sector in Australia, losing 16% of the workforce due to the pandemic and lack of funding (“Boosting research,” 2020). The editorial warrants that there are not enough resources given to academic institutions in the majority of countries. The editorial presents the opposing points of view by explaining the current situation. Essentially, the absence of funding for universities stems from the desire of governments to allocate money to more essential spheres such as business since it acts as the backbone of the economy (“Boosting research,” 2020). Yet, the authors state that the practice of limited funding causes students, instructors, and academics to lose morale during difficult times.
The ethos of the editorial is tied to the reputation of Nature Journal as a notable publication in the academic space, one which always features peer-reviewed content. The editorial appeals to logos by presenting evidence in support of the idea that academia in numerous countries is struggling during the crisis. For instance, it contains information about the funding shortfall for the U.K. universities of several billion dollars (“Boosting research,” 2020). The editorial appeals to ethos by highlighting the need to treat all people equally and avoid limiting funding to some groups at the expense of others. Essentially, the editorial relies on the values of humility and respect for human rights.
The main claim of the editorial is that universities and their stakeholders do not receive enough funding during the pandemic. Such a statement can be considered a claim of truth since the editorial offers evidence in support of it. The primary arguments offered by the editorial concern official statistics and data, which indicate various problems in universities in numerous countries. Such reasoning is logical, and the warrants behind it are sound. Apart from statistics, the evidence provided by the editorial includes information about the policies adopted by governments worldwide. Such evidence shows that countries primarily focus on the provision of funding to research and development facilities instead of academic institutions. The evidence contained in the editorial is valid, accurate, sufficient, and current because it is collected from proper sources such as government statistics.
The editorial published by Nature accurately described the problem with the lack of funding in the sphere of education during the COVID-19 pandemic by offering viable evidence on the matter. The editorial showed that in many countries, academia lost numerous employees and failed to gain enough funding. The arguments promoted by the editorial can be characterized as successful since they highlighted a serious issue for many nations.
Reference
Boosting research without supporting universities is wrong-headed. (2020). Nature, 582(7812), 313–315. Web.