Posts tagged with: education

UntitledIn the U.S. there are approximately 4,500 colleges and universities (2,774 4-year institutions and 1,721 2-year institutions). Most of the institutions that were founded prior to 1900 began as Christian colleges, though only about 970 schools are still religiously affiliated. Out of those 970 sectarian schools, 570 are distinctively Christian.

America has almost as many Christian schools as the entire rest of the world combined. But that’s quickly changing. As the Chronicles of Higher Education notes, in the developing world there is a renaissance in Christian higher education:
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Today at Public Discourse, I explore the dubious connection between educational attainment and upward income mobility, arguing instead that a focus on cultivating social capital would be far more effective than the conventional wisdom: “Stay out of trouble and stay in school.” Staying out of trouble is still a good idea, but staying in school — when it comes to higher education — is becoming less and less effective on its own at predicting economic improvement.

In addition, while I believe education to be desirable for itself, I do not think that one can turn a blind eye to the great cost, decreased quality, and decreased utility of higher education today. I write,
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BRITAIN BOXING

Floyd “Money” Mayweather

Over at Think Christian today, I explore the connection between higher education as a means to greater earning power in “The myth of lucrative college majors.” I argue that “the size of a paycheck is not the only factor worth considering,” and go on to detail what a paycheck does and does not represent.

By looking at the earnings of various majors, it becomes apparent that we have a need for more engineers of various kinds. But apart from specific market signals, I echo, in large part, the conclusion of Paul Heyne, who wrote that the success of the market in increasing affluence and getting us the things we want ought to impel us “to think more carefully about what we want.”

The reality of today is that we have a developed economy to the extent that we have unprecedented levels of specialization. You can make a living, even if it isn’t a particularly lucrative one, doing almost anything imaginable. This is in marked contrast to previous eras, where the realities of class, technological innovation, and knowledge were such that only a few careers options were possible. Consider, for instance, the case of the early modern executioner.

One way of showing the incredible levels of specialization made possible today would be to simply observe the many, many things you can major in at a college these days. My working hypothesis is that if you have to add the word “studies” after something, then it probably isn’t a real major. But more seriously, the level of specialized education available today is simply breathtaking. And that doesn’t even begin to address the question of whether higher education is necessary at all.

In the TC piece I point to the example of undefeated boxer and high school dropout Floyd Mayweather Jr., who enjoyed a record breaking payout this past weekend. Mayweather is exceptional, certainly, as he would be the first to tell you. But there are plenty of more mundane examples of crafts and trades, as well as innovators and entrepreneurs, who found success without going to college.

Like all things, there are better and worse reasons to go to college and to choose a particular major. To simply increase your future earnings isn’t a particularly good motivation. And if all you care about is making money, then college may not be the best choice anyway, although as Michael Lewis puts it, “If you’re a certain kind of kid who doesn’t actually know anything about anything, Wall Street is still a great place to go.”

That said, all this comes from someone who majored in English at Michigan State University and then spent more than a decade pursuing theology at the graduate level. So I may be precisely the wrong sort of person to ask about lucrative career choices. As I often remind my wife, she married the wrong kind of doctor.

“When loans are guaranteed by the state and detached from market forces and personal responsibility,” says Dylan Pahman in this week’s Acton Commentary, “those institutions being paid with that loan money experience inflated demand as everyone and anyone now can go and wants to go college. As a result, tuition prices have been inflated. The full text of his essay follows. Subscribe to the free, weekly Acton News & Commentary and other publications here.

Federal Student Loans: A Problem of Subsidiarity

by Dylan Pahman

Ever see one of those used car ads that says, “Bad credit? Drive today!” The implication being that the dealer will happily arrange a loan regardless of the borrower’s credit history. For years now, the federal government has been running a similar scheme: “Poor student? Go to college anyway!” While this campaign has had better intentions behind it, it is no less of a problem. In the field of higher education, the federal government has usurped the roles of families, private organizations, and markets, with negative moral and economic consequences.
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UntitledHowever misguided their aims, there was one a time when progressives worked to protect the welfare and improve the lot of the individual. Today, the goal of many progressives is to protect the welfare and improve the lot of public bureaucracies. A prime — and stunningly inane — example of this tendency is found Allison Benedikt’s “manifesto” in Slate titled, “If You Send Your Kid to Private School, You Are a Bad Person“:

You are a bad person if you send your children to private school. Not bad like murderer bad—but bad like ruining-one-of-our-nation’s-most-essential-institutions-in-order-to-get-what’s-best-for-your-kid bad. So, pretty bad.

I am not an education policy wonk: I’m just judgmental. But it seems to me that if every single parent sent every single child to public school, public schools would improve. This would not happen immediately. It could take generations. Your children and grandchildren might get mediocre educations in the meantime, but it will be worth it, for the eventual common good. (Yes, rich people might cluster. But rich people will always find a way to game the system: That shouldn’t be an argument against an all-in approach to public education any more than it is a case against single-payer health care.)

Notice that she is willing to sacrifice the educations of children today — and generations of children for an indefinite time in the future — so that the public school system can be saved. Whereas public schools once existed to educate children, they now exist to justify their own existence (and the existence of teacher’s unions). Here’s how Benedikt thinks it should work:
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Blog author: jcouretas
Tuesday, August 13, 2013
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Howard Zinn

Howard Zinn

In an opinion piece in The Wall Street Journal, David J. Bobb examines the way in which Howard Zinn has been elevated by Hollywood and the academic left to make “the late Marxist historian more influential than ever.” Bobb, the director of the Hillsdale College Kirby Center for Constitutional Studies and Citizenship in Washington, begins with the campus furor that erupted among Zinn supporters when former Indiana Gov. Mitch Daniels, now president of Purdue University, criticized Zinn after the historian died in 2010. Bobb writes that “90 faculty members hailed Zinn as a strong scholarly voice for the powerless and cast the former governor as an enemy of free thought.” Yes, predictable but difficult to see how these charges have any substance when you consider that Zinn’s A People’s History of the United States (described aptly by Daniels as “execrable”) has sold 2.2 million copies to date and most in the past decade. A healthy share of these copies, I’d wager, were purchased by secondary schools and colleges.

Bobb describes in “Howard Zinn and the Art of Anti-Americanism” how his ideas are spreading throughout the educational system: (more…)

Entrepreneurs aren’t just born. Like any other endeavor, there are natural talents involved, but building a business takes an incredible amount of work and knowledge. It’s one thing to have an idea; it’s something else to figure out financing, girls in trainingmarketing, advertising, manufacturing….

At Verily magazine, Krizia Liquido tells of a program aimed at high school girls to help them learn necessary skills for entrepreneurial success. “Entrepreneurs in Training,” a 10-day intensive workshop, takes place at Barnard’s Athena Center for Leadership Studies in New York. (more…)

aa-bookIn a sermon to the class of 1864, Williams College President Mark Hopkins addressed the intimate and inevitable relationship between character and destiny, “Settle it therefore, I pray you, my hearers, once and forever, that as your character is, so will your destiny be.”

Within the academy, this basic prescription for earthly happiness, says Lewis M. Andrews, reigned supreme for almost three centuries, from Harvard’s founding in 1636 until the early twentieth century.

The typical centerpiece of the moral curriculum was a seminar, taught by the college president, that took up most of the senior year for undergraduate students and was designed to show them how to apply their newly acquired knowledge within a Christian context. University presidents of all denominations focused on the importance of good character and the dangers of vice and immorality.

Problems that are now thought of, at least to some extent, as mental health conditions — depression, discouragement, fear, loneliness, self-doubt, addiction, anxiety — were viewed in large part as consequences of the moral character of the students. Pursuing vengeance will depress us; a willingness to tell white lies leaves us anxious; manipulating others makes us lonely; and guilt can only be assuaged through some form of amends or atonement. Conversely, the college presidents taught their students that the proper application of moral and spiritual principles would enable them to build character and lead emotionally fulfilled and happy lives. While these principles were consistent with Christian theology, and their teaching often drew from the Books of Psalms and Proverbs, or the parables of Jesus, they were reinforced with similar observations by classical philosophers, such as Plato, Aristotle, Cicero, and Plotinus.

But students learned also that even though adherence to moral principles leads to real happiness, the immediate pleasures or advantages that come from compromising one’s values can blind us to how such actions often leave us miserable and unhappy in the end. Everybody is tempted to believe that some things are so worth having that unethical choices are justified to achieve them. By an act of great self-deception, the perceived gains overshadow the real losses.

Andrews explains how these university presidents were pioneers of what we would now call mental health care, and why the history of spiritually based therapy is largely unknown:

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President Barack Obama, during a recent trip to Northern Ireland, decried the segregation of denominational churches and schools:chalkboard

Issues like segregated schools and housing, lack of jobs and opportunity — symbols of history that are a source of pride for some and pain for others — these are not tangential to peace; they’re essential to it.

If towns remain divided — if Catholics have their schools and buildings, and Protestants have theirs — if we can’t see ourselves in one another, if fear and resentment are allowed to harden, that encourages division. It discourages cooperation.

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Don’t miss out on the opportunity to apply for a Fall 2013 Calihan Academic Fellowship. The fellowships provide scholarships and research grants to future scholars and religious leaders whose academic work shows outstanding potential.

Graduate students studying theology, philosophy, religion, economics, or related fields are encouraged to apply. The application deadline is July 15. Information about eligibility, conditions, the selection process, and application requirements can be found on the Calihan Academic Fellowship page of the Acton Institute website.