The Cultural Contradictions of American Universities






Careerism, both by professors and students, is usually seen as the cause, this is not incorrect, but it is not a complete history. Beginning in the late 1960’s, students became disillusioned with the current establishment, and railed against the current crop of intellectuals; stating that they were simply paid representatives for the status quo. Today, those who railed against the establishment are now, themselves, part of the establishment. Many professors have, in fact, sought to turn their protégés into the last remnants of the counterculture. Even more extreme, professors have been teaching their students, quite literally, what to think. Students do not purchase classes to engage in the free-exchange of ideas, but instead purchase their professors proselytization.

The fact of the matter is; you cannot fix today’s problems forty years ago. Our world has changed. People have changed. Colleges do not exist for the same purposes that they did forty years ago. Attempting to return our students to this romantic fantasy of the good-old days simply will not prepare college students for their role in the global economy. In this age we need more civil servants, businessmen, and scientists to work and adapt in this much more dynamic economy. What we do not need in education are low standards and classes teaching nothing but fluff.

My prescription for college is ultimately three-fold. First, we need to institute higher standards for students. The current model of self-esteem will make students feel good, of course. However, it has a feel of patronization, perhaps even inferiority. How are students to assert themselves, when they are made to be inferior on a daily basis?

Second, we need specialized classes, especially in the areas of math and science, and of course in political science and history as well. Students who excel in these areas are going to be the best at adapting to the new economy, and more importantly, helping others adapt. This is crucial to making sure that the American does not lose to the growing economies across the sea.

Finally, what colleges need is a return to the classical definition of the liberal education, as Murray suggests. And while I disagree with him on his prescription, his analysis of the problem is incredibly astute. If professors seek to transform their students into mere clones of the 1960’s, students are going to be left behind in this dynamic economy. And even more crucial, America will be left behind.

Which brings us to the modern purpose of college. Over the past twenty years, the purpose of college has changed dramatically, in an entirely unprecedented way. Originally, the university was created to build new philosopher kings, especially those who were already part of the elite and were already prosperous citizens. This was its purpose in Ancient Greece. It has only been in the past twenty years, in many ways due to the ever-more prosperous global economy, that people of all stripes have been able to garner a good education.

Now, more than ever, we need to make sure that these students are not given their parents education, but instead a new, more dynamic one. One that will help them adapt to their new role in this new economy. If students wish to have a purpose in the future, it will take a lot more than self-esteem to fix the problem.

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