By Victor Davis Hanson
Thursday, May 04, 2017
College campuses still appear superficially to be quiet,
well-landscaped refuges from the bustle of real life.
But increasingly, their spires, quads, and ivy-covered
walls are facades. They are now no more about free inquiry and unfettered
learning than were the proverbial Potemkin fake buildings put up to convince
the traveling Russian czarina Catherine II that her impoverished provinces were
prosperous.
The university faces crises almost everywhere of student
debt, university finances, free expression, and the very quality and value of a
university education.
Take free speech. Without freedom of expression, there
can be no university.
But if the recent examples at Berkeley, Claremont,
Middlebury, and Yale are any indication, there is nothing much left to the idea
of a free and civilized exchange of different ideas.
At most universities, if a scheduled campus lecturer
expressed scholarly doubt about the severity of man-caused global warming and
the efficacy of its government remedies, or questioned the strategies of the
Black Lives Matter movement, or suggested that sex is biologically determined
rather than socially constructed, she likely would either be disinvited or have
her speech physically disrupted. Campuses often now mimic the political street
violence of the late Roman Republic.
Campus radicals have achieved what nuclear strategists
call deterrence: Faculty and students now know precisely which speech will
endanger their careers and which will earn them rewards.
The terrified campus community makes the necessary
adjustments. As with the German universities of the 1930s, faculty keep quiet
or offer politically correct speech through euphemisms. Toadies thrive;
mavericks are hounded.
Shortchanged students collectively owe more than $1
trillion in student-loan debt — a sum that cannot be paid back by ill-prepared
and often unemployed graduates.
Test scores have plummeted. Too many college students
were never taught the basic referents of liberal education. Most supposedly
aware, hip, and politically engaged students can’t identify the Battle of
Gettysburg or the Parthenon, or explain the idea of compounded interest.
Many students simply cannot do the work that was
routinely assigned in the past. In response, as proverbially delicate
“snowflakes,” they insist that they are traumatized and can only find remedy in
laxer standards, gut courses, and faculty deference.
“Studies” activist courses too often are therapeutic.
They are neither inductive nor Socratic, and they rarely teach facts, methods
and means of learning without insisting on predesignated conclusions. Instead,
the student should leave the class with proper group-think and ideological
race/class/gender fervor of the professor — a supposed new recruit for the
larger progressive project.
Universities talk loudly of exploitation in America — in
the abstract. But to address societal inequality, university communities need only
look at how their own campuses operate. Part-time faculty with Ph.D.s are paid
far less than tenured full professors for often teaching the same classes — and
thus subsidize top-heavy administrations.
Graduate teaching assistantships, internships, and
mentorships are designed to use inexpensive or free labor under the protocols
of the medieval guild.
One reason that tuition is sky-high is because behind the
facade of “trigger warnings,” “safe spaces,” and “culture appropriation” are
costly legions of deputy associate provosts, special assistants to the dean,
and race/class/gender “senior strategists” and facilitators (usually former
faculty who no longer teach).
Few admit that a vastly expanding and politically correct
administrative industry reflects a massive shift of resources away from
physics, humanities, or biology — precisely the courses that non-traditional
students need to become competitive.
One of the great mysteries of American life is
nontransparent university admissions. No one knows quite how alumni legacies,
deference to college athletics, or poorly defined affirmative action and
haphazard diversity criteria actually operate.
At the California State University system — the nation’s
largest — nearly 40 percent of incoming students need remediation in math and
English after failing basic competency tests. Universities are now scrambling
to offer university credit for what are in truth remedial high-school courses,
apparently to prevent eager (but entirely unprepared) students from hurt
feelings when they butt up against the reality of college classes.
Careerist university administrators more often make the
university change to accommodate the student rather than asking the incoming
student to prepare to accommodate the time-honored university.
The results are watered-down classes, grade inflation,
and student frustration and anger upon learning that entering college is not
quite the same as graduating from college.
The way to ensure student confidence and self-reliance is
not through identity-politics courses that emphasize racial, sexual, and
religious fault lines. Instead, only classes ensuring that students are well
trained in writing, speaking, computing, and inductive thinking will give
assuredness of achievement — and, with it, self-confidence.
Apart from the sciences and the professional schools,
campuses are a bubble of unearned self-congratulation — clueless that they have
broken faith with a once-noble legacy of free inquiry and have lost the respect
of most Americans.
The now-melodramatic university has become a classical
tragedy.
No comments:
Post a Comment