The National Security State’s Tentacles Are Strangling Our Lives

Those tentacles are reaching everywhere, America
Those tentacles are reaching everywhere, America

By the Editors

Dan White’s article on Admiral (retired) McRaven’s new job as Chancellor of the University of Texas system provides a warning that must be heeded.  There is dangerous intent behind the appointment of military flag officers and national security operatives to leading public college and university leadership positions. The political elites, who usually appoint their like-minded allies to the governing boards of these institutions, see students in these public institutions of learning as potential activists against the status quo (as they were during the Vietnam War era). The governing boards usually vet the candidates for this office and thus want the candidate to mirror their own views of “national interests.” Those “interests” don’t include critical thinking or the idea of questioning authority.

Appointing a proven supporter (like McRaven) of the elites’ view of “national interest” in times like these, when their “interest” involves issues at variance with the common good, is looked at as a judicious decision. That means putting people into these offices who support the Patriot Act and its assault on citizens’ rights of free speech and assembly. It also means appointing people who support the government in its pursuit of perpetual war.

McRaven’s appointment to the University of Texas and the ridiculous appointment of Janet Napolitano, former head of the police state agency known as “Homeland Security,” as President of the university system of California are prime examples of this tendency. These selections show absolutely no interest in education but rather in administering and enforcing a sheep-like faculty and student body in these important institutions that otherwise could and should foster the serious questioning of our government and our oligarchical elites.

The elites know that stuffed shirts like McRaven and Napolitano can be counted on to foster bland conformity and blind compliance. That’s exactly why they’re hired for these offices. They work to ensure the subservience of higher education to the national security state. California and Texas are two of the biggest public university systems in the country.  Is it any accident they are controlled by Napolitano and McRaven, both former operatives and enforcers in the national security state?

Not only does the national security state conspire to control higher education but national sports as well. Consider the recent revelation of Department of Defense payments to NFL teams for on-field ceremonies in honor of the troops. These ceremonies, used for recruitment and propaganda purposes, were meant to seem free and spontaneous on the part of the participating football teams, even as behind the scenes the Department of Defense was feeding the teams taxpayer money in the millions for these ceremonies. It’s all about extending the reach of the national security state into all realms of life, to include sports.  That’s the real NFL scandal of today, not Tom Brady’s “Deflategate.”

Be afraid, America, as the national security state reaches out to control the message of higher education as well as professional sports.  High culture, low culture, it doesn’t matter.  The power elites want to control it all.

Awaken, patriotic American citizens, and resist.  Don’t let the national security state’s tentacles reach into more and more aspects of your and your children’s lives.

Education as Workforce Development: The Horror

Scott Walker: We don't need no higher education (photo courtesy of Slate)
Scott Walker: We don’t need no higher education (photo courtesy of Slate)

W.J. Astore

A strong trend in higher education today is to sell education as workforce development.  I saw this at the college where I used to teach, which was unsurprising given that the college started as a technical institute in a conservative area.  My college proudly advertised itself as valuing partnerships with business and industry, with a “learn to earn” emphasis, so students and parents knew what they were getting when they made their choice.

But the “education as workforce development” ethos is now spreading to universities and states like Wisconsin, driven by Republican governors and administrations keen to put those pointy-headed intellectuals, with their high-falutin’ ideas about education as a pursuit of truth, firmly in their place.  Consider this article at Alternet, and the following passage about Governor Scott Walker’s ideological war on higher education in his state:

Scott Walker has it out for the University of Wisconsin. The University of Wisconsin is a point of pride for the state at large, to the point where their mascot, the badger, is blanketed over everything Wisconsin-related, including government services that aren’t affiliated with the school. Despite this, Gov. Scott Walker, flushwith confidence after decimating public service unions in Wisconsin, has it out now for the university, apparently not caring that it’s the state’s pride and joy. The goal is to slash a whopping $300 million from the University of Wisconsin system over the next two years.

There may be some lip-smacking about “fiscal conservatism” going on with this, but Walker and his staff haven’t really taken many pains to hide that this is rooted in a deeper hostility to the very idea of knowledge itself. “A harbinger of what Walker might face came in an immediate uproar on social media this month after his staff proposed changing the university’s ethereal focus on the pursuit of truth, known as the ‘Wisconsin Idea,’ to a grittier focus on ‘workforce needs,’” reports theWashington Post. Walker backed off recasting higher education as nothing more than job training after his critics pointed out he is a college dropout, but the fact that this wording change was proposed at all shows that the hostility to education is ideological and has little to nothing to do with saving money.”

Higher education should be dedicated to something higher than the pursuit of a job that serves corporate America.  Heck, even corporate America favors the liberal arts as being invaluable to their bottom line, e.g. in the sense of “soft” skills such as the ability to write and speak clearly, collaborating as a team, fostering creativity and curiosity, and the like.  And this is supported by research, as in this report by the Association of American Colleges & Universities, which “is seriously questioning the drive to turn schools into institutions where the primary mission is offering career and vocational training,” according to a CBS News report:

The report, which was released today, concludes that employers “overwhelmingly” endorse broad learning as the best preparation for long-term career success. Employers who were surveyed for the study said that this broad learning should be an expected part of the course work for all students, regardless of their chosen major or field of study.

More than three out of four employers agreed that every college student should be exposed to the liberal arts and sciences, and employers were nearly unanimous (96 percent) in agreeing that all students should gain knowledge of our democratic institutions, which is done through liberal arts courses.”

 

So, if employers are in favor of liberal arts and the sciences, why are right-wing conservatives like Walker against these subjects?  To ask the question is to answer it.  The push for “workforce development” is all about silencing liberal dissent and squelching critical research.  It’s anti-intellectualism, pure and simple, always a popular trope in America, as Richard Hofstadter noted in his classic book, Anti-Intellectualism in American Life.

Keep ’em dumb and obedient, Walker.  Time-servers in the work trenches.  That’s the way to serve Wisconsin as governor.  Next stop: the presidency.  We don’t need any smart people in that job.  No more Jeffersons need apply.  Right, America?

More Thoughts on America’s Military Academies

West-Point-Cadets-Marching1

W.J. Astore

The passionate discussion generated by our last article, America’s Military Academies Are Seriously Flawed, was heartening.  Our military academies will not be improved if we merely accept the status quo, with allowance for minor, mainly cosmetic, reforms.  But truly radical reforms are difficult to achieve since the academies are so deeply rooted in tradition.  A reluctance to change can be a good thing, especially when an institution is performing well.  Yet since the Korean Conflict, and certainly since the Vietnam War, America’s military performance has been mediocre.  Placing blame here is obviously contentious, with military professionals tending to point to poor decisions by civilian leaders, among other causes.

Rather than placing blame, let’s entertain some probing questions about the future structure and mission of military academies, with the intent of making them better schools for developing military leaders, as well as better institutions for defending America and advancing its values.

Here in no particular order are a few questions and proposals:

1.  Is America best served by military academies that emulate undergraduate colleges in providing a course of study lasting four years? Or should the academies recruit from students who have already finished most (or all) of an undergraduate degree?  The academies could then develop a concentrated course of study, specifically tailored to military studies, lasting roughly two years.  In effect, the academies would become graduate schools, with all cadets graduating with master’s degrees in military studies with varying concentrations (engineering, science, English, history, and so on).  Such a change would also eliminate the need to kowtow to undergraduate accreditation boards such as ABET.

2.  West Point and the AF Academy rely primarily on serving military officers as instructors, whereas Annapolis relies primarily on civilian instructors. Is this a distinction without difference?  Would West Point and the AF Academy profit from more civilian instructors, and Annapolis from more military ones?  Should all the service academies work harder to bring in top instructors from the Ivy League and similar universities as full-time visiting professors?

3.  How much of today’s experience at military academies is busy work? Or work driven mainly by tradition, i.e. “We do this because we’ve always done this.”  Do we still need lots of inspections, marching, parades, and the like?  Do freshman (call them plebes, doolies, smacks, what have you) truly profit from being sleep-deprived and harassed and otherwise forced into compliance as a rite of passage in their first year?  Does this truly develop character?  Or are cadet schedules so jam-packed that they have little time to think?

4.  Why do cadets continue to have limited exposure to the enlisted ranks? NCOs are the backbone of a professional military, a fact that is not stressed enough in officer training.  How do we increase opportunities for cadets to work with NCOs in the field?

5.  A strong emphasis on physical fitness and sports is smart. But is it necessary to place so much emphasis on big-time sports such as Division I-A football?  What is gained by focusing academy recruiting on acquiring athletes that will help to win football games?  What is gained by offering such athletes preferential treatment within the corps of cadets?  (Some will claim that athletes receive no preferential treatment; if you believe this, I suggest you listen very carefully to cadets who are outside of the charmed circle of celebrated athletes.)

6.  When I was a serving officer at the AF Academy, cadets used to ask me whether I believed they were “the best and the brightest.” Certain senior leaders had told them that, by virtue of being selected to attend a military academy, they were better than their civilian peers at universities such as Harvard or MIT.  Is it wise to sell cadets on the idea that they are America’s best and brightest?

How I answered the question: I told my cadets that comparing military academies to universities such as Harvard or MIT was an apples/oranges situation.  First and foremost, military academies were and are about developing military leaders of strong character.  If you compared cadets to their peers at Harvard or MIT, of course you’d find smarter students at these and similar top-flight universities.  But that wasn’t the point.  Military academies had a different intent, a different purpose, a different mission.  This answer seemed to satisfy my cadets; what I sensed was that they were tired of being told they were America’s best, when they could see for themselves that this often wasn’t true.

We do our cadets no service when we applaud them merely for showing up and working hard, just as our civilian leaders do the military no service when they applaud us as the best-led, best-equipped, best-trained, and so on, military force in all of human history.  Any student of military history should laugh at such hyperbolic praise.

7.  And now for a big question: Are the academies contributing to America’s current state of perpetual war? Have we abandoned Washington’s ideal of Cincinnatus, the citizen-soldier, the soldier who fights reluctantly and who seeks not military honors but only a return to normalcy and an end to war?

Some will argue that the world today demands perpetual vigilance and a willingness to use overwhelming “shock and awe” force to intimidate and defeat America’s enemies.  And that only a professional corps of devoted regulars can lead such a force.  Perhaps so.

But is it time to consider new paradigms?

What are the most serious threats that America faces today?  For example, American infrastructure is crumbling even as we spend hundreds of billions in Iraq and Afghanistan with indifferent results.  Should West Point return to its roots, unleashing its officer-engineers to lead a new Civilian Conservation Corps to rebuild America?  (Recall that George C. Marshall ran the CCC.)  Should America’s military be refocused not on winning the “global war on terror” (unwinnable by definition, for terror will always be with us), but on preserving the global environment?

As humans wage war against our planet and biosphere, should not a force dedicated to the defense of America focus on preserving our livelihood as represented by our planet’s resources?  With its global presence, the American military is uniquely situated to take the lead here.  Indeed, the U.S. Navy already advertises itself as “A global force for good.”  Can we make that a reality?

Too pie in the sky?  The U.S. military has enormous resources and a global role in leadership.  What would it mean to America if our military took the lead in preserving the earth while rebuilding the core strength of America?  Aren’t these “wars” (against global environmental degradation; for America’s internal infrastructure) worth fighting?  Are they not more winnable than a perpetual war on terror?

There you have it.  Let’s hear your ideas in the comments.  And thanks.

Freethinkers Fighting for Fair Play: The True Goal of Higher Education

Do you have what it takes to fight for your rights?  (Movie poster from "Flash of Genius")
Do you have what it takes to fight for your rights, and to fight for what’s right? (Movie poster from “Flash of Genius”)

W.J. Astore

A New York Times editorial back in February caught two trends in higher education today: the proliferation of underpaid adjunct professors as well as the expansion of administrative positions within America’s colleges and universities.  These trends are unsurprising.  America’s colleges and universities are becoming more and more like businesses every day, with a small legion of administrators being hired in fields like assessment, retention, recruitment, student affairs, workforce development, and the like.  Adjunct faculty, meanwhile, are treated as interchangeable providers of ephemeral product, to be hired and dismissed at the whim of administrators.

As faculty increasingly inhabit lower niches within higher ed, students’ aspirations are increasingly shaped by the pursuit of high salaries.  How else to obtain “aspirational products” such as the latest Kate Spade handbag, the latest Apple iPhone, perhaps a BMW or even an Ivy League degree if you’re truly seeking to flaunt “success.”  An inherent contradiction in higher ed today is the way colleges and universities flaunt their success in helping graduates to get high-paying jobs, even as these same colleges and universities underpay adjunct professors.  Contradiction – what contradiction?

Administrative bloat and faculty contingency (“contingency” as in no job security for adjuncts, therefore little in the way of academic freedom, i.e. speak your mind, lose your job) are contributing factors in the loss of purpose within higher ed.  After all, if not for higher salaries or aspirational credentials, what is the higher purpose to higher ed?

Critical thinking should be one such higher purpose.  Alerting students to societal inequities – maybe at their very own colleges, perhaps even staring back at them in their dormitory room mirrors – is a start.  Remediating these inequities should be a goal.

Education, after all, should wake us up.  It should disturb us.  It should also strengthen our democracy.  It should reinforce our freedoms as defined in the Constitution.  It should counter prevailing anti-democratic trends toward plutocracy and authoritarianism within American society and government.

Too many students today are apathetic because they see little connection between their “higher” education and living a life that is fulfilling in wider settings.  They lack a compelling vision of what education is all about.  It doesn’t help when colleges and universities focus on making the educational money train run on time with little thought given to the passengers on board and their ultimate destination.

So, what should be the ultimate destination?  A questing and questioning mind.  Critical and creative thinking.  Curiosity about the world.  At the same time, students need to think and act to preserve what’s best about our world: our freedoms.  Fairness.  Fighters for fair play: that’s what we need more of in America.

Let me give you an example.  One of my favorite scenes in any movie comes in “Flash of Genius” (2008).  It’s about the guy who invented the intermittent windshield wiper.  His idea was stolen from him by the Ford Motor Co., and he takes them to court (true story).  When he’s asked why he’s fighting so desperately hard against Ford, why he’s risking everything, he replies: That idea was my Mona Lisa.

That line has always stayed with me.  Not only because it highlights the fact that technology is an act of creation, a work of art (or artifice).  But also because it highlights the need to be a fighter, the need to fight for what’s fair.

I like to tell my students that they too are society’s creators, that they too can create their own Mona Lisa (even if it takes the form of a new windshield wiper).  But that they too may also need to fight for their rights, and to fight for what’s right.

Motivating and equipping them for that fight: That’s what higher education should be all about, Charlie Brown.

Peter Medawar’s “The Limits of Science”

Owen Hannaway
Owen Hannaway

W.J. Astore

Note to reader: I wrote this back in 1988 when I was a first-year graduate student in the history of science at Johns Hopkins University.  I took my first graduate seminar with Owen Hannaway, a distinguished professor of early modern science and alchemy.  He asked us to do a book review, and I chose Peter Medawar’s The Limits of Science.  I dedicate this article to the memory of Owen Hannaway (1939-2006), a distinguished scholar and a gallant man.

The Limits of Science is an intentionally short book dealing with topics in the history and philosophy of science. It consists of three different essays written in three different styles, yet it yields a general outlook on science which can be nicely summarized.  Sir Peter sees science as the most successful of man’s enterprises, but he is quick to observe that science has limits, although the growth of science itself is not self-limited.

Medawar first defines science.  Science, he says, is not a mere collection of facts but organized knowledge, knowledge that can be used to predict the behavior of the sensible world.  Medawar is careful to emphasize the difficulty of obtaining scientific knowledge, and the need for confidence based on trust within the scientific community.

Medawar then discusses whether there is such a thing as the scientific method and traces the development of different approaches.  Before the Renaissance, deduction in the form of the Aristotelian syllogism was used to advance science, while intuition and revelation were used to support science.  For philosophers in the Middle Ages, divine revelation guaranteed absolute certainty.  Francis Bacon lit a new path for enlightenment in the late sixteenth and early seventeenth centuries through the use of induction.  Bacon’s new method was the development of general premises through the use of experimentation and the collection of observations.  The frontispiece of Bacon’s Novum Organum summed up the new ideal of Plus Ultra (more beyond): it depicted the pillars of Hercules with a biblical inscription (Daniel 12:4) prophesying the advancement of knowledge.

Medawar next examines deduction and induction and finds them lacking.  The chief difficulty with deduction is that it begs the question; it can only discover something already contained in the major premise, therefore it is not a way to new knowledge.  By comparison, a major premise arrived at through induction cannot contain more information than the sum of its known instances.  A theory consisting of a legion of facts summarized by an iterative inductive process can thus be overthrown by a solitary contradictory instance.  In sum, a deductive premise merely makes explicit information that is already present in the premise, while an inductive premise is no better than the sum of its parts.  Neither method leads to new knowledge.

Considering these arguments, Medawar sides with the conclusion of Bertrand Russell and Karl Popper that there is no scientific method.  The myth of induction as the method for scientific advancement, developed by John Stuart Mill and Karl Pearson in the nineteenth century, persists today mainly because it agrees best with the public’s conception of science and the scientist’s desire for a positive self-image.

What then is the catalyst for advances in science? Medawar adopts Shelley’s idea of poesis in poetry: creation through the act of imagination.  The source of scientific hypotheses is these flashes of vision, and it is these hypotheses which guide and limit further science.  Medawar clearly rejects the idea that scientific discovery can be premeditated and cites the role of luck in scientific discovery.  He carefully qualifies the role of luck by showing how the scientist places himself in a certain mindset amenable to luck through his studies and associations with other scientists.

Medawar’s last essay discusses the limits of science. His fundamental assertion is that science does not yield absolute knowledge, and he quotes Kant as support: “Hypotheses always remain hypotheses, i.e., suppositions to the complete certainty of which we can never attain.” Science’s goal then is not the absolute but the nearest approximation possible; the nearer the approximation, the better its predictive capability.

Continuing the discussion, Medawar observes that there could be either a cognitive inadequacy or a restriction arising out of the nature of the human reasoning process that limits the growth of science, but since any such limitations would be present from conception we would never know of them (just as we could never perceive the Pythagorean celestial music due to its continuous presence in our lives). Are there then limits of science?  Not if science is understood as the art of the soluble.  If something is possible in principle, Medawar states, it can be done if the intention is sufficiently resolute and sustained.

The one limit to science as Medawar sees it is that it cannot answer ultimate questions, e.g. “Does God exist?” Medawar goes on to say he is not indicting science; rather he is recognizing that these questions require transcendent answers, which neither arise from nor require validation by empirical evidence.  He actually takes this argument one step further and asserts these questions have no possible answers. (Medawar recognizes that Immanuel Kant felt the opposite; since somehow man’s nature drives him to ask these questions, Kant felt that answers necessarily exist.)

According to Medawar, the question of whether God exists is outside the realm of science; the leap of faith required for a belief in God is one he himself is unwilling to make.  Although Medawar did not personally believe in transcendent answers, he did feel that these answers had a usefulness measured by the peace of mind they bring people.

I bought this book because as a Roman Catholic I was interested in what a scientist had to say about the limits of science in answering ultimate questions.  Medawar confirmed my suspicions that science can play at best only a subsidiary role with regards to these ultimate questions and the religious beliefs they help spawn.

For anyone looking for an introduction into what science is, how it advances, and what questions it can and cannot answer, Medawar’s book is excellent.  Perhaps the one idea I am always left with after reading this book is although science has limits, as long as man retains his ability to create imaginative hypotheses and his inclination to ascertain whether his guesses correspond to reality, there will always be more beyond for intrepid explorers in the realm of science.

Professor Hannaway appended the following note at the end of my review:

“What do you think your reaction would have been if you had read a book by a scientist less sympathetic to the claims of religion?  Perhaps you can find one, read it, and then critically assess the arguments of Medawar.”

“Why do you think a famous scientist like Medawar was so concerned by such questions to write about them in this way?  Could you find out something about his life that might explain this?  Try sources like the Times obituary columns, Nature, Notes and Records of the Royal Society.”

That was Owen: always generous with advice, and always trying to spur you to dig deeper, to learn more.

Bonus Anecdote: I’ll never forget this saying of Owen’s: “Scotch is for after dinner.” The last time I saw him in Denver at a conference, I was really pleased to track down a glass of single malt whisky for him.  He was a wonderful man.

STEM Education Is Not Enough

Sir Peter Medawar
Sir Peter Medawar

W.J. Astore

If you’re in education, you’ve heard the acronym STEM. It stands for science, technology, engineering, and mathematics.  As a country, the USA is behind in STEM, so there are lots of calls (and lots of federal money available) for improvements in STEM.  Usually the stated agenda is competitiveness.  If the US wants to compete with China, Japan, Europe, India, and other economies, our students must do better in science and math, else our economy will atrophy.

Here’s a sample rationale that can stand in for hundreds of others: “International comparisons place the U.S. in the middle of the [STEM] pack globally,” said Debbie Myers, general manager of Discovery Communications.  And for corporate managers like Myers, that’s not good enough when competition in the global market is both endless and the means to the end, the end being profit.

I’m all for STEM.  I got my BS in mechanical engineering and worked as an engineer in the Air Force.  I love science and got my master’s and Ph.D. in the history of science and technology.  I love science fiction and movies/documentaries that explore the natural world around us.

And that’s one thing that bugs me about all this emphasis on STEM.  It’s not about curiosity and fun; it’s not even about creativity.  STEM is almost always pushed in the US in terms of market competitiveness.  STEM, in other words, is just another commodity tied to profit in the marketplace.

My other bugaboo is our educational establishment’s focus on STEM to the exclusion of the humanities.  At the same time as the humanities are undervalued, STEM is reduced to a set of skills as mediated and measured by standardized tests.  Can you solve that equation?  Can you calculate that coefficient of friction? Can you troubleshoot that server?  Results, man.  Give me results.

Sir Peter Medawar, a great medical researcher and a fine writer on science, spoke of scientific discovery as an act of creation akin to poetry and other so-called liberal arts.  Nowadays, we simply don’t hear such views being aired in US discourse.  STEM as an act of creation?  As a joyful pursuit? Bah, humbug.  Give me results.  Give me market share.  Make me Number One.

If we as a nation want to encourage STEM, we should be focusing not on rubrics and metrics and scores.  We should instead be focusing on the joy of learning about nature and the natural world. How we model it, manipulate it, understand it, and honor it by preserving it.  STEM, in other words, must be infused with, not divorced from, the humanities.  Why?  Because STEM is a human pursuit.

As we pursue STEM, we should also honor our human past, a past in which we’ve learned a lot about ethics, morality, and humane values.  The problem is that STEM education in the US is often present- and future-focused, with little time for the past.

In American society, those with respect for old ways and traditional values are often dismissed as Luddites or tolerated as quaint misfits (like the Amish).  After all, Luddites aren’t competitive. And Amish quilts and buggies won’t return America to preeminence in science and technology.  The US as a nation has nothing to gain from them.  Right?

Here’s the problem.  We connect STEM to material prosperity.  We dismiss those who question all this feverish attention to STEM as anti-science or hopelessly old-fashioned.  But there’s a lot we can from the humanities about ourselves and our world.

To cite just one example: Consider this passage from Jacob Burckhardt, a great historian writing during the industrial revolution of the late 19th-century:

material wealth and refinement of living conditions are no guarantee against barbarism. The social classes that have benefited from this kind of progress are often, under a veneer of luxury, crude and vulgar in the extreme, and those whom it has left untouched even more so. Besides, progress brings with it the exploitation and exhaustion of the earth’s surface, as well as the increase and consequent proletarianization of the urban population, in short, everything that leads inevitably to decline, to the condition in which the world casts about for ‘refreshment’ from the yet untapped powers of Nature, that is, for a new ‘primitiveness’ – or barbarism.”

What a party-pooper he was, right? Most of what the US defines as STEM is about “material wealth” and “refinement of living conditions,” the very definition of “progress,” at least for those out to make a buck off of it.

Burckhardt was warning us that “progress” tied to STEM had its drawbacks, to include the exhaustion of the earth’s resources as well as the exploitation of human labor. Divorced from ethics and morality, STEM was likely to lead to “primitiveness,” a new barbarism.

Tragically, Burckhardt was right. Consider the industrialized mass murder of two world wars. Consider the “scientific” mass murder committed by the Nazis. (By the way, the Nazis were great at STEM, valuing it highly.)

In a democracy, STEM divorced from the humanities is not “competitive,” unless your idea of competition is barbaric. Disconnected from humane values, a narrow education in STEM will serve mainly to widen the gap between the 1% and the rest of us while continuing to stretch the earth’s resources to the breaking point.

Education in STEM, in short, is not enough. But you won’t learn that by listening to corporate CEOs or presidents prattle on about competitiveness.

For that wisdom, you need to study the humanities.

The Education Business: Money, Money, Money (Updated)

W.J. Astore

As a college professor, I’m in the education business, a word that repels me but which nowadays is undeniably true.  One of the marketing slogans where I teach is “A degree is measured by its success in the workplace.”  In other words, if a college degree leads to a decent salary in the “workplace,” it’s worth it, but if the “workplace” does not reward you with a position with good pay and benefits, your degree is without merit.

Education in America has become just another business.  It’s increasingly monetized and corporatized.  Hence it’s unsurprising that educational results are measured increasingly by standardized tests developed by corporations.  If education is reducible to standardized metrics, you can run it and control it just like a business.  Professors become providers, students become consumers, and education becomes a commodity which is marketed and sold to consumers. Administrators are the middle managers who ultimately answer to corporate-dominated boards. “Success” for an administrator is measured mainly by money: funding drives, corporate donations, endowments, and similar issues related to budget and “the bottom line.”

As usual, Joe Bageant knew the score.  And he knew how to express it in pungent prose:

Now that education has been reduced to just another industry, a series of stratified job-training mills, ranging from the truck-driving schools to the state universities, our nation is no longer capable of creating a truly educated citizenry.  Education is not supposed to be an industry.  Its proper use is not to serve industries, either by cranking out feckless little mid-management robots or through industry-purchased research chasing after a better hard-on drug.  Its proper use is to enable citizens to live responsible lives that create and enhance their democratic culture.  This cannot be merely by generating and accumulating mountains of information or facts without cultural, artistic, philosophical, and human context or priority.

Consider the harsh reality of Bageant’s statement: America “is no longer capable of creating a truly educated citizenry.”  It’s impossible to deny this statement, especially when institutions of higher learning use the “workplace” as the measure of success for their degree programs.

Education today is disconnected from democracy.  It’s disconnected from producing an educated citizenry with critical thinking skills.  Rather, it’s connected to consumption; indeed, education is just another ephemeral consumable in a world of goods.  It’s valued only for its monetary fungibility, i.e. how much money can I make with this degree?  Alternatively, from a provider’s perspective, how much money can I make from offering these degrees?

Increasingly, there’s only one true degree offered by American colleges and universities: the business degree.  Such is the uniformity of market-driven ideology applied to education.

Say what you will of “diversity” in higher education as measured by differences in age, gender, skin color, sexual orientation, and all the rest.  Such diversity doesn’t matter much when all these “diverse” students are striving for the same thing: a fungible degree that’s translatable into money, money, money.

Show me the money!
Show me the money!

Update (12/4): When you treat students as consumers, there’s a tendency to buy the idea that “the customer is always right.” In other words, don’t offend the customer with disturbing ideas, such as the legacy of structural racism in society. Better to ignore such topics, especially when the “customer” complains about being offended by the ideas the professor (whoops — I meant the provider) introduces in class. See this story from Slate for more details.

Harvard and the Serving of God and Mammon

Leafy Campuses, Ivory Towers, Leading Straight to Wall Street
Leafy Campuses, Ivory Towers, Leading Straight to Wall Street

W.J. Astore

In the 17th century, Harvard was all about preparing men to serve God. It was about educating ministers. And ministers were arguably the most deeply respected men of their day. In the 21st century, Harvard has a new god — mammon. Harvard grads today most commonly reach for the big bucks in the world of banking and finance and Wall Street. And those who succeed in their get rich quick positions are arguably the most deeply celebrated (if not universally respected) men and women of this American moment.

If you accept for the moment that America’s brightest and best attend Ivy League universities like Harvard and Princeton, what does it say that so many of our most promising young aspire as their highest cause in life to make money and lots of it by manipulating financial markets?

Ezra Klein noted the following stats for the top Ivies:

As of 2011, finance remained the most popular career for Harvard graduates, sucking up 17 percent of those who went from college to a full-time job. At Yale, 14 percent of the 2010 graduating class, and at Princeton, 35.9 percent, were headed into finance.

At Harvard and Yale, at least, the numbers have drifted down in recent years. Harvard’s 2008 class sent 28 percent of its gainfully employed graduates to Wall Street, while Yale sent 26 percent.

More than one-third of Princeton grads went into finance in 2010: Incredible!

As the humanities wither at our universities, the financial sector continues to grow and consume our youth with promises of mammon and “success.”

Isn’t it high time to change our national motto? How about “In Mammon We Trust”?

Military Academies and American Values — Updated

Football, Yes.  English, No.
Football, Yes. English, No.

W.J. Astore

Bruce Fleming, an English professor at Annapolis, has a great letter at the New York Times about the government shutdown.  Unlike West Point and the Air Force Academy, most instructors at Annapolis are civilians rather than serving military officers.  They have been furloughed because of the government shutdown, so Navy midshipmen are no longer being educated.  They’re being herded into large lecture halls by young LTs.  Lord knows what they’re learning.

The library staff is furloughed as well.  But who needs books nowadays?

But wait!  I have good news.  Even as education in subjects like English is suspended at Annapolis, the football games continue.  There was an alarming report earlier this week that this weekend’s football game might be cancelled due to the shutdown.  But lo and behold, football games were restored for all the service academies.

Here are American values clearly on display.  Football and tailgates and hoopla: essential.  Education in English: optional.

And we wonder why America is in trouble today?

Update (10/7/13): Civilian faculty returned to work today at Annapolis, so “only” one week of classes were missed. I’m just glad no football games were missed. Priorities, people!

Of MOOCs and Technology: Why True Education Is Not Content Delivery

Robin Williams in "Dead Poets Society"
Robin Williams in “Dead Poets Society”

W.J. Astore

Massive open online courses (MOOCs) are one of those “pedagogical practices that are current and relevant to the new generation of learners,” to use a description featured prominently in promotional literature. Sure sounds trendy, doesn’t it? But education is not simply about content delivery. Education is about inspiration. It’s about lighting a fire in the mind (and maybe the belly too). Call me skeptical, but I don’t think a MOOC can do that.

OK, I haven’t tried a MOOC, but I have experienced distance learning. As a military officer, I took ACSC (Air Command and Staff College) by “correspondence.” The Air Force sent me the books and study materials, I did the reading and studying — and learned absolutely nothing. Why? First you memorized content, then you took multiple-choice tests to measure your “mastery” of that content. I passed with flying colors — and retained nothing.

As a professor I’ve also advised a graduate student via distance learning. It was an adequate experience for the both of us, but we never met. The mentoring experience was impoverished. I felt little connection to the student, and I’d wager he felt little connection to me.

Distance learning and MOOCs reduce education to content delivery. And it requires an exceptional student to get the most out of them. When I query my students in class about on-line courses, most of them are ambivalent or opposed to them. When they favor them, they say things like: “It was easy to skate by” or “I took it only because it fit my work schedule.”

To be blunt, administrators are looking for ways to reduce costs, and on-line learning is being pushed for that very reason. No classrooms needed. Little or no cost for electricity, facilities, classroom materials and the like. Combine cost-cutting imperatives with growing privatization of education and you have a recipe for education delivered as a commodity driven by the profit motive.

What’s wrong with that, you say? Nothing. Just say “goodbye” to any radical or even fresh ideas being pushed by profit-driven vendors.

Even as we’re overvaluing MOOCs and distance learning, we’re overhyping glitzy technology in the classroom. When it’s appropriate, I use technology in the classroom, but not because I’m trying to be trendy, i.e. not because I think Twitter or Tablets or other gimmicks and gizmos are how you “connect” with today’s students.

Indeed, exactly because my students are perpetually staring at screens, I often use an old-school approach of engaging them in class with vivid stories and amusing anecdotes and open-ended discussion.

Today’s students don’t need more technology; they don’t need more PowerPoint and computer-based learning platforms. What they need are enthusiastic and talented and creative teachers and professors who see education not as a job but as a calling.

I bet every person reading this remembers a teacher or professor who truly inspired you. And I bet he or she did so without glitzy technology and without genuflecting before “current pedagogical practices.”

My father was fond of saying, “The more things change, the more they remain the same.” Give me passion in the classroom. Give me a teacher who throws off sparks, and students with combustible minds. Give me that, and I’ll show you true education.

An Addendum: After writing this, I came across a Northeastern University survey featured at the Chronicle for Higher Education that addressed MOOCs, among other issues.  This is what the survey found:

“Slightly more than half of the respondents believe that MOOCs will fundamentally transform how students are taught, but just 27 percent think the online classes are of the same quality as traditional, in-person education. And yet more than half of the respondents predicted that in five to seven years an online education would be seen as of equal quality to a traditional one.”

So whatever I think about MOOCs, I think it’s fair to say that they are here to stay, and that their influence and reach will continue to grow.

Astore writes regularly for TomDispatch.com and The Contrary Perspective and can be reached at wjastore@gmail.com.