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Higher Education Ignores Results It Doesn’t Like June 7, 2017

Posted by Peter Varhol in Education.
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I am a strong believer in higher education.  At the same time, I recognize that what passes for higher education in some classes and even entire universities is a farce that suffers from lack of, well, caring.

In particular, some universities claim that they provide a high quality education by fiat alone, and discount or ignore evidence to the contrary.  And no one is willing or able to hold them accountable.  This WSJ article (paywall) notes that those schools whose students don’t show improvement in critical thinking discount the value of the test and stop administering it.  And no one calls them to task.

But the cry from my own experiences in academia still rings in my ears – “We don’t have customers, we have students!”

This kind of close-minded thinking is all too common in our higher education.  We like to think that educated people are by nature intelligent and thoughtful human beings.  Too often, they are just the opposite.

Further, parents lack the information or ability to critically evaluate the education alternatives available to their children, and defer to what those children feel comfortable with.  That’s not necessarily a bad thing, but it does mean that parents may be shelling out tens or hundreds of thousands of dollars for a subpar education, or even no education at all.

To be fair, your experience in college is largely what you make of it.  You can go to Harvard, and party your way through with little impact on your ability to receive a degree.  You can go to Plymouth State, apply yourself, and obtain the foundation for a successful lifetime of learning and critical thinking.  In that sense, it doesn’t matter where you go.

But the American family is largely a poor consumer of higher education.  We spend more time and effort buying a car than we do buying an education, yet the implications of a poor choice are far more significant with the latter.  I wish we would find a way to penalize universities that make obviously unsupported claims on their quality, but regrettably, we genuflect to higher education so instinctively that we as consumers just don’t imagine going there.

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What is the Liberal Arts? April 26, 2017

Posted by Peter Varhol in Education.
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My B.A. degree is in the liberal arts. The diploma says psychology, but I also took substantial coursework in chemistry, biology, and physics.  Conversely, I took no English courses.

(To be fair, I wanted to take an English course, specifically, a writing course. My university required that I take an English placement test prior to doing so.  I did so, and placed out of the course that I wanted to take, and out of the next course, and was awarded six credits for my investment of an hour.  I never looked back.)

Today, liberal arts and humanities are on the proverbial ropes. This article in Wall Street Journal (paywall) describes how liberal arts programs in some schools are being expanded to include courses in mathematics and data analytics, in an effort to bolster the liberal arts with career learning.

Frankly, those courses, and other science topics should always have been there. In the dawn of the liberal arts education, the goal was to deliver a well-rounded individual who could opine and even work in a wide variety of different fields.  It led to a person who could be described as a “natural philosopher” who is educated and cultivated on a wide variety of topics, which relate to both social and science areas.

It’s only in more modern times that liberal arts curricula came to mean that the individual only had to study psychology, sociology, English, and political science. And that is wrong.  The liberal arts education has always been defined by a broad education without the depth of specialization.  Its intent is to drive rigor across traditional academic boundaries to enable its possessor to become a truly educated person.

But we got away from that at some point, with higher education permitted to define liberal arts as a much narrower take on a limited number of softer topics. Today’s so-called liberal arts is actually a bastardization of what it was intended to be.

The WSJ article positions the addition of math and science courses as a nod toward career training over life training. Ah, no.  Chosen well, what the math and science courses really do is round out a liberal arts education.  I understand that people need to get jobs, and such to get jobs, and such courses may help, but science and math are very much a part of life experience, no matter what field you may ultimately pursue.