Universities challenged
Society needs to have a civilised conversation with
itself about its values. But spending cuts thr
However the coins are counted in the public spending cuts now facing the country, higher education is going to be one of the most affected sectors. Cuts in public subsidy - only partly compensated for by rises in student fees - will change the shape of universities and their purpose accordingly. For example, we can expect to see some, perhaps many, humanities departments being closed as part of the effort to keep science and vocational studies funded, even though these latter, unlike the humanities, will retain some public subsidy because of their importance to the economy.
Add to this how increases in tuition fees will not only fail to compensate fully for the cuts but will act as a brake on student recruitment, too, and the net impending effect will be a shrinkage in higher education, with the greatest shrinkage in the humanities.
Some will say that too many have been going to university anyway, with a concomitant lowering of standards and the introduction of too many "Disneyland degrees". This is true. They will add that many of these students should have gone into practical training, such as was provided by the polytechnics before they were misguidedly changed into universities. This is also true. Yet the ambition to educate more people to a high level, to meet not just the economy's needs but those of a complex society by enriching the lives of its individual members, was always a good one. What we see in the cuts is an abandonment of that ambition in favour of economic imperatives alone.
As change is now inevitable, let us take this opportunity to review the question of what higher education is for. Universities are hybrid entities that, since the adoption of the Humboldtian model of combined teaching-and-research institutions, have served a number of different purposes, many of them extremely important. But at least two kinds of confusion have got in the way of a clear grasp of some of those purposes. One is the mistake of trying to model the academic life of the humanities on that of the sciences. The other is a distorted view of what society stands to gain from advanced study.
First, note that everything that goes by the name of education is a mixture of training and education proper, the latter being the cultivation of intellectual power and sensitivity in conjunction with widened horizons of ideas about life and the world. Training is just what it implies: the acquisition (and practice) of skills and bodies of knowledge pertinent to their exercise.
One can construct a rough grid in which, in the vertical dimension, training progressively yields to education as pupils mature, while in the horizontal dimension, the balance of training over education is greater at the applied-science end of the spectrum, the opposite being the case at the other, literary and philosophical, end.
The key word there, however, is "balance". Engineers and biochemists can benefit from thinking about ethics and politics (they might find themselves working in the oil industry in developing countries where already vulnerable lives might be adversely affected by what they do). In the other direction, literary scholars can benefit from training in logic and the social sciences. Accordingly, at each vertical and horizontal limit of the grid, both training and education are necessary. To fail to explain to someone the point of being trained in a skill is to halve its value, while to invite people to reflect and discuss if they know little and cannot reason is futile.
But are engineers taught ethics? Are students of literature schooled in logic? This is not a question of C P Snow's "two cultures" - the abyss separating science from the humanities - though it goes without saying that this is a vast problem all on its own. It is instead the more modest and fundamental question of the proper mixture of training and education that advanced study should deliver.
One reason why the two sides of universities barely speak to each other is that there is no time for it: degree courses are too short. Three years is not enough for an advanced education; neither does it suffice for professional or scientific training, which mostly requires postgraduate study or post-university professional qualifications. We are now contemplating two-year degrees as a cheap option. Almost all universities elsewhere in Europe (including Scotland) - engaged in the Bologna Process, which makes it possible for students to travel between universities, as they did in medieval times - have courses that last at least four years and see the English model as inadequate.
The second reason is that the humanities have fallen into the ghastly trap of mimicking the sciences in trying to be research disciplines in the same way. Science is fundamentally about research. University science is both about that and about equipping future researchers by ensuring that they have the knowledge and skills to do it. For instance, postgraduate students work in teams in laboratories under the supervision of established scientists and publish their work alongside them. Publishing papers in journals is the principal means of communicating results and, correlatively, is the main measure of career progress for scientists. No emerging scientist would wish to be taught by, or even work with, another scientist who does no research.
Literary theorists and philosophers (I do not include historians in the coming strictures) likewise do research and publish in journals. But the similarity is superficial. Alas, what I am now about to write will be unpopular with colleagues, even though I know that many of them will secretly agree. Most of what is published is inconsequential trivia: jargon-laden, narrow and speaking to a handful of other specialists. The problem is not that it is remote from practical utility - that is not an argument against it - but that it has scarcely any impact on enlarging and enriching the public mind and, too often, scarcely any more impact on the minds of students (save for the relatively few with scholarly or intellectual instincts).
In the humanities, it is not the research published in journals but the teaching and learning of the subjects at an advanced level that are the truly valuable enterprise. These are the things that help deliver to society the enlarged, informed and reflective minds it needs and provide individual students of the humanities with the potential for lives lived accordingly.
I do not mean that literature academics and philosophers should not be thinking and writing - far from it. By their own studies and thought, they have become gatekeepers of magnificent estates, into which they should usher as many people as possible, adding as they do so their own insights and reflections.
In the university setting, they have the opportunity and responsibility to make young minds feel free with the treasures of these estates, to encourage them to help themselves to as much as they can consume. But the tendency to lock the gates behind polysyllabic obscurities in imitation of scientific research is one reason why we have lost sight of the importance to society of a higher education in the humanities.
Society certainly needs engineers, physicists, doctors, computer specialists, biochemists and geologists. But it also needs its lawyers, journalists, politicians, civil servants, writers, artists and teachers - and it needs everyone on both sides of the science-humanities divide to be a thoughtful voter, good neighbour, loving parent, responsible citizen. In short, society needs to have a civilised conversation with itself about its values and about what is to be learned from the experience of mankind. Informed and reflective minds, educated by contact with the great traditions of thought and literature in civilisation, are a priceless asset: and this is what the humanities are about. To diminish this aspect of our social self-education is to do ourselves a great injury.
A C Grayling is professor of philosophy at Birkbeck, University of London. He will be taking part in the opening debate of this year's Inside Out festival at 7.30pm on 25 October at Senate House, Malet Street, London WC1.For more details, visit: insideoutfestival.org.uk/2010
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23 comments
I apologize to all, for the word count in this post but not for it's content.
There is a problem with the women in
this culture.
Yes, I know, there are problems with men, too. Believe me, I have heard about them for the last forty years. Some of it true and fair, much of it neither. It was a necessary dialogue just the same. So is this.
To understand this we need a brief look at history. Women, in the past, were denied voting rights, couldn’t own land and didn’t have much access to employment that would give them the freedom to make it on their own.
This needed to change, and of course, did, as can be confirmed with a cursory glance at the world around you. I laud those changes. But the problem was in how we got here.
The reality is that the gender roles of our history were traps for both men and women. Women were relegated to home and children; men to sacrificial roles as protectors and providers. It wasn’t a conspiracy. It was just a matter of survival, and for many thousands of years it worked quite well to that end.
But once men made the environment safe enough for women to metaphorically "leave the cave," it was only natural and right that men change and allow that to happen.
And ladies, we did.
This is the simple but accurate truth of the matter. Men and women developed gender roles that facilitated the survival of the species. And once those roles were not necessary, they did begin the often complicated path to change.
The problem here is that your knowledge of these historical events is largely shaped, convoluted rather, by feminism. Feminists taught you that your history with men was of unremitting evil; that you were chattel, slaves to men who held all power and shut you out with extreme intent. They even gave it a name.
Patriarchy.
It is a word that has become synonymous with oppression. But feminists were loathe to remind you that “Women and children first,” was the patriarchal mantra, and that much of the social norms, even when misguided, were a product of a code adopted for the sole purpose of preserving your life. It wasn't always fair, but the unfairness wasn't always yours. Men died by that code, and trained their sons to do the same.
The fact that we still do is the subject for another essay.
So what happened? As feminist distortions were increasingly embraced, and intertwined with the legitimate need for change, men did what they usually do. They reacted to the message and not the messenger and unblocked the entrance to that cave.
Many of you spit on us on the way out. Many of you still do.
It has to stop.
This isn’t just about decency. And it is not just about the chasm of mistrust that separates us from each other, or the legions of the walking wounded from this godforsaken gender war. It is about our future. The vilification of men that you have accepted as appropriate now translates to catastrophe for our sons, for your sons.
The problem is that what we say, think and feel about people invariably translates into what we actually do to them. Nowhere is this more evident than with our sons, in the here and now.
If you take an honest look at the academic environment to which our boys are subjected, you will see that their masculinity itself is under attack with ideology that teaches them they are inherently flawed.
Christina Hoff Sommers documented this in her highly recommended book "The War Against Boys." She writes, "The pedagogy is designed to valorize females, such as teaching history in a woman-centered way. Boys are to be inspired to revere Anita Hill and to “enjoy” quilting. At the same time, schools discourage activities that are natural and traditional to boys, such as playing ball together."
She goes on to say, with sad accuracy, "Most parents have no idea what their children are facing in the gender-charged atmosphere of the public schools.”
What Sommers didn't add to that but I will is the fact that most parents have no idea about this because they choose not to.
As girls and girls programs increasingly flourish, boys are falling to the sidelines in ever growing numbers.
The results of that are chilling.
Boys are more likely than ever to drop out of school and engage in delinquency and other problems. They are representing less college graduates every year. With this diminishing education and wholesale marginalization, they are on a fast track to being the “second sex,” that position that so many feminists touted as the greatest evil of human history when they claimed it applied to women.
This is the lasting legacy of spitting on men. Your sons will not be the exception.
Young men now grow up to be destroyed in corrupt family court systems where women are encouraged to and even praised for using children, their children, like pawns in order to drain the father of assets. And those same children also have their badly needed connection to their fathers severed in the process. When those exploited, abused children start quite naturally to act out and get in trouble, we blame the father who was removed against his will, for of all things, being absent.
And the "freedom" women gained on this frenzied path of vengeance and victimization? It doesn't appear to have settled well. Women are growing increasingly violent. They are matching men in domestic violence, blow for blow, and they are causing the lions share of injury and death to children in the home.
But we don’t speak of these things. We are not supposed to. In your position as the identified victim, and mine as the identified perpetrator, there is supposed to be an indelible silence on these matters. For the most part, there is.
That silence is destroying us.
And it is a silence that is maintained with the collusion of shallow, weak men and misguided, self-serving women, which is to say most of the culture. The only answer I can think of is for men, and for women, to change.
Perhaps you will consider this before concluding that men's rights activists are whiners or woman haters or products of bad mothers. You might actually decide that most men's rights activists are men who above all else, seek justice. For their children, for themselves, and ultimately for you.
I hope that a few of you will read this and consider it the next time you hear someone say “men are pigs,” or when you hear a woman refer to her first born child as “the insurance policy,” or before you nod your head in unconsidered agreement with whatever negatives about men happen to be making the rounds. All of this will be visited on your sons, and their sons.
I hope too, that some of you look at your sons and think, and ask yourself what kind of world in which you really want them to live.
When your sons choose wives and marry, I hope you consider the agony they will go through when “taken to the cleaners” and robbed of their children in the family courts. You will be forced to stand by powerlessly and watch them have their hearts ripped out. As always, it will look much different to you when the system you help maintain with your silence crushes your son, and not just some obscure, unknown male whom you quietly think is getting what he deserves.
It will happen to more than half of them.
The best prevention for this last one is to teach our sons to choose carefully; to scrutinize a woman before committing his life and work to her; to evaluate her morals and values as a woman prior to putting a ring on her finger. or even whether it is wise any more to marry in the first place. But how can we do this if we keep teaching them that such evaluations are the stuff of misogyny? Indeed, how can we do this if scrutinizing women at all is such a taboo?
And therein lies the rub, ladies. It is indeed time, just as it was for men, for women to be held to scrutiny, and to account. More importantly, it is time for women to do this on their own.
I’ll do my best to provide a fair and compassionate mirror in my writings. It is always up to you whether that mirror is a place you want to look.
http://www.avoiceformen.com/
A video version, for the lets keep posts under 300 word crowd, can be found at.
http://www.youtube.com/watch?v=O_tCVSJ_6ko
Off Topic (but HUGE for men in England),
“Judges yesterday tore up England’s marriage laws to offer couples binding prenuptial contracts.
They used the test case of a German heiress worth £100million and her millionaire French husband to bring a revolutionary change to the laws around marriage and divorce.”
I always said that marriage laws will only change when women start to suffer under them. When a man tries to leech off his rich wife, ALL OF SUDDEN hundreds of years of precedent is thrown out the window by English judges.
The irony is that this heiress has potentially ruined golddigging women all across England. The only female justice on the English Supreme Court realizes this….
“One Supreme Court justice, Baroness Hale, called the ruling undemocratic and damaging to marriage, and added that it was wrong that it should have been made by a court comprising eight male judges and only one woman.”
When she says “damaging to marriage”, she really means “damaging to a woman that want to live off the sweat of their ex-husbands while banging her new boy toy in the house her ex-husband paid for”.
http://www.dailymail.co.uk/news/article-1322117/Judges-pre-nuptial-agree...
Someone should write a thesis on the lines of "Low Industrial Base Policies = Places of Higher Teaching Suffering 25 Years Later, true or false", or something similar.
Amen! Sadly, this kind of open-minded, useful, a priori thinking has lost its standing in academia. The sciences lack a strong philosophy of ethics (the rare and courageous exception being David Suzuki) and the humanities have simply become desperate, lost and ridiculous in its laughably pompous attempts to mimic hard science. Modern economics and philosophy are the prime examples of this folly. This is what happens when weak-willed-nerd-careerism replaces true-to-life erudition and courage . Thank you for eloquently attempting to shed some light on the issue.
This is completely true and many of us know it but are too afraid of losing our jobs to say it. Behind closed doors we whisper the unthinkable--that we secretly hope that research funding to the humanities will disappear altogether. Teaching and students would matter again. Decent books would still be written. There might even be time to think...
As much as I don't want to, I'm going to take the bait.
The politics of this piece really sucks. Some of us who are early career scholars--and research active-- in the arts, humanities, and social sciences will actually be living with the consequences of these changes for many years after your generation--who enjoyed free education, a massive expansion in higher ed, a job market where demand outweighed supply, and a less demanding promotions culture-- have called it day .
It's a shame that amidst a very strident defence of the arts and humanities that you've felt it necessary to make a bone-headed and baseless assertion about the research of others.
Pray tell, how do you precisely know that 'most of what is published is inconsequential trivia: jargon-laden, narrow and speaking to a handful of other specialists'?
And how is this any different than what is published in the sciences, engineering, or maths? Are you claiming, for example, that the latest advances in electrical engineering or physics are easily accessible to non-specialists? Or is the jargon and narrowness acceptable because these disciplines do 'really important things' like expanding the frontiers of knowledge so that we have laptop batteries that don't irradiate our nether regions or weapon systems that kill people more efficiently?
Obviously, my characterisation of the research (de)merits of STEM subjects is completely ridiculous just as your characterisation of the demerits of arts and humanities research is completely ridiculous too. The difference is that no one is looking for excuses to put the fiscal boots to STEM subjects.
So, in these times when we have a governing coalition and tabloid press that knows the price of everything and the value of nothing, your brand of pandering is deeply unhelpful. It only fans philistine sentiment amongst those who already have it in for non-STEM subjects.
Your words--as a well-regarded intellectual-- will be used against people like me and our colleagues across the country. Please do think about that next time before making assertions that cannot be proven. As a philosopher, you should know that the plural of anecdote is not fact.
I'm not British, so perhaps the matter doesn't concern me. But I am a philosophy professor working in a country where the humanities have been under attack for some time. What strikes me as odd with the argument, besides the point already made that it seems equally applicable to the sciences, is that it contains no reflection on where the content of higher education and public scholarship comes from. Isn't it exactly the sort of highly esoteric writings of interest to only a selected few when it is published that is held out as less worthy in this article? Yes it is, from the presocratics and onward, I'd say. The fact that there has been no journals throughout most of the history of philosophy is of no consequence for that. So I wonder what the idea is here - is it that philosophy stopped at year X, and that from then on we need only go on telling the tales about what came before us?
http://www.youtube.com/watch?v=7uxZQM3xaf0
challenged!! been wanting to say that line since seeing the headline, tourrette like, durrrh!
Missing from this piece is a direct challenge to, let's call it, the technocratic view of education on its own terrain. A look at the extent to which the world of work has changed in recent decades makes an assault on the humanities right now seem perverse.
Let's put to one side many of the functions of universities and engage directly with those who see just one function: to serve industry. When these people argue for the abandonment of the humanities and the promotion of science and technology, they betray their lack of knowledge of the extent to which and the way in which the workplace has been changed by ITCs.
I've expanded on this here: http://colummccaffery.wordpress.com/2010/05/26/increased-emphasis-on-voc...
and here: http://colummccaffery.wordpress.com/2010/09/27/the-smart-economy-and-tec...
2012 London Olympics - looks like it will be a total disaster with fecking Georgie looking after the books. ahem!
http://www.youtube.com/watch?v=qpJ0cyXbMbI