Gregg, for me the turning point in American higher education was the
application of bottom line-ism, i.e. education as a profit/loss entity.
Once that was in place, there was nothing in recent discussions about the
value of a higher degree and the quality of life......it was all about
tuition in-earnings out as the only consideration. What happened in between
was literally immaterial, hence electronic universities and diploma mills.

On Thu, Jan 18, 2018 at 8:51 AM, Henriques, Gregg - henriqgx <
[log in to unmask]> wrote:

> Hi List,
>
>   I posted this on the Div 24 Theoretical and Philosophical Psych List and
> thought I would cross post it here.
>
>
> G
>
>
>
> *From:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com [mailto:society-for-theoretical-and-philosophical-
> [log in to unmask]] *On Behalf Of *Henriques, Gregg - henriqgx
> *Sent:* Thursday, January 18, 2018 11:46 AM
> *To:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com
> *Subject:* RE: BS in higher ed article
>
>
>
> Thanks for everyone’s stimulating comments here, re the Christian Smith
> article. (BTW, he is an interesting scholar, whose work on the sociology of
> the person I recommend).
>
>
>
> For me, when I read the BS in higher ed article, I thought of the issues
> in terms of the “WKID” knowledge hierarchy
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.psychologytoday.com_blog_theory-2Dknowledge_201412_wicked-2Dwkid-2Dapproach-2Dhuman-2Dknowledge&d=DwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=wjF8cZoiFchamTuxBdDEmw&m=ijuNeHLiMQMFwKLwapXlu6X3R8m40lBffGD2XLb5n70&s=O77Sd_VtMJUpmNuV1A5iJ1LBDECAVZJ-HAfV5Jz1lP4&e=>.
>
>
>
>
> Let’s start with the fact that the mission of universities could be many
> things, potentially. Indeed, clearly it currently serves a number of
> functions. First and foremost, they serve a credentialing function (the
> degree from the institution is a badge of worth—signaling status which
> employers like). Universities also now serve a student developmental
> function (we have basically created an extension on development, the “young
> adult period” and it is now where young adults of means who seek status
> spend their final period before becoming full adults). And they serve a
> technical training function (i.e., prep them for jobs to make capital).
> And, finally, they potentially serve a Wisdom and Knowledge function
> (overlapping with a classic liberal arts view of education). That is, the
> top half of the WKID knowledge hierarchy.
>
>
>
> However, as I discuss in this blog
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.psychologytoday.com_blog_theory-2Dknowledge_201801_toward-2Dbig-2Dtheory-2Dknowledge&d=DwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=wjF8cZoiFchamTuxBdDEmw&m=ijuNeHLiMQMFwKLwapXlu6X3R8m40lBffGD2XLb5n70&s=QTXAhRTZ1dOTFNdDrphHlMKmFvFv3gwGyFyzVwtv4y0&e=>,
> big ideas for knowledge (and, by implication, wisdom) have, for a host of
> reasons, been in short supply and had limited influence. And this means
> they have lost their capacity to serve a centripetal, organizing function
> for the mission of universities. And the weakening of that central force
> has been coupled with strengthening the neo-liberal capitalist forces of
> consumerism, fostering a cool place to live for four years, a status
> signal. Thus, instead of cultivating knowledge and wisdom (arguably because
> there is a complete absence of consensus on how to think about these things
> any more), the modern institutions are selling themselves to the
> parent-student consumers (telling them, “look at this cool fountain,” or
> “look at all these services,” or “this will be a FUN experience!”), sell
> themselves as credentials (“look, we rank 16th in the country, you get a
> degree from here and you will be hired”), and selling themselves to
> technical knowledge (learn accounting, learn how to research this narrow
> problem, learn how to be a hotel/restaurant manager, etc).
>
>
>
> So, I read the Smith critique and nodded along because I see this. But I
> think the BS is building up for a reason that has much to do with the fault
> of the academy. The Academy has its beginnings, at least in Western
> Civilization, with Socrates and Plato and Artistotle, who sought to
> cultivate the love of authentic knowledge. Such notions have evolved such
> that very few people think or talk that way anymore. Just look at the
> status of philosophy itself. To me, for those who don’t like the current
> state of affairs in the purpose and function of universities in this
> country, this is a call for the academy itself to return to the question of
> whether or not there is such a thing as Big Knowledge and/or Deep Wisdom.
> Do we know what that is? Do we know what it is not?
>
>
>
> Although these are not good times for intellectual integrity, maybe we can
> use these dark times to start the pendulum swinging the other way. For,
> whatever you think of our current President, it is crystal clear that he is
> opposite of traditional knowledge and wisdom. So maybe we can use this
> moment, via a salient exemplar of the antithesis, to revisit the thesis of
> whether or not our universities might actually have knowledge and wisdom to
> offer.
>
>
> Best,
>
> Gregg
>
>
>
>
>
> *From:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com [mailto:society-for-theoretical-and-philosophical-
> [log in to unmask]
> <[log in to unmask]>] *On
> Behalf Of *Pomichalek, Dr. Milan
> *Sent:* Thursday, January 18, 2018 8:12 AM
> *To:* 'society-for-theoretical-and-philosophical-psychology@
> googlegroups.com' <society-for-theoretical-and-philosophical-psychology@
> googlegroups.com>
> *Subject:* RE: RE:
>
>
>
> What you are proposing, Chris, is to have separate institutions for
> education and training. That’s all good, but in my humble opinion, you
> cannot have democracy without educated citizenry.
>
>
>
>
>
> Milan
>
>
>
>
>
> *From:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com [mailto:society-for-theoretical-and-philosophical-
> [log in to unmask]
> <[log in to unmask]>] *On
> Behalf Of *Christopher Ebbe
> *Sent:* January-17-18 6:03 PM
> *To:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com
> *Subject:* RE:
>
>
>
> Perhaps it would help to think of separating institutionally education to
> “do” something from education to “be” something (a citizen, a mensch, a
> worthy mate, etc.).  The “do” something institution could focus on
> efficient training, and the “be” something institution could properly focus
> on how human beings have struggled to understand how best to live.   (There
> would be no reason, really, to keep all those “do” something departments
> together, so they could fragment at will.)
>
>
>
> Salaries in the “be” something institution would be predictably low, and
> teaching there would have to have part of its reward seeing young minds
> begin to grasp their agency regarding who they are and where they are
> going.  Would anyone go to the “be” something institution?  Yes, some would
> gladly go, and far-seeing corporations might require both of their
> potentially management employees.  Persons in any job that could impact the
> life of others in a policy sense should be required to “pass” in his/her
> studies in the “be” something institution.  It would be interesting to see
> if our society would eventually recognize that the whole society would
> benefit from everyone studying how to “be” something.  In the interim, I’m
> sorry to say, the woeful ignorance of the American voter would continue
> unchecked, but at least a step like this would allow everyone to see the
> problem more clearly.
>
> Chris Ebbe
>
>
>
>
>
> *From:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com [mailto:society-for-theoretical-and-philosophical-
> [log in to unmask]
> <[log in to unmask]>] *On
> Behalf Of *Gary Schouborg
> *Sent:* Wednesday, January 17, 2018 1:25 PM
> *To:* society-for-theoretical-and-philosophical-psychology@
> googlegroups.com
> *Subject:* Re:
>
>
>
> Gregg,
>
>
>
> I found the critique to be intense but too general to be powerful. I’d
> like to narrow the focus to perhaps the central but unmentioned connection
> between the dominant influence of the STEM departments / attitudes v. the
> dominant influence of liberalism in the humanities (including closely
> related) departments, which have traditionally been regarded as the
> academic font of wisdom.
>
>
>
> Given the dominant liberalism of humanities departments, why would any but
> the most ardent liberal seek *wisdom* from that faculty? Certainly our
> culture casts a narrow career-related focus on education; but surely the
> dominant liberalism of humanities departments would be another reason for
> any but the most ardent liberal to look elsewhere for wisdom.
>
>
>
> Even apart from political bias, wisdom is not a matter of talking in
> footnotes. That’s why parochial schools — esp. with administrations and
> faculty strongly composed of explicitly committed people of faith — have
> appealed to parents and prospective students as not only teaching but also
> modeling real wisdom.
>
>
>
> Outside of that religious context, though there are hoards of academics
> whose dogmatic fervor implies they see themselves as fonts and models of
> wisdom, there are to my knowledge very few who have the crust to explicitly
> hold themselves out as such. The most they dare claim publicly is to expose
> students to individuals whom the ages have considered wise.
>
>
>
> Unfortunately, simple exposure doesn’t exist. Though the hermeneutic
> circle is often said to be the fact that human assertions affect the
> thinking of those whom they address, the more fundamental fact is that in
> interpreting any text we cannot completely discard our own framework.
> Simply exposing students to wise individuals is intuitively recognized even
> by those who never heard of the hermeneutic circle as a myth. So any
> faculty that is not truly diverse — with diverse perspectives that are
> intent on understanding one another as best they can — cannot be the
> gateway to wisdom that they aspire to be.
>
>
>
> That is indeed a daunting goal, which can be approached only by the truly
> and sincerely curious, not by those merely goaded by an abstract ideal.
>
>
>
> Gary
>
>
>
> On Jan 17, 18, at 9:22 AM, Henriques, Gregg - henriqgx <[log in to unmask]>
> wrote:
>
>
>
> Hi Folks,
>
>   Thought I would share a powerful critique regarding the BS in higher
> education:
>
>
>
> https://urldefense.proofpoint.com/v2/url?u=https-3A__www.chronicle.com_article_Higher-2DEducation-2DIs-2DDrowning_242195_&d=DwIFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=6cnWwr7JQotSXsXGRgA-stdDerxVsJA6bItm-4nsYEA&s=IN2WQuU9aKE4hrtV3onLBqb-TfpisFu2L1B_8PnqcFA&e= 
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.chronicle.com_article_Higher-2DEducation-2DIs-2DDrowning_242195_&d=DwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=wjF8cZoiFchamTuxBdDEmw&m=_LiMtcZTPTpXJsJWrQRUt2BIZnJMlf6MQTPRorE1hgE&s=qodcbCyD-9pN_DCHq88K0rIgpgPMNxV_Ofr7YJOJKwI&e=>
>
>
>
> Best,
> Gregg
>
>
>
> Sent from Mail
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__go.microsoft.com_fwlink_-3FLinkId-3D550986&d=DwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=wjF8cZoiFchamTuxBdDEmw&m=_LiMtcZTPTpXJsJWrQRUt2BIZnJMlf6MQTPRorE1hgE&s=-nYYMuoHWvwvPlUUAwiDBt3ZnSFtHVMjUwhvmiDfyJY&e=>
> for Windows 10
>
>
>
>
>
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