Why Academic Tenure Is Vitally Important

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The way it should be: Enthusiastic teachers, engaged students

Richard Sahn

Perhaps the profession that requires job security more than any other is teaching, especially college teaching.  Tenure traditionally meant that a teacher/professor could be terminated only for moral turpitude (e.g. sexual abuse of students), blatant racism, unfair or unjust grading,  gross incompetence, failure to obey basic institutional rules such as not showing up to class on time, or not teaching the subject matter he or she was hired to teach.  Nowadays, however, “Just Cause” is often grounds for termination of a tenured faculty member.  But “Just Cause” in any work contract is far too flexible an instrument for employers and far too vague for employees who rightly worry about job security.

Job insecurity prior to acquiring tenure and tenure granted with a “Just Cause” basis for termination of employment work to stifle academicians’ free expression of creative ideas, theories, and perspectives in and outside of the classroom. Any psychiatric or psychological clinician knows, or should know, that the threat of losing one’s livelihood produces stress and anxiety.  Going to work each day, knowing your job is “contingent,” can become a dreaded and stressful experience.

Not only does academic tenure reduce or eliminate anxiety and stress: It ensures the free expression in the classroom of controversial and unorthodox ideas and pedagogical methods.  Colleges, all schools for that matter, should remain faithful to the ultimate purpose of education, to bring students out of darkness—e-ducare in Latin.  It therefore should be difficult to dismiss a teacher/professor once that person has acquired tenure.

Alas, much has changed in the groves of academe. “Make America Great Again” has come to mean—long before Trump—make life easier for administrators of educational institutions, especially those who primarily view education as preparation for the world of work. Colleges and universities are top-heavy with administrators. In fact, it’s easier to find employment as an administrator than it is as a full-time faculty member.

Colleges are also becoming increasingly technocratic in their organizational structure.  Form is becoming more important than content. The typical teacher/professor is expected to be virtually robotic in his/her performance. (God help a member of a college faculty nowadays who does not know the finer points of PowerPoint or refuses to use technology at all in the classroom.)  Scores on multiple-choice faculty evaluations are more valued than what students are learning.  The goal (often unstated) of pedagogy is to prepare students for becoming employees who will fit neatly and quietly into niches in the business and corporate world.   Professors are subtly urged, sometimes threatened, to become unindicted co-conspirators in what appears to be the ultimate purpose of education in contemporary American society: to produce graduates who will unreflectively accept the status quo.

Today’s system of compromised tenure limits the ability of teachers/professors to encourage students to question and challenge the status quo.  At its best, traditional tenure promoted an atmosphere in the classroom where teachers felt free to discuss contemporary political, social, and science/technology issues.  Job security encouraged teachers to provide the cognitive tools for what Neil Postman called “crap detecting” (critical thinking) in his book, “Teaching as a Subversive Activity.”  Education for Postman included the ability to distinguish reality from propaganda—and it often worked.  For example, college-educated students were more likely to resist the draft, protest the Vietnam War, and oppose Richard Nixon’s invasion of Cambodia.  In short, they questioned authority because they had the tools, mindset, and commitment to do so.

In his 1923 book, “The Goose Step: A Study of American Education,” Upton Sinclair had this to say regarding colleges and universities: “Suppose I was to tell to tell you that this education machine has been stolen?  That a bandit crew have got hold of it and have set it to work, not for your benefit, nor for the benefit of your sons and daughters, but for an end very far from these?  That our six hundred thousand young people (supposedly in higher education) are being taught, deliberately and of set purpose, not wisdom but folly, not justice but greed, not freedom but slavery, not love but hate.”   Worshiping or conforming to a socio-economic system based on the values and goals of capitalism is the leading obstacle to an education that promotes democratic and humanitarian values, according to Sinclair.

Sinclair further argued that college professors should not “merely have job security” but also should have “collective control of that job.” He insisted that the faculty “must take from the trustees, and from the man they hired, the president, the greater part of their present functions.”  Sinclair’s message is telling: It’s undesirable for democracy for administrators to treat professors as employees who are readily dismissible.

“Readily dismissible” is an apt description of adjunct/contingent faculty today.  The number of adjuncts teaching college courses now outnumbers full-time tenured faculty.  On the adjunct level there is no job security from semester to semester. The academic goosestep is always outside the door.

Teachers on all levels of formal education have vital roles to play in getting all of us to question authority.  How can they do that, however, when their jobs can be eliminated by administrators whose first loyalty is often to an establishment that sustains that authority?  To challenge hegemonic social systems and structures, teachers and professors need job security.  They need tenure.  Is that why they’re not getting it?

Richard Sahn, a retired professor of sociology, taught at the collegiate level for four decades.

The Death of Education in America

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Is American education becoming an exercise in mind-consumption? (Image: Jared Rodriguez / Truthout)

W.J. Astore

Trump!  Mueller!  Collusion!

I know: who cares about the education of our kids as the redacted Mueller Report dominates the airwaves on CNN, MSNBC, and similar cable “news” networks?

I care.  I spent fifteen years as a history professor, teaching mostly undergraduates at technically-oriented colleges (the Air Force Academy; the Pennsylvania College of Technology).  What I experienced was the slow death of education in America.  The decline of the ideal of fostering creative and critical thinking; the abandonment of the notion of developing and challenging young people to participate intelligently and passionately in the American democratic experiment.  Instead, education is often a form of social control, or merely a means to an end, purely instrumental rather than inspirational.  Zombie education.

Nowadays, education in America is about training for a vocation, at least for some.  It’s about learning for the sake of earning, i.e. developing so-called marketable skills that end (one hopes) in a respectable paycheck.  At Penn College, I was encouraged to meet my students “at their point of need.”  I was told they were my “customers” and I was their “provider.”  Education, in sum, was transactional rather than transformational.  Keep students in class (and paying tuition) and pray you can inspire them to see that the humanities are something more than “filler” to their schedules — and their lives.

As a college professor, I was lucky.  I taught five classes a semester (a typical teaching load at community colleges), often in two or three subjects.  Class sizes averaged 25-30 students, so I got to know some of my students; I had the equivalent of tenure, with good pay and decent benefits, unlike the adjunct professors of today who suffer from low pay and few if any benefits.  I liked my students and tried to challenge and inspire them to the best of my ability.

All this is a preface to Belle Chesler’s stunning article at TomDispatch.com, “Making American Schools Less Great Again: A Lesson in Educational Nihilism on a Grand Scale.”  A high school visual arts teacher, Chesler writes from the heart about the chronic underfunding of education and how it is constricting democracy in America.  Here she talks about the frustrations of classes that are simply too big to teach:

[Class sizes grew so large] I couldn’t remember my students’ names, was unable to keep up with the usual grading and assessments we’re supposed to do, and was overwhelmed by stress and anxiety. Worst of all, I was unable to provide the emotional support I normally try to give my students. I couldn’t listen because there wasn’t time.

On the drive to work, I was paralyzed by dread; on the drive home, cowed by feelings of failure. The experience of that year was demoralizing and humiliating. My love for my students, my passion for the subjects I teach, and ultimately my professional identity were all stripped from me. And what was lost for the students? Quality instruction and adult mentorship, as well as access to vital resources — not to mention a loss of faith in one of America’s supposedly bedrock institutions, the public school…

The truth of the matter is that a society that refuses to adequately invest in the education of its children is refusing to invest in the future. Think of it as nihilism on a grand scale.

Nihilism, indeed.  Why believe in anything?  Talk about zombie education!

What America is witnessing, she writes, is nothing short of a national tragedy:

Public schools represent one of the bedrock institutions of American democracy. Yet as a society we’ve stood aside as the very institutions that actually made America great were gutted and undermined by short-term thinking, corporate greed, and unconscionable disrespect for our collective future.

The truth is that there is money for education, for schools, for teachers, and for students. We just don’t choose to prioritize education spending and so send a loud-and-clear message to students that education doesn’t truly matter. And when you essentially defund education for more than 40 years, you leave kids with ever less faith in American institutions, which is a genuine tragedy.

Please read all of her article here at TomDispatch.com.  And ask yourself, Why are we shortchanging our children’s future?  Why are we graduating gormless zombies rather than mindful citizens?

Perhaps Trump does have some relevance to this article after all: “I love the poorly educated,” sayeth Trump.  Who says Trump always lies?

Jared Kushner’s Top Secret Clearance

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On his majesty’s secret service

W.J. Astore

Word is that President Trump intervened to grant his son-in-law, Jared Kushner, a “top secret” security clearance.  So what?  That’s the president’s prerogative, and Kushner needs this clearance to perform all the magic he’s apparently capable of, such as reinventing government, negotiating with Mexico, solving the opioid epidemic, and bringing peace to the Middle East.

Top Secret security clearances are quite common in America: more than one million people have them, and at least another three million have secret/confidential ones.  Of course, not all TS clearances are created equal.  They all require background investigations, but some are “special,” and some are SCI, which stands for compartmentalized information.  In other words, just because you have a TS clearance doesn’t mean you can access all TS information.  You have to have “a need to know.”  You have to be “read in” to certain programs.  And some programs are so secret that only a few people have access to them.

One would assume Kushner needs access to top secret intelligence in his job as a “peace envoy” for the Middle East.  Lacking such a clearance, Kushner would have to be fired, but as Trump’s son-in-law and as a special friend to the Israelis and Saudis, Jared is not about to be fired.  Trump apparently lied about intervening to approve Jared’s clearance (“The president was equally forthright a month ago when he unequivocally denied that he intervened in any way to get a permanent security clearance for his son-in-law,” notes The Guardian), but Trump lies a lot.  It’s a little like breathing for him.

What’s the real issue here?  For me, as I wrote about back in 2015, it’s how the government uses classification schemes to keep secrets from us, the American people.  Apparently, either we or they can’t handle the truth.  To cite myself:

Our government uses security classification not so much to keep us safe, but to keep the national security state safe — safe from the eyes of the American people.

As The Guardian reported in 2013:

“A committee established by Congress, the Public Interest Declassification Board, warned in December that rampant over-classification is ‘imped[ing] informed government decisions and an informed public’ and, worse, ‘enabl[ing] corruption and malfeasance’. In one instance it documented, a government agency was found to be classifying one petabyte of new data every 18 months, the equivalent of 20m filing cabinets filled with text.”

Nowadays, seemingly everything is classified.  And if it’s classified, if it’s secret, we can’t know about it. Because we can’t be trusted with it.  That’s a fine idea for an autocracy or dictatorship, but not so fine for a democracy.

Government of the people, by the people, for the people?  Impossible when nearly everything of any importance is classified.

America, Trump or Jared’s loose lips aren’t the problem.  The problem is a government shrouded in secrecy.

Seminary Rules for Students while on Vacation

W.J. Astore

Many years ago, I came across a brief (four-page) pamphlet of rules for seminarians while on vacation.  I found it in an old book while doing research on Catholic reactions to science in the 19th century.  The pamphlet refers to students at St. Charles College of the Petit Seminaire (minor seminary) of St. Sulpice.  St. Charles opened in 1848 in Maryland but was largely destroyed by fire in 1911.

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There’s no date on the pamphlet.  I was researching in books mainly from the 1850s and 1860s, so perhaps this is the best estimate for when this pamphlet was printed.  It’s a fragile and interesting piece of Catholic history, so I thought I’d post the text here for other researchers, and for people who might be curious about the rules Catholic seminarians were expected to follow when they left the seminary on “vacation.”  The text below shows a life of discipline that didn’t end when the student left the seminary; indeed, in the “wilderness” of real life, seminarians were warned to be on their guard as well as on their best behavior.

Manner of Spending the Vacation for the Students of St. Charles’ College, Petit Séminaire of St. Sulpice.

Daily Exercises.

Morning.

  1. Have a fixed hour of rising, never later than six o’clock; Morning Prayer; Meditation for a quarter of an hour at least, from some edifying book.
  2. Mass, if possible, every day.
  3. During the forenoon, the Little Hours of the Office of the Blessed Virgin.
  4. An hour or two of serious Study, according to the advice of your director.

Afternoon.

  1. Read a Chapter of the New Testament before dinner, and make the Particular examen on the Virtue which you have proposed to yourself to acquire. Never be ashamed to say Grace before and after meals.
  2. Vespers and Complins. Pay a visit to the Blessed Sacrament, if the Church is not too distant.
  3. Recite Matins and Lauds either in the Church or whilst taking a walk; Beads; Spiritual Reading.
  4. Evening Prayers and Examination of Conscience. Retire to bed, as much as possible, at a fixed hour; and prepare the subject of meditation for the following day.

Weekly Exercises.

  1. Receive the Sacraments as often as in the Seminary. Their assistance is much more needed in the world. Have the same zeal for communion as when in the Seminary.
  2. On Sundays and Festivals assist in surplice with gravity and piety at the office of the Parish. If your services are required to serve Mass, do so in a pious and edifying manner. Do not speak in the sacristy without necessity; and then in a few words, and with a low voice.
  3. Show great respect for your Parish Priest; great deference for his salutary admonitions; and entire willingness to assist him, should he require your services. Seek the society of Ecclesiastics.

What is to be Observed.

Towards God.

The Religious duties prescribed above, in the Daily and Weekly Exercises. Habitual recourse to the Blessed Virgin, as Special Protectress of the Vacation. Fidelity to the laws of the Church.

Towards the Neighbor.

Towards All—Charity; Condescension; Politeness.

Towards Parents—Docility; Forwardness to oblige them; the most affectionate Respect.

Towards Brothers, Sisters, and Relatives—Be among them as an angel of peace.

Towards Strangers—Discretion; Reserve; Circumspection with the young; Avoid too great familiarity. If you can, do something for the poor.

Towards Oneself.

Modesty; Simplicity; Avoid every appearance of haughtiness. In moments of difficulty have recourse to God and to the Blessed Virgin. Keep a strict guard over yourself, especially in the company of persons of a different sex. Moderate your curiosity. Avoid noisy conversation, loud laughter, and every thing contrary to clerical modesty. Before setting out on a journey say the “Itinerarium.”

What is to be Avoided.

  1. Be on your guard against Human Respect, and even sometimes against the improper counsels of your relatives. Hence you should show yourself from the beginning of the vacation to be such as God requires, and as you have promised to be.
  2. Avoid Idleness, the source of temptation and dangerous to all, but particularly to youth. In the beginning and at the end of the vacation, abstain from serious studies; those days should be spent in exercises of piety.
  3. Be not discouraged after a first fault. Should you neglect any of your duties, resolve to do better; and apply with new zeal to fulfill them. Should you be so unhappy as to fall into sin, go and confess immediately.
  4. Avoid—with extreme caution—bad company, dangerous reading, worldly entertainments and parties in which one is exposed to see, hear, or do what might wound conscience.
  5. Be resolute in refusing to be treated with better fare than is usual in the family, or with other attentions always out of place, which parents think themselves bound to show a son who is an ecclesiastic. Avoid spending some days at the home of a fellow seminarian, whose parents might be inconvenienced by your stay.
  6. Avoid, as well as in private as in public, all vanity and worldliness in dress, gesture, gait or conversation.

Review these rules occasionally by way of spiritual reading.

J.M.J. (Jesus, Mary, Joseph)

School as Prison

PrisonAir
A blueprint for America’s schools of the future?

W.J. Astore

Back in the 1970s, when I was in high school, smart aleck students used to joke about high school as “prison.”  Nowadays, American schools have metal detectors, school police, even armed teachers.  And let’s not forget reinforced doors and lockdown drills–just like real prisons!  And all these guns and security devices and police presence is together touted as “the solution” to school violence.

I thought of this when I read this morning that Marjory Stoneman Douglas High School in Parkland, Florida, where seventeen students were murdered last February, is adding metal detectors to protect students.  (Not that metal detectors would have kept out the former student/shooter, Nikolas Cruz, who murdered all those teenagers in cold blood.)  Perhaps the school is doing this to reassure parents; or to deter copy-cats; or to preempt possible lawsuits in case of future attacks.  Or maybe they really believe that having 3,200 students pass through metal detectors each and every morning is the cost of being “safe.”

One thing is certain: We’re raising our young people with a lockdown mentality.  We’re teaching them the best way to be safe is to submit passively to metal detectors and other forms of security screening.  We’re indoctrinating them with the idea that a guard with a gun is the very best form of security, and that even their teachers, charged with educating them, may be packing heat in the classroom — to keep them safe, naturally.  (These teachers may even be making a few extra bucks after completing gun training.)

Who says American students aren’t learning anything in our schools?  They’re learning every day they pass through a metal detector, or see heavily armed police in school corridors, or their teachers toting firearms.  Every day they have to submit to lockdown drills, they’re learning.

I don’t have a smart aleck observation here.  Just a sad one: that old joke about school as prison isn’t even worth a teenager’s smirk anymore.

The U.S. Postal Service: Ripe for Privatizing?

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W.J. Astore

I got involved in a brief discussion on Facebook about privatizing the U.S. postal service.  Briefly, those in favor of privatization argued that the post office is inefficient and costly, and that exposing it to market forces through privatization will result in much improved efficiency at lower cost to the American taxpayer.

First of all, if you’re looking for a wasteful government agency to privatize, why not start with the department of defense, which spends roughly $750 billion a year, and which has never passed an audit?  Leaving that aside, the privatization enthusiasts assume that “market forces” will necessarily generate improvements in efficiency and improved service.  But what if it just monetizes everything, leading to higher prices and poorer service?

Furthermore, why should “efficiency” be the primary goal for a public service? Many small communities and villages rely heavily on local post offices. Under an “efficient” and private system, these local post offices are likely to be closed or consolidated in the name of efficiency, with prices rising for poor and rural communities. Those steps may be “efficient” to private owners, but they won’t be beneficial to all the people who just want mail and related services (and maybe a place to chat with neighbors).

Service to the public should be the primary goal of a public service, not “efficiency.” Sure, efficiency is a good thing, but so too is affordability, convenience, trustworthiness, courteousness, and so on.  When you elevate efficiency as the goal above all others, and measure that by metrics based on money, you are inevitably going to compromise important aspects of public service.

Consider the state of public education. When you privatize it, new metrics come in, driven by profit.  Private (charter) schools, for example, pursue better students and reject marginal ones as they attempt to maximize test scores so as to justify their approach and ranking.  Public schools have to take all students, the good and the bad, the affluent and the disadvantaged, and thus their ratings are often lower.

There’s a myth afoot in our land that government is always wasteful and inefficient, and that unions are always costly and greedy.  Our postal service employs roughly 213,000 people, fellow Americans who work hard and who, when they retire, have earned a pension and benefits.  Why are so many people so eager to attack public postal workers as well as public schoolteachers?

In my 55 years of living in America, I’ve been well served by a public post office and well educated by public schools. I see no compelling reason to privatize public services just because someone thinks a corporation driven by profit can do it more efficiently.

People think that corporations driven by the profit motive will inevitably produce a better system with improved service.  While profit can be made by providing superior service, it can also be made by providing shoddy service or even no service at all, especially in a market resembling a monopoly, or one where corporations are protected by powerful interests.

To recap: public service and efficiency are not identical. Nor should we think of ourselves merely as consumers of a product, whether that product is mail service or education.  We need to think of ourselves as citizens, and the post office as composed of citizens like us providing a public service for us, a service where “efficiency” is only one driver, and not the most important one.

A final, perhaps obvious, point: often those who argue for privatization are also those with the most to gain, financially, from it.  A lot of people are making money from charter schools, for example.  It’s not “efficiency” that’s the driver here: it’s the chance to make a buck, and despite what Gordon Gekko said, greed isn’t always good and right, especially when public service is involved.

What do you think, readers?

Education is Labor, Right?

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W.J. Astore

So, the Trump Administration wants to merge the Department of Education with Labor.  What a surprise.  According to Mick Mulvaney, the Director of the Office of Management and Budget, “They’re [Education and Labor] doing the same thing.  Trying to get people ready for the workforce, sometimes it’s education, sometimes it’s vocational training – but all doing the same thing, so why not put them in the same place?”

I saw this push for education as workforce development when I was a professor of history in Pennsylvania.  Education was largely reduced to vocational training, in partnership with business and industry.  My classes in history (including the social history of technology) were essentially “filler” classes, and indeed I had a student tell me he might see me again if he needed another “filler” class.  I wasn’t angry; I was amused at how perceptive and honest the student was.

Of course, America will always have the Ivy League.  Education as training for a job won’t really drive the curriculum at Yale or Harvard or Princeton.  You can still get a decent liberal arts education in America, assuming you have money.  But if you don’t, it’s off to “workforce training” for you.

When I was still teaching, I used to argue that my history classes were especially valuable to students at the college where I taught since they might be the only college-level course in history that they’d ever experience.  I’d argue that plumbers and welders and nurses needed to know history too.  Why?  Because they’re not just aspiring plumbers and welders and nurses — they’re American citizens, and the health of our democracy is based on a well-informed and broadly educated citizenry.

The Trump Administration doesn’t want such a citizenry.  Their vision of education is not about creative and critical thinking, and it certainly isn’t about challenging authority.  Rather, it’s about job training, workforce development, preparing people for a lifetime of labor — and supine obedience.

Well, as our “stable genius” president said, “I love the poorly educated.”  Under this latest proposal, he’s putting his “love” into practice.

An Addendum: When you treat education as a business, as administrators have been doing in higher ed, is it any surprise when education is reduced to a feeder and filler for labor, for business and industry, for the workforce?  As a professor, I had plenty of experience with administrators who sold education as a commodity, who talked about students as “customers” and professors as “providers” of a product.  One high-level administrator insisted that we professors meet our students “at their point of need.”  Another big push when I was a professor was on retention.  Keep those students in college!  If only to keep enrollment up and the tuition dollars flowing.

We have reduced education to a business and classes to commodities, so why not combine education with labor?  It makes perfect sense … and supports perfectly authoritarian rule.