Tag Archives: higher education

Is Education “Woke”?

Education / Youth, ,

The GOP’s hostility to higher education–okay, to education in general–has been getting more scrutiny since Ron DeSantis intensified his war on those “woke” institutions we call colleges and universities. DeSantis (smarter and much more dangerous than Trump) is latching on to the Republicans’ increasing hostility to education.

Before discussing the politics involved in this particular aspect of the culture war, let me readily concede that a significant majority of university instructors and educated Americans are what that base considers “liberal.” There are two reasons for that: first, the definition of “liberal” has changed rather dramatically over time; and second, (depending on that definition) reality has a pronounced liberal bias.

I can personally attest to the rather profound change in the definition of the word “liberal.” As I have previously noted, in 1980 I ran (unsuccessfully) for Congress. I was a Republican–and I was told I was “too conservative” by a fair number of voters.  Although I have changed my position on a couple of policy issues since then, as I learned more about them, my overall political philosophy has remained consistent. Only now, I’m routinely accused of being a pinko socialist/communist elitist.

While I was essentially standing still, philosophically, the GOP totally redefined conservatism. Conservatives are now True Believer authoritarians edging toward fascism. Using the current (re)definition, I’m no longer conservative, and neither are most of the GOP politicians with whom I once worked.

The Rights’ newly radical definition of “conservatism” rather obviously excludes the majority of college professors. But even before the transformation of the GOP,  and under the “old” definition of the term, a majority of university faculty identified as liberal. Not “leftist”as Europeans use the term, but liberal: people whose world-views are shaped by empirical evidence. These are people who recognize and are able to cope with the emergence of new understandings and/or evidence that conflicts with what they previously thought to be the case– people who lack  the all-encompassing, rigid certitude that marks today’s “conservatives.”

Liberal college professors recognize the limits of their knowledge. As I often told my own students, my goal was not to have them leave my classroom agreeing with my perspectives, political or otherwise; my goal was to teach them the importance of understanding and applying two important phrases: it depends, and it’s more complicated than that.

In today’s politics, conservatives are those who hold fixed, immutable beliefs (and want government to impose them on everyone else), and liberals are people who recognize contingency and complexity. DeSantis’ hated “wokeness” is willingness to examine new evidence, determine its credibility, and revise error when the facts support such revision.

In a recent column, Paul Krugman considered what he called “the extraordinary rise in right-wing hostility to higher education in general.”

Not that long ago, most Americans in both parties believed that colleges had a positive effect on the United States. Since the rise of Trumpism, however, Republicans have turned very negative. Recent polling shows an overwhelming majority of Republicans agreeing that both college professors and high schools are trying to “teach liberal propaganda.”

Did America’s colleges — which a large majority of Republicans considered to have a positive influence as recently as 2015 — suddenly become centers of left-wing indoctrination? Did the same thing happen to high schools, run by local boards, across the nation?

No, as Krugman notes, what happened was that right-wingers expanded their definition of what counts as “liberal propaganda.”

Thus, when one points out that schools don’t actually teach critical race theory, the response tends to be that while they may not use the term, they do teach students that racism was long a major force in America, and its effects linger to this day. I don’t know how you teach our nation’s history honestly without mentioning these facts — but in the eyes of a substantial number of voters, teaching uncomfortable facts is indeed a form of liberal propaganda.

And once that’s your mind-set, you see left-wing indoctrination happening everywhere, not just in history and the social sciences. If a biology class explains the theory of evolution, and why almost all scientists accept it — or, for that matter, the theory of how vaccines work — well, that’s liberal propaganda. If a physics class explains how greenhouse gas emissions can change the climate — well, that’s more liberal propaganda.

Krugman says that what we need to understand is that people like DeSantis are attacking education, not because it uses liberal propaganda to indoctrinate, but because it fails to sustain the ignorance they want to preserve.

I wonder how many MAGA folks ever encountered or seriously considered that famous quote from Thomas Jefferson: If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.

 

 

Inequality And Democracy

Education / Youth, Public Policy and Governance, , ,

The continuing arguments about Biden’s loan forgiveness program are shining a bright light on several ongoing issues of American governance.

The first and most obvious is the hypocrisy I’ve already addressed.  Somehow, tax law changes and generous subsidies (funded by all taxpayers) that enrich the already rich are fine. Only when there is an effort to lift the fiscal boot off the necks of the less fortunate do we hear about “unfairness.”

In addition to these examples of selective outrage, there have been more reasonable observations about debt forgiveness being a “band-aid.” I certainly don’t disagree with the pundits who have pointed out the multiple problems with American higher education–very much including the enormous costs. That said, the argument seems to be that , in the face of failure to revamp the entire system, we shouldn’t be  trying to relieve even a portion of the burden.

There’s a name for this argument:making the perfect the enemy of the good. In other words, if we can’t immediately perfect a situation, we should do nothing. This approach is self-evidently wrong, if for no other reason that we have inconsistent views of what “perfection” would look like, and considerable evidence that most lasting improvements  are partial and incremental.

Actually, the partial nature of Biden’s debt relief order highlights an overarching issue: the gridlock that currently keeps the federal government from functioning properly. (I would argue that what Biden and the Democrats have achieved legislatively is little short of miraculous, given the lockstep Republican opposition to virtually any measures  they propose.) Thanks to structural elements of American governance that are obsolete-everything from the Electoral College to the filibuster to the pervasive gerrymandering that has facilitated the election of ideologues and outright mental cases–Congress has become increasingly mired in partisan and cultural warfare. That legislative inability to function properly has led to the increasing use of Presidential authority to get anything done–and that reality threatens to legitimate an authoritarianism that is contrary to the Constitution and the Separation of Powers.

Translation: not a good thing.

All of these issues–highlighted as they are in the current arguments over debt relief– threaten American democracy. The Republican bias toward rewarding the wealthy (socialism for the rich; brutal capitalism for the rest) contributes to the already-huge disparities between haves (or have-a-whole-lots) and have nots, and that disparity (along with the growth of White Nationalist and all-out fascist groups) is a huge threat to social stability and democratic self-government.

The enormity of the economic gap was recently highlighted by an article in Common Dreams.

In the nearly three decades since 1995, members of the global 1% have captured 38% of all new wealth while the poorest half of humanity has benefited from just 2%, a finding that spotlights the stark and worsening gulf between the very rich and everyone else.

That’s according to the latest iteration of the World Inequality Report, an exhaustive summary of worldwide income and wealth data that shows inequities in wealth and income are “about as great today as they were at the peak of Western imperialism in the early 20th century.”…

“In the U.S., the return of top wealth inequality has been particularly dramatic, with the top 1% share nearing 35% in 2020, approaching its Gilded Age level,” states the report, whose contributors include prominent economists Thomas Piketty and Gabriel Zucman. “In Europe, top wealth inequality has also been on the rise since 1980, though significantly less so than in the U.S.”

There is copious research on the connection between political instability and economic inequality. As one study found,  long-term inequality has “strong empirical support as exogenous determinants of political instability.”

It isn’t just that research confirms what we all learned in Econ 101–that a broad and healthy middle class is an essential element of democratic stability–it turns out that political instability holds back financial development as well. “The findings indicate that inequality-perpetuating conditions that result in political instability and weak democracy are fundamental roadblocks for international organizations like the World Bank that seek to promote financial development.”

Or to put that into somewhat less “academic” terms: pigs get fed, but hogs get slaughtered.

The hogs who are screaming about debt relief and the dire consequences of helping middle class households (according to CNN: about 75% of the benefit will go to households making $88,000 or less per year) would be wise to consider just how much they benefit from programs costing far more–programs that take from the poor and middle-class to pad the pockets of the rich and connected–and how much their own longterm prospects depend upon political and social stability.

Being a hog is actually bad for the bottom line.

 

 

I Guess Indoctrination Failed..

Education / Youth, , , ,

I was reading a recent column by Dana Milbank--and appreciating the snark–when it hit me. Milbank was engaging in (very appropriate) takedown of several Republican high-profile opponents of those snobby American “elites,” and pointing out that all of them turn out to be privileged White male members of that same elite.

But the column brought to mind an even more annoying hypocrisy than the one Milbank was highlighting–the persistent Republican attacks on higher education for “indoctrinating” students with liberal ideas–accusations leveled by individuals who clearly escaped that supposedly inescapable indoctrination.

The charge has always been bogus, of course, for a number of reasons. As someone who taught at a university for more than 20 years, I can attest to the fact that just imparting facts–let alone inculcating ideologies at odds with those the student came with–is a lot harder than it looks. For that matter, the opportunities for “indoctrination” are pretty limited. As a recent column from the Palm Beach Post put it, most courses have nothing to do with social policy or politics. There’s no potential for “indoctrination” in algebra, construction management or chemistry.

The United States has thousands of small colleges and universities, many of them quite religious, that are less frequently accused of planting “socialist” predilections in their students than the Ivy League, elitist, hard-to-get-into universities. What about those hotbeds of “woke” philosophies? That’s where the indoctrination is occurring–right?

Um…not so much. Milbank brings the evidence.

He quotes Senator Tom Cotton who, during the confirmation hearings, said he “doesn’t want a justice who follows the “views of the legal elite,” (would that mean rejecting a nominee who pledges to follow precedent?) and later complaining that “a bunch of elite lawyers” such as nominee Ketanji Brown Jackson “think that sentences for child pornography are too harsh. I don’t and I bet a lot of normal Americans don’t, either.”

And where was this representative of “normal Americans” educated? Harvard College and Harvard Law School.

Then there’s Louisiana’s John Neely Kennedy, who routinely attacks the evil “managerial elite” of media, academics, bureaucrats and corporations. (Typical accusation: “This cabal think they are smarter and more virtuous than the American people.”)  This “man of the people” has a “degree with first class honors from Oxford University (Magdalen College),” and was Phi Beta Kappa at Vanderbilt. That was before he got elected by denouncing the “goat’s-milk-latte-drinkin’, avocado-toast-eating insider’s elite.”

Of course, we already know about Ted (“Do you know who I am?”) Cruz–who Bret Stephens recently described as a” one-man reminder of why sentient people hate politicians.” He graduated from Princeton and Harvard Law, and regularly inveighs against the “coastal elites.”

We’ve also seen more than enough of Missouri Senator Josh Hawley, formerly of Stanford University and Yale Law School. Hawley, as Milbank reminds us, fancies himself standing with the proletariat in “the great divide” between the “leadership elite and the great and broad middle of our society.”

Cruz, Hawley and Cotton are all contemplating presidential runs — where they might meet in the Republican primary another man of the people, Florida Gov. Ron DeSantis. A graduate of Yale and Harvard Law, he wrote an op-ed in the Wall Street Journal titled “Don’t Trust the Elites,” and he rails routinely about “elites” trying to shove this or that “down the throats of the American people.”

Milbank has a number of other examples, and students of stunning hypocrisy will find his column well worth reading in its entirety. Whether you focus on the humbug of men who are obviously part of the “elite” pretending to be “just folks” or whether–like me–you ponder the abject failure of schools like Harvard, Yale and Stanford to properly indoctrinate these strutting peacocks, a couple of conclusions are inescapable.

First, institutions of higher education are rather obviously failing to turn out graduates who’ve been successfully indoctrinated with a liberal philosophy. (For that matter, they don’t seem to be doing all that well instilling civility and simple honesty…Perhaps we should acknowledge that both sets of values come from a variety of sources outside the classroom.)

Second, despite how ridiculous they sound to many of us, these men aren’t stupid. They are promoting policies that they clearly know  to be dangerous and unfounded, and they are asserting “facts” that they just as clearly know to be out-and-out lies.

Stupidity is unfortunate, but inescapable and thus forgivable. A willingness to prostitute oneself for electoral advantage, a willingness to undermine democracy in order to appeal to an ignorant, frightened and angry GOP base– is not.

 

Corrupting The University

Education / Youth, , , ,

In order to take control of a country, zealots have to undermine not just people who may have been educated to be independent thinkers, but the very idea and legitimacy of a liberal education. Those intent upon spreading belief in “the Big Lie,” for instance, must attack the institutions committed to truth-seeking and a commitment to verifiable evidence.

So we see the escalating attacks on knowledge, on science , on expertise. We see a co-ordinated effort to replace the very concept of education with the far less threatening goal  of job training.

And we see unremitting attacks on the nation’s universities.

I spent twenty-one years as a faculty member at a public university, and I would be the last person to claim that all is well in academia. There are plenty of legitimate criticisms that can–indeed, should–be leveled: bloated administrations, too-cozy relationships with moneyed donors, a knee-jerk tendency to “cancel” proponents of currently unpopular positions, and a depressing willingness to equate academic success with job placement statistics.

That said, the degree to which the GOP is waging war on education–at both the public school and college levels–  seems unprecedented.

I’ve previously posted about former Wisconsin Governor Scott Walker’s efforts to destroy the University of Wisconsin–including his attempt to change the century-old mission of the University system by removing language about the “search for truth” and “improving the human condition” and replacing those phrases with “meeting the state’s workforce needs.”

At least Walker understood the need to be sneaky.  Florida Governor Ron DeSantis–a poster boy for today’s GOP–hasn’t bothered to hide his animus for science, truth and higher education. The results have been ugly.

A special panel created by the faculty at the University of Florida has completed a review of the academic environment there, and what it has to say is not flattering.  As The Miami Herald reports, the report shows that academics in Florida live in a literal state of fear; one where they don’t dare tell the truth out of fear of reprisals from Gov. Ron DeSantis. That’s particularly true when it comes to revealing the facts about COVID-19.

The report makes it clear that researchers felt a great deal of outside pressure in preparing research information for publication. That sometimes meant that information was delayed, or not published at all. In some cases, scientists were told not to reveal their affiliation with the university when releasing information, or to take the University of Florida name off presentations.

All because they were not allowed to do anything that could be viewed as criticizing DeSantis, or policies related to COVID-19. Faculty in the university’s Health Department were warned that funding might be “in jeopardy if they did not adopt the state’s stance on pandemic regulations in opinion articles.”

DeSantis’ attacks went well beyond his approach to COVID.

Course descriptions, websites, and other materials concerning the study of race and privilege had to be hidden, altered, or removed. The persecution in this area became so ridiculous that instructors were told:

“The terms ‘critical’ and ‘race’ could not appear together in the same sentence or document.”

Much of this bullying has occurred “under the radar,” but a few months ago, national media reported that the University of Florida was prohibiting three professors from testifying as experts in a lawsuit challenging a new law restricting voting rights. The prohibition was justified by the the University on the grounds that “it goes against the school’s interest by conflicting with the administration of Florida Gov. Ron DeSantis.”

There was a sufficient outcry that the University reversed that decision, but it is blindingly obvious that less well-publicized efforts to “get along” with the Governor remain in place.

It isn’t only Florida.

At a time when University Presidents are chosen more for their fundraising abilities than for their devotion to scholarship, some are using their authority to simply remove inconvenient scholarship from  their institutions. Here in Indianapolis, the administration of Marian University has simply eliminated its department of political science. 

The school’s administration has failed to offer a rationale for removing political science, a program with as many declared majors as most other liberal arts programs on campus —and which you would think is especially important, given the troubled state of U.S. political life–and especially since the faculty vociferously opposed the decision. The linked report notes that no other major was targeted for elimination.

The dispassionate pursuit of science, evidence and “inconvenient”  knowledge is being targeted by ideologues, autocrats and their facilitators. To the extent that they are successful, this country is in deep, deep trouble.

 

Easy To Destroy, How Long To Repair?

Education / Youth, ,

A friend who lives in Wisconsin occasionally sends me items from newspapers in that state that he thinks will interest me. Most have obvious implications for other states–and since Scott Walker became Governor, those implications have tended to range from worrisome to terrifying.

The most recent news from what I’ve come to call “the frontier of shooting yourself in the foot” was a report about the University of Wisconsin’s loss of thousands of engineering students.

The story began by explaining why engineering is “more than classrooms and theory: It’s a hands-on discipline for turning ideas into prototypes and products that help people.” The university should have a number of advantages when it comes to attracting engineering students–most recently, it has used private grant funds to create an innovative “maker space” appealing to both in-state and out-of-state applicants.

Accommodating those applicants is a different issue.

There are roughly 4,500 undergraduate students in UW-Madison’s engineering sequence today. About 6,600 applied last year, including many qualified applicants from outside Wisconsin who could add to the state’s talent base.

The main barrier to taking more is a lack of faculty to educate more students without diminishing the quality of the experience for all. Private gifts help, but the core funding for faculty hires comes from state government support and student tuition.

As the article delicately puts it, those funding sources “haven’t grown.” That’s a rather massive understatement: the Walker Administration’s cuts to funding for the university can only be characterized as savage. In the wake of those cuts, and other measures inimical to higher education, the once-storied University of Wisconsin has seen faculty depart and rankings slip.

Walker not only engineered (no pun intended) an enormous $250 million cut to the University of Wisconsin’s budget, just when other state universities were finally emerging from the recession. He also proposed to get rid of academic tenure.

As one observer wrote at the time,

With his draconian budget cuts and his assault on the tenure system, Walker is sending a message that professors at Wisconsin should sit down and shut up. Some of them–those most able to move, which likely includes some of their best talent–might now be looking for greener pastures elsewhere.

An article in Slate a year later considered the consequences of these changes in funding and tenure protections. Several highly-regarded professors had left; others at risk of being “poached” were retained (at least temporarily) at a cost of some $9 million dollars in pay raises and research support. As the Slate article explained:

Academics, whether they have it or not, want some form of tenure to exist to protect the integrity of the knowledge that is produced, preserved, and disseminated.

Wisconsin professors simply do not want research limited by the whims of 18 people appointed by a governor with an openly stated anti-education agenda. And you shouldn’t, either. Think university research doesn’t affect you? You’re wrong. Hundreds of technological and social advances that you depend upon have been made thanks to the research of some brainiac at some university somewhere: what kind of cities to plan; how (and where) to alleviate poverty and hunger; what kind of diseases to treat; what kind of drugs to invent (or make obsolete); what kind of bridges and roads to build (and where). If professors are not protected from disagreeing with the agenda of their “bosses”—whether that be Dow Chemical, Gov. Walker, or President Trump—the consequences will go far beyond one person’s paycheck.

What is happening in Wisconsin is tragic: Scott’s vendetta against intellectual “elitists” is affecting everything from the quality of the state’s workforce  to its reputation and its ability to attract new employers. Last year, the state ranked 33d in job creation–not dead last (Kansas has that distinction) but nothing to brag about.

What is happening in Wisconsin is also where Donald Trump and today’s rabidly anti-intellectual GOP want to take the rest of us. And that is truly terrifying. It’s relatively easy to destroy an asset; rebuilding it, and restoring a sullied reputation is a far dicier proposition.