Update & Repost-Louis Menand At The New Yorker: ‘Live And Learn: Why We Have College’

Full audio here. (around 5:00 min)

Is it just the humanities?  STEM seems to be doing ok, but how is our culture doing relative to others in a global marketplace?

Menand wondered in his then new book, why it often can take 9 years for a humanities PhD to get their doctorate.  He suggests part of the answer lies in the numbers:  fewer opportunities and fewer university programs since 1970.  Overtrained and underpaid.

Are we at the tail end of an age of exceptionalism…or egalitarianism…perhaps excessive egalitarianism?:

‘It wasn’t always like this. Before 1945, élite private colleges like Harvard and Yale were largely in the business of reproducing a privileged social class.’

and:

‘If there is a decline in motivation, it may mean that an exceptional phase in the history of American higher education is coming to an end. That phase began after the Second World War and lasted for fifty years. Large new populations kept entering the system. First, there were the veterans who attended on the G.I. Bill—2.2 million of them between 1944 and 1956. Then came the great expansion of the nineteen-sixties, when the baby boomers entered and enrollments doubled. Then came co-education, when virtually every all-male college, apart from the military academies, began accepting women. Finally, in the nineteen-eighties and nineties, there was a period of remarkable racial and ethnic diversification.’

Walter Russell Mead has some ideas.

As previously posted:

More here.

Link sent in by a reader.

Interesting paper presented by Erika Kiss, beginning about minute 32:00 (the whole conference is likely worth your time for more knowledge on Oakeshott).

According to Kiss, Oakeshott’s non-teleological, non-purposive view of education is potentially a response to Friedrich Hayek, Martha Nussbaum, and Allan Bloom, in the sense that all of these thinkers posit some useful purpose or outcome in getting a liberal education.

Hayek’s profound epistemological attack on rationalist thought is still a system itself, and attaches learning to market-based processes which eventually drive freedom and new thinking in universities. The two are mutually dependent to some extent.

Nussbaum attaches liberal learning to ends such as making us ‘Aristotelian citizens of the world’, or better citizens in a democracy, which has struck me as incomplete at best.

Allan Bloom is profoundly influenced by Straussian ne0-classicism, and wants love, classical learning, honor and duty to perhaps be those reasons why a young man or woman should read the classics. This, instead of crass commercialism, the influences of popular music, deconstructionism and logical positivism.

Related On This SiteFrom The New Criterion: ‘Higher Ed: An Obituary’,,,Ron Unz At The American Conservative: ‘The Myth Of American Meritocracy’

Analagous to old media? What to change and what to keepFrom The Arnoldian Project: ‘Architecture, Campus, And Learning To Become’

Should you get a college degree, probably, but you also probably shouldn’t lose sight of why you’re going and divorce yourself entirely from the cost:  Gene Expression On Charles Murray: Does College Really Pay Off?…Charles Murray In The New Criterion: The Age Of Educational Romanticism……Repost-Too Much “Quality Control” In Universities?

A deeper look at what education “ought” to be:  A lot like it is now?: A Review Of Martha Nussbaum’s ‘Cultivating Humanity: A Classical Defense of Reform in Liberal Education.’

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