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.
"The object of the university is to develop character — to make men. It misses its aim if it produced learned pedants, or simple artisans, or cunning sophists, or pretentious practitioners. Its purport is not so much to impart knowledge to the pupils, as whet the appetite, exhibit methods, develop powers, strengthen judgment, and invigorate the intellectual and moral forces. It should prepare for the service of society a class of students who will be wise, thoughtful, progressive guides in whatever department of work or thought they may be engaged."
Johns Hopkins University President Daniel Coit Gilman, in 1876 (h/t, Askblog)
People who analyze and write about higher education generally fall into two camps. One camp consists of those who believe that our system is “the envy of the world” and just needs more public support to do its great work of improving our citizens and strengthening our economy. (For a sense of what that camp is about, read professor Steven Brint’s book Two Cheers for Higher Education, which I reviewed here.)
The other camp consists of people who conclude that our higher education system draws in far too many students, poorly educates most of them, and costs too much. Unlike the first, which has, so far as I am aware, no conservatives or libertarians, in this camp you find people from all over the political spectrum. Former Harvard president Derek Bok, a liberal, has written Our Underperforming Colleges. And arguably the best-known among the critics is professor Richard Vedder, a thorough-going free market advocate.
Charlie Martin is a better writer, but I have said all of this in the past. Quote:
It would take far more than one article to explain how we got here, but at least one of the root causes is the Prussian model of education we adopted early in the 20th century. And no, I'm not using the ad Hitlerum fallacy here — our model of education is literally Prussian, coming from educational reforms instituted in Prussia and eventually throughout the Austro-Hungarian Empire long before Hitler. The goal was to teach the masses, who were assumed not to be capable of a more advanced education, to become literate and tractable workers in the increasingly industrialized German-speaking state.
The model is essentially industrial, suited for the times: students are raw materials that progress through a series of work stations ("grades") allocated by age cohort, with their progress and eventual quality judged at each stage. Individual capabilities and interests were largely ignored, and the results were mainly measured by how much of the raw materials passed through the whole factory with at least a marginally acceptable final delivery.
And yes, of course, this is a mildly hyperbolic overstatement, but only mildly. The educational system disoriented not toward successfully teaching individual student, but to pushing a mass of students through as a group...
Today, college has become our go-to yardstick for minimal competence. Take a look at almost any job listing for almost any desk job in any city, and you will see “college degree” listed as an essential requirement. The argument in favor of this arrangement is that if a candidate can demonstrate that he has completed such a degree, he can be assumed to be both relatively smart and capable of sticking with things to their end. Which, in some cases, is of course true. But it is telling that none of the other experiences that demonstrate capacity and tenacity tend to make an appearance in the listings. Know what else demonstrates an ability to stick things out? Military service. Running a small business. Working at a charity. Training as a plumber. Working on a farm. Learning to weld. Keeping another job for a long period of time...
The author is right about much of this, but does not make enough of the reality that the students are consumers, and are seen as such by the education industry.
I am not sure what is meant by the quantity item, but these seem like, as we say, ordinary, cultural bourgeois values/standards/expectations, which are not endorsed by everybody. Fortunately, they are endorsed by enough people to provide for those who can not or do not.
Higher Ed is not what it was designed to be. Everybody learns his job via apprenticeship, whether it is plumbing, law, finance, bank teller, medicine, or a fishing guide.
As a university professor, I am best positioned to report on the widespread incompetence and malfeasance found specifically in academe. A work colleague once corrected me on a matter concerning the greenhouse effect. With no scientific training, he had recently moderated a panel discussion on climate change in an attempt to convince students to support our university president’s Green Initiative, which as far as I could tell reduced carbon dioxide emissions not at all but placed undue strain on the university’s finances, which in turn put upward pressure on tuition costs. I mentioned to my colleague in passing that, from an educational standpoint, the term greenhouse gas was an unfortunate misnomer since the architectural design of an actual greenhouse is not closely related to the physical properties of tropospheric greenhouse gases. ..
