We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
It is true that students can get a great education from almost any school in the country. The bad news is that the quality of their education is, in many cases, up to them, and many schools will provide little guidance. Students who want a solid foundational education don’t have to go to one of the 22 colleges that earn an “A” rating. They can build their own education—and I hope our study serves as a guide for the type of education that employers want, our country needs, and will serve students long after graduation. But at many colleges and universities, the burden will be on them to make these informed choices.
That's how it used to be and ought to be. I enrolled in a smallish, well rated hometown university in the late '40s. Can't recall ever getting a bit of curriculum help, except from the catalog. Only such advice I recall ever getting was when a Botany professor gratuitously told me I was wasting my time and talent in ROTC. I ignored him and continued to figure things out for myself. I went on to become and retire as a fairly successful Air Force Pilot. So much for the one piece of advice I did get.
To suggest that students can do as well for themselves at nearly any school is, I think, a valid point. Few indeed are the bosses who care more what school you graduated from than the kind of job performance you can deliver. However, there are still some carreer paths which are more receptive to the graduates of big name schools. It is also true that making such decisions is the student's responsibility. However, it would be error to suggest that the absence of guidance is a positive thing. People, young and old, can always benefit from guidance. Another set of eyes is a good thing.
Properly a student can gain the rudiments that will, if continued, permit them to become educated. An education cannot be given. It is a state that the individual can achieve, instruction can provide guidance, but, without thinking there can be no education.
Usage: Education, properly a drawing forth, implies not so
much the communication of knowledge as the discipline
of the intellect, the establishment of the principles,
and the regulation of the heart. Instruction is that
part of education which furnishes the mind with
knowledge. Teaching is the same, being simply more
familiar. It is also applied to practice; as, teaching
to speak a language; teaching a dog to do tricks.
Training is a department of education in which the
chief element is exercise or practice for the purpose
of imparting facility in any physical or mental
operation. Breeding commonly relates to the manners
and outward conduct.
Of course, I disagree. Thousands of folks today in this country are paying money for a "guidance", a "training", or even a series of lectures they are not going to get! The question is who knows what:
1. does the woman in your HR department know which departments in which schools offer the best 'guidance'?
2. If your child cannot get into the school and department in which the world's 'wisest' is teaching in her field--what school and department will be your second choice? Does the parent know how to determine when faculty is truly knowledgeable and wise in a specific field?
The higher you go, the more money you pay the better you deserve--do you know how to find it?
Does the parent have the ability to find the grants and research monies that have been awarded to that department from outside sources? You say it doesn't matter--it does matter you know why? Because,the additional money does attract the better qualified, and even though the better qualified may not be teaching three days a week, they may be required to teach something and provide advanced insights not available to little Janey out there in little campus in the burbs. The presence of that money, that expert, in that department at that time creates an energy, an additional conversation that would not necessarily be there otherwise. Even if the researcher is an arrogant jerk--at least the presence creates an energy and a renewed interest among the average faculty and students. And, as I said, the additional money may filter down to provide additional benefits, i.e, faculty, labs.