Education as Fraud

The eighth circle of Dante’s Inferno punishes those guilty or malice and fraud. One of the reviewers of my book on education some years back said that my “journey through the halls of the. . . university [were] reminiscent of Dante’s journey through Hell” — specifically the Malebolges of the eighth circle. When I read that I wasn’t sure what the reviewer meant. I now think I have figured it out.  All of us who attempted to educate the young people who came to us with high hopes coupled with no idea of what education is all about perpetrated a fraud. We promised them an education and we failed to deliver the goods.  A large part of the problem was that when the students revolted in the 60s and asked why they had to take courses in, say, history, we didn’t know the answer. The faculty they looked to for guidance were so mired in their area of specialization they had no idea what education was all about or what it is supposed to do. That hasn’t changed.

“Education” is a word we use far too loosely. We use it when we mean “inform,” as in “he needs to be educated about the advantages of good health.” Education is a great deal more than information, though an educated person must be well informed. But an educated person must be able to assimilate and process that information and make intelligent choices. That is, an education must free the young person’s mind from stupidity, prejudice, and narrowness of vision — from the snares of “thugs who would teach them what to think and not how to think,” as Mark Van Doren once said. We are surrounded by such thugs and, sad to say, they abound in colleges and universities as well. Instead of putting young people in control of their own minds, setting them free, we tighten the chains of prejudice and stupidity. Educators  continue to insist that education is all about jobs, or we hand our students ready-made formulas for detecting the injustices we have determined surround us on all sides. The notion that we send young people to school and allow them to run up huge debts in the form of student loans in order to give them “know-how” is completely wrong-headed, as is the notion that the job of educators is to turn out hand-puppets who know only what they have been told by well-meaning instructors who hold over their heads the threat of low grades.

I cannot speak knowingly about the early grades, having only one year of experience teaching the lower grades, but I know that the young people come to college ill-prepared to do the work and leave only slightly better off. I suspect, having paid close attention for years, that there the three reasons, at least, for this lack of preparedness for college: (1) the meaningless “certification requirements” that replace substantive courses in our teachers’ colleges, (2) the lack of attention and preparation for school in the home before the child ever enters kindergarten, and (3) the mountains of paper-work required of teachers in the lower grades by boards of education that have nothing whatever to do with teaching the young. In any event, upon graduation from college they cannot read a difficult text or figure the tip in a restaurant. Their vocabulary has shrunk over the years and now consists of a few hundred words and gestures pathetically replacing complete sentences and full paragraphs. As though things weren’t bad enough, texting has now become all the rage, with its sentence fragments and bits and pieces of words. And yet we know that humans think in words and sentences, and we can predict that our college graduates, with rare exceptions, will be unable to think, speak, or figure beyond a primitive level. The reviewer was right.

 

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