Tag Archives: education

The Coming Assault on Education

I have noted previously that Trump’s choice for Education Secretary is Betsy DeVos, a dedicated proponent of school privatization. The depth of her commitment to vouchers is matched only by the shallowness of her educational experience and training (she’s never taught nor does she have a degree in education).

Politico looked into DeVos’ history and statements, and began a recent article as follows:

The billionaire philanthropist whom Donald Trump has tapped to lead the Education Department once compared her work in education reform to a biblical battleground where she wants to “advance God’s Kingdom.”

Trump’s pick, Betsy DeVos, a national leader of the school choice movement, has pursued that work in large part by spending millions to promote the use of taxpayer dollars on private and religious schools.

In an audio recording obtained by POLITICO, DeVos and her husband (an Amway billionaire) explained that their Christian faith drives their efforts to reform American education. They believe that school choice leads to “greater Kingdom gain”  and that public schools have “displaced” the Church as the center of communities. They’re convinced that school choice can reverse that trend.

Hoosier readers who see the fundamentalist hand of Mike Pence in the choice of DeVos can find confirmation of those suspicions in a Mother Jones article about Pence’s voucher program.

Pence’s voucher program ballooned into a $135 million annual bonanza almost exclusively benefiting private religious schools—ranging from those teaching the Koran to Christian schools teaching creationism and the Bible as literal truth—at the expense of regular and usually better-performing public schools. Indeed, one of the schools was a madrasa, an Islamic religious school, briefly attended by a young man arrested this summer for trying to join ISIS—just the kind of place Trump’s coalition would find abhorrent.

In Indiana, Pence created one of the largest publicly funded voucher programs in the country. Initially launched in 2011 under Republican Gov. Mitch Daniels, it was sold as a way to give poor, minority children trapped in bad public schools a way out.

Daniels program was relatively small, and focused on low-income families. Pence dramatically increased and redirected it.

By the 2015-16 school year, the number of students using state-funded vouchers had shot up to more than 32,000 in 316 private schools. But Pence’s school choice experiment demonstrates that vouchers can create a host of thorny political problems and potential church-and-state issues. Almost every single one of these voucher schools is religious. The state Department of Education can’t tell parents which or even whether any of the voucher schools are secular. (A state spokeswoman told me Indiana doesn’t collect data on the school’s religious affiliation.) Out of the list of more than 300 schools, I could find only four that weren’t overtly religious and, of those, one was solely for students with Asperger’s syndrome and other autism spectrum disorders, and the other is an alternative school for at-risk students….

Indiana’s choice law prohibits the state from regulating the curriculum of schools getting vouchers, so millions of dollars of the state education budget are subsidizing schools whose curricula teaches creationism and the stories and parables in the Bible as literal truth. Among the more popular textbooks are some from Bob Jones University that are known for teaching that humans and dinosaurs existed on the Earth at the same time and that dragons were real. BJU textbooks have also promoted a positive view of the KKK, writing in one book, “the Klan in some areas of the country tried to be a means of reform, fighting the decline in morality and using the symbol of the cross to target bootleggers, wife beaters and immoral movies.”

Not surprisingly, Indiana children in these voucher schools perform poorly on standardized tests.

The voucher schools can’t necessarily blame low test scores on poverty, either. According to data from the state, today more than 60 percent of the voucher students in Indiana are white, and more than half of them have never even attended any public school, much less a failing one. Some of the fastest growth in voucher use has occurred in some of the state’s most affluent suburbs. The Center for Tax and Budget Accountability, a Chicago-based think tank, recently concluded that because white children’s participation in the voucher program dwarfed the next largest racial group by 44 points, the vouchers were effectively helping to resegregate public schools.

So Indiana taxpayers are subsidizing religious indoctrination with monies that should be supporting the state’s under-resourced public schools. And that’s the model that Donald Trump and Betsy DeVos want to replicate nationwide.

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There’s Another Explanation….

Inside Higher Education has recently joined the chorus of–or at least, provided fodder to– those who equate more education with leftist indoctrination.

Americans with college degrees are to the left of the majority of Americans who lack a college degree. And a new study by the Pew Research Center shows that those who have attended graduate school are even farther to the left than those who have only an undergraduate degree.

File this under “And what else is new?”

The academy has been accused of inculcating “elitist,” liberal, unrealistic attitudes ever since I can remember. The widespread suspicion of people who choose the “life of the mind” over commerce or honest labor is at the heart of contemporary efforts to judge the value of universities by comparing job placement statistics. (It’s okay if you just attend college to acquire skills for the marketplace, but be careful that your job training isn’t subverted by some artsy-fartsy detour into learning for its own sake.)

When you learn more, evidently, it turns you liberal.

To some extent, that’s undoubtedly true. The real problem with today’s facile equation of educated people and political liberalism, however, is that the definition of  terms like conservative and liberal, never very precise, have changed over the years–and rather dramatically, at that.

Today, we dismiss as “liberal” the person who sees issues as complex, who changes her mind about a policy if new evidence suggests that previous understandings were incomplete, who relies on evidence rather than unsupported assertion. (A contemporary liberal is unlikely to sign that petition to keep trans people out of restrooms, for example, because there has never been a reported problem.) Today’s liberal is less likely to believe something because a religious figure has proclaimed that “God said so,” and more likely to accept scientific consensus about things like the age of the earth, evolution and climate change.

In short, today’s liberal looks a lot like the 18th Century Enlightenment figures who gave us science, empiricism and the social contract.

While my students have difficult believing it, liberalism so understood used to be common in the Republican party. Republicans and Democrats used to occupy broad areas of agreement, differing primarily over the policies most likely to achieve agreed-upon ends. Back then, those shared worldviews were labeled “moderate.”

As the GOP turned into the God Squad, and those areas of agreement diminished, “Republican” became synonymous with “conservative” and “Democrat” became another word for liberal.

As a result, when educated people identify as liberal these days, they don’t necessarily mean left-wing populist or socialist.  They certainly don’t identify with the Left as it developed in Europe. They don’t even necessarily “feel the Bern.”

These days, what they mean is something like “I’m not one of the nut-cases doing grocery shopping with my open-carry weapon. I don’t throw rocks at gay people, or burn copies of the Koran, and I don’t forward racist, sexist and anti-Semitic emails. I’m not one of the people calling myself ‘pro life’ when I’m really just pro-birth and anti-woman. I’m not stupid enough to think American can deport twelve million people, or carpet-bomb the Middle East or reverse same-sex marriage. I understand that issues are complicated, that facts matter, and that people who don’t look like me have rights too.”

Today, someone who says those things is a Democrat. Or– in contemporary parlance– a liberal.

It wasn’t always that way.

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Intelligence vs. Skill

Just as there is a difference between job training and education, there’s a difference between intelligence and skill.

A recent DailyKos post by a neurologist disputed the notion that being a neurosurgeon should be taken as evidence that Ben Carson is smart. The author distinguished between genuine intellect and technical skill.

“Smart” is a multifaceted cognitive feature composed of excellent analytical skills, possession of an extensive knowledge base that is easily and frequently augmented, possession of a good memory, and being readily curious about the world and willing, even eager, to reject previously accepted notions in the face of new data. Being smart includes having the ability to analyze new data for validity and, thinking creatively, draw new insights from existing common knowledge….

My point is that neurosurgeons are not automatically smart because they are a neurosurgeon. To get through training and have any sort of practice they must be disciplined, have immense ego strength, a reasonably good memory, and have mental and physical stamina. However, like many other doctors, they are not always smart. Neurosurgeons, like other surgeons, can be outstanding technicians but that is different than being intellectually brilliant. A truly brilliant internal medicine specialist once told me that “you can train anyone to perform a procedure”. I’ve seen surgical assistants, not doctors but physician’s assistants that specialize in surgery, perform technically difficult procedures with stunning alacrity. It’s the old rule: do something enough times and you will get damn good at it.

I thought about the difference between skill and intellect–both of which are important, but which are not the same thing– when I heard Marco Rubio’s astonishing statement in the recent GOP debate that “Welders make more than philosophers. America needs more welders and less [sic} philosophers.”

Not only was Rubio wrong on the facts (philosophers actually earn more than welders), but think about what this sneering dismissal of the worth of intellectual pursuits tells us about his worldview. Clearly, Rubio (and apparently everyone on that debate stage) evaluates  the worth of any profession solely on the basis of what it pays. If welders did make more than teachers, then welders would obviously be superior.

I’m a big fan of market economics, but the fact that the market rewards pornographers more than it rewards nurses doesn’t mean we need more pornographers and fewer nurses.

Let’s be clear: the skilled trades are important and honorable. But scholarship, research, scientific inquiry and yes, philosophy and theology, are essential to human progress. They also give our lives meaning and purpose.

Socrates–a philosopher– said the unexamined life is not worth living. There wasn’t anyone on that debate stage who appears to understand that sentiment, let alone agree with it–and that is terrifying.

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A Perverse Idea Whose Time Has Definitely Not Come

I think I’ve written before about how profoundly stupid this is. But I may have neglected to mention that it is also perverse.

And I was shocked to see a Brookings Institute “report” seemingly endorsing it.

“It” is Income-Sharing Agreements (aka “indentured servitude”), currently being promoted by former Indiana Governor and current Purdue President Mitch Daniels as a private-sector remedy for the growing burden of student loan debt.

Income Share Agreements are an innovative tool that will, as I have argued elsewhere, allow students to finance college by selling “shares” in their future earnings. Graduates pay back in proportion to the pecuniary value they get from their degree. If the degree proves worthless, the students will pay little or nothing. If the degree is immensely valuable, then the students will pay back a lot. Either way, the payments are, by construction, affordable.

This is a great idea, if your definition of “education” is job training.

How many “investors” are going to finance that philosophy major’s education? How about the student pursuing a degree in English literature? Or romance languages? or basic scientific research that doesn’t promise a quick payoff, as opposed to training in   technologies that generate prompt turnarounds to satisfy consumerism?

Even for students in more “promising” fields, the plan doesn’t eliminate debt; it simply changes the identity of the creditor and the schedule of repayment.

Ultimately, this is one more step on the road to devaluing scholarly inquiry–one more bit of evidence (as if the current crop of Republican Presidential candidates wasn’t evidence enough) of the triumph of American anti-intellectualism.

If it can’t be monetized, it evidently isn’t worth knowing.

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Economic Straw Men

A friend recently sent me one of those irritating articles purporting to lecture “liberals” about economic realities. This one was unusually smug. It was written by a self-styled “economist” and published by Forbes; titled “Ten Economic Truths Liberals Need to Learn,”   it mostly rebutted “straw man” positions that no one–liberal or not–actually takes.

I won’t go through the whole list, because you can read it for yourselves, and because we’ve all heard these “truths” before.

“Government cannot create jobs” is an oldie but goodie. Like many of the others, it is “true” only in a very limited sense; obviously, government can and does create jobs for teachers, police officers, and other government workers, and when it invests properly in infrastructure, those investments also generate jobs.

What that flip formulation also misses is the essential role government plays in providing the infrastructures that make private enterprise and private job creation possible.

Several other “truths” on the list are equally wrongheaded: the author claims that low wages are not exploitative, for example–among other things, conveniently overlooking the fact that taxpayers are making up the (enormous) difference between low wages and living costs, and thus effectively subsidizing corporate profits.

I guess it depends upon what your definition of “exploitative” is.

But the “truth” that sent me over the edge was this one:

Education is not a public good. We provide publicly funded K-12 education to all (even to non-citizens), but the education provided produces human capital that is privately owned by each person. This human capital means more work skills, more developed talent, and more potential productivity. People with more human capital generally get paid more, collecting the returns from their education in the form of higher earnings. One common defense of education as a public good is worth refuting here. Yes, education helps people invent things that benefit society. However, they will expect to be paid for those inventions, not give them away for free in return for their education.

This betrays an appalling lack of understanding of both education and the public good.

READ MY LIPS: Education is not synonymous with job training. There is nothing wrong with job training–it’s essential–but a genuine education is far more than a skill set that makes someone marketable in the dystopic society idealized by the (presumably trained but clearly uneducated) twit who wrote this.

Job training produces people who produce things. Education produces people who create art and music and literature, who develop philosophies and political systems, who innovate and imagine and beautify cities and civic environments.

Job training allows people to be productive economic units. Education allows people to be responsible citizens.

If a polity consisting of thoughtful and informed and genuinely educated citizens isn’t a public good, I don’t know what is.

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