Corporate corruption of college

Chris Hedges at Truthdig:

Corporate culture, which now dominates higher education, shares the predatory culture of the military. These cultures are about subsuming the self into the herd. They are about the acquiring of technical, vocational skills to serve the system. And with the increasing budget cuts, and more craven obsequiousness to corporate donors, it will only get worse. These forces of conformity are hostile to the humanities that teach students to question assumptions and structures, that prod them to seek a life of meaning and an ethical code that challenges the blind, utilitarian obedience to power and profit that corporations and the military instill. We will, I fear, continue to turn out the intellectually stunted and maimed, those who know school football records but no philosophy, drama, art, music, theology, literature or history. The goal of an education is not, in the end, to tell students what to think but to teach them how to think.

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Self-dimming of awareness to protect oneself against anxiety

I'm mostly finished reading Daniel Goleman's 1985 book, Vital Lies, Simple Truths: the Psychology of Self Deception (I found a copy of the book online here). He's preaching to my choir, based on a paper I wrote in 1996 ("Decision Making, the Failure of Principles, and the Seduction of Attention), where I pointed out the critical and often unconscious role of attention in embellishing and distorting our moral decision-making. My targets were the many people who believe that morality is mostly founded on the conscious application of rules. I concluded that humans define and frame moral situations as a result of the way they attend (or don't attend) to the situations. I warned that it is important that we become aware that we have great (often subconscious) power to define the situation as moral (or not). My thesis was as follows:

Attention is constantly steering us in directions which dramatically affect the application of principles [including moral principles]. For starters, if we completely fail to attend to a subject, we will likely be ill-informed about that subject, and likely less competent to make decisions regarding such matters. At the other extreme, excessive attention can bloom into an obsession, causing one to see the entire world through glasses colored by that obsession. Attention also works in subtler ways, however, rigging the machinations of legal and moral reasoning. Attention rigs decision-making in two ways:

1) by the manner in which we attend to our perceptions of the world, and 2) in the way by which we perceive and attend to the principles themselves.

I concluded that high-level decision making is based far more on attentional strategies than on traditional problem solving skills.

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American Higher Education as bait and switch?

Thomas Frank at Harper's has decided to spend an entire article kicking what has become of higher education in America. Here's an excerpt from the article, which is available only to subscribers online:

[T]he purpose of college isn’t education per se. According to a report issued last year by the National Survey of Student Engagement, American undergrads spend less time at their studies nowadays than ever. They are taught by grad students or grotesquely underpaid adjuncts. Many major in ersatz vocational subjects, and at the most reputable schools they get great grades no matter how they perform. But we aren’t concerned about any of that. Americans have figured out that universities exist in order to man the gates of social class, and we pay our princely tuition rates in order order to obtain just one thing: the degree, the golden ticket, the capital-C Credential. Doubters might scoff that a college diploma is by the year turning into an emptier signifier. Nonetheless, that hollow Credential is what draws many of the young to campus, where they will contend for one of the coveted spots in that gilded, gated suburb in the sky. Choosing the winners and losers is a task we have delegated to largely unregulated institutions housed in fake Gothic buildings, which have long since suppressed any qualms they once felt about tying a one-hundred thousand- dollar anvil around the neck of a trusting teenager. [More . . . ]

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What Being An American Means To Me

I am not given to setting out pronouncements like this very often, but in light of the last several years I thought it might be worthwhile to do so on the occasion of the 236th anniversary of our declared independence. I don’t think in terms of demonstrating my love of country. My affection for my home is simply a given, a background hum, a constant, foundational reality that is reflexively true. This is the house in which I grew up. I know its walls, its ceiling, its floors, the steps to the attic, the verge, and every shadow that moves with the sun through all the windows. I live here; its existence contours my thinking, is the starting place of my feelings. The house itself is an old friend, a reliable companion, a welcoming space, both mental and physical, that I can no more dislike or reject than I can stop breathing. But some of the furniture...that’s different. I am an American. I don’t have to prove that to anyone. I carry it with me, inside, my cells are suffused with it. I do not have to wear a flag on my lapel, hang one in front of my house, or publicly pledge an oath to it for the convenience of those who question my political sentiments. Anyone who says I should or ought or have to does not understand the nature of what they request or the substance of my refusal to accommodate them. They do not understand that public affirmations like that become a fetish and serve only to divide, to make people pass a test they should—because we are free—never have to take. [More . . . ]

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Does college make people smarter?

College can be thoroughly educational experience. Many people who graduate college are much smarter compared to when they entered college, but this is not true for all of those graduate. An indictment of higher education came this year with a book, Academically Adrift: Limited Learning on College Campuses, by Richard Arum of New York University and Josipa Roksa of the University of Virginia. As reported by the Washington Post, the authors of this book offer these stunning conclusions: ●Gains in critical thinking, complex reasoning and writing skills are either “exceedingly small or nonexistent for a larger proportion of students.” ●Thirty-six percent of students experience no significant improvement in learning (as measured by the Collegiate Learning Assessment) over four years of higher education.

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