Bright College Days

It’s time to debunk another cultural myth, folks! In the 50s and 60s college was sold to young people as a way to increase their income during their lifetime. That doesn’t seem to work any longer, so the marketing tune has changed though the object is the same: sell the product to disinterested young people who don’t quite know what to do with their lives. The latest marketing ploy is to get these people into college by promising them the four years will be “the best years of your life!” If it’s true, it is very sad. But this, in fact, is the approach Claire used on the sit-com “Modern Family” last season to persuade her spaced-out daughter Haley to apply to college, referring to the parties and sporting events. It seems to be the best she or anyone else can come up with, though Claire says it with conviction. Again, how sad.

The “best” years of a person’s life should not be identified with four or five years of mindless partying, though if one watches the TV on Saturday morning and sees the young people flocked around the cameras on “College Game Day” on ESPN, and reads about the amount of alcohol consumed on college campuses these days, the myth seems to be true —  if we insist on identifying “best” with pure, mindless pleasure.

The problem is, of course, the colleges have to find a message that will resonate with high school students who are by-and-large miseducated, spoiled and self-indulgent, and who are unable to relate to the kinds of things that will in fact make them better and more successful human beings. So the marketers have latched on to the “best years of your life” mantra, and it seems to be working, at least for those kids whose parents can afford it. In fact, it works so well that a great many students actually resent it when their professors try to get them to do the work necessary to complete their courses and move on to the next level. Even in my teaching days, students talked about little else than the party(s) coming up on Thursday night (!) or over the weekend. Except for the honors students, I don’t think I ever heard the students generally talking about the subject matter they were learning about in their classes. The classwork almost seemed to be an intrusion into what they regarded as the real reason they were in college. But, of course, that was what they were told.

It is doubtful any more that young people would be willing to take on the huge loans and the hard work of preparing for challenging courses for four years unless they were convinced it was going to be fun. It should be fun, of course, but it should also be much more. It does the young a disservice to lower the appeal to their level and not make them stretch and grow — like selling them toothpaste. One would like to think that they would respond to the challenge provided by the promise of intellectual and emotional growth. But not in this world; not as we know it. So the myths will persist and the colleges will not only promise them fun but do their level best to turn the colleges themselves into country clubs. They might change slightly, but they will lead the young into a new world that isn’t really all that different from the one they know, and one that doesn’t threaten them with challenges they are unprepared for because an indulgent society keeps telling them they are brighter and better than, in fact, they are.

The difficulty is compounded by the fact that so many of America’s colleges that promise their students a “liberal education,” even the most “prestigious” of those colleges, have lost their way and have forgotten their fundamental purpose, which is to free young minds. As a recent book published by the American Council of Trustees and Alumni points out, of the twenty-five most prestigious liberal arts colleges in the United States — as identified by that oracle of  Truth, U.S. News and World Reports — twenty are “falling short” of their express purpose. They all have a weak general education program (which is where the liberal arts are housed these days, if they can be found anywhere), at a time when students come out of high school with little or no real preparation for college work. They need those core courses now more than ever before. Of the seven core subjects that the ACTA has identified as central to any meaningful education “twenty [ of the prestigious] schools required three or fewer. . . five required none at all.” The irony is that the colleges make the assumption that the students no longer need these basic subjects at a time when the students’ needs couldn’t be any greater. The truth of the matter is, as noted above, the colleges seek to attract and retain students and tough subjects only get in the way.

At the same time the presidents of these small colleges, some with enrolments as low as 2000, are making close to half a million dollars in annual salaries, with houses and cars thrown in for good measure. And they have gathered around themselves a coterie of highly priced, like-minded administrators and “support personnel” whose goal is to make sure the institution operates in the black, no matter what the cost to the students in dollars and real achievement. As a result, tuition rates are out of control and in order to keep students in school the quality of what they are paying for is on the decline.

The good news is that the A.C.T.A. is slowly but surely putting pressure on the colleges and universities around the country to get their act in gear by going public with the embarrassing data their research continues to turn up. They understand fully the difference between what the students want and what they need, and they also realize that only by bringing the cost of tuition down (by, among other things, lowering the high salaries of overpaid administrators) can the colleges hope to make education more affordable for more students, thereby taking some of the pressure off the faculties to further dumb down the curriculum in order to attract and retain students. These are good things, to be sure, and it does offer a glimmer of hope. In the meantime, parents of college-bound students would be well advised to check the A.C.T.A. website to see whether the college their children might be considering is worth the thousands of dollars it is sure to cost.

The Best Years

It’s time to debunk another cultural myth, folks! In the 50s and 60s college was sold to young people as a way to increase their income during their lifetime. That doesn’t seem to work any longer, so the tune has changed though the object is the same: sell the product to disinterested young people who don’t quite know what to do with their lives. The latest marketing ploy is to get these people into college by promising them the four years will be “the best years of your life!” If it’s true, it is very sad. But this, in fact, is the approach Claire uses on the sit-com “Modern Family” to persuade her spaced-out daughter Haley to apply to college, referring to the parties and sporting events. It seems to be the best she or anyone else can come up with, though Claire says it with conviction. Again, how sad.

The “best” years of a person’s life should not be identified with four or five years of almost continuous partying, though if one watches the TV on Saturday morning and sees the young people flocked around the cameras on “College Game Day” on ESPN, and reads about the amount of alcohol consumed on college campuses these days, the myth seems to be true —  if we insist on identifying “best” with pure, unadulterated pleasure.

The problem is, of course, the colleges have to find a message that will resonate with high school students who are spoiled and self-indulgent, and who are unable to relate to the kinds of things that will in fact make them better human beings. So the marketers have latched on to the “best years of your life” mantra, and it seems to be working. In fact, it works so well that a great many students actually resent it when their professors try to get them to do the work necessary to complete their courses and move on to the next level. Even in my day, students talked about little else than the party(s) coming up on Thursday night (!) or over the weekend. I don’t think I ever heard them talking about the subject matter they were learning about in their classes. The classwork almost seemed to be an intrusion into what they regarded as the real reason they were in college. But, of course, that was what they were told.

It is doubtful that young people would be willing to take on the huge loans and the hard work of preparing for challenging courses for four years unless they were convinced it was going to be fun. It should be fun, but it should also be much more. It does the young a disservice to lower the appeal to their level and not make them stretch and grow. One would like to think that they would respond to the challenge provided by the promise of intellectual and emotional growth. But not in this world; not as we know it. So the myths will persist. They might change slightly, but they will be created in order to lead the young into a new world that isn’t really all that different from the one they know, and one that doesn’t threaten them with challenges they are unprepared for because an indulgent society keeps telling them they are brighter and better than, in fact, they are.

In addition to being a place to make new friends and have fun, the young need college to be what it is supposed to be. But it won’t happen as long as the myths prevail and the colleges keep lowering their expectations, giving the young what they have come to expect from a culture that is focused on “wants” rather than “needs.”

Building Self-Esteem

One of the curious notions that permeates education circles in the lower grades these days is the idea that children should be told they are wonderful when, in fact, they have done nothing to deserve praise or even acknowledgement. This notion was recently questioned by a character on the popular TV show “Modern Family” when Jay told his wife, Gloria, that she should be honest with her son and not praise him when he doesn’t deserve it. It made for some light humor, but it is an interesting point.

Educators like to think of themselves as occupying a special branch of social science, but the fact that the social sciences do not support the self-esteem movement doesn’t seem to faze these people. When a school board member in the California school system was confronted by the evidence that stroking children undeservedly doesn’t improve their performance, he was noted to say “I don’t care what the evidence shows, I know it works.” Don’t confuse me with the facts!

Not only do the data not support the theory, they actually fly in the face of this theory and support the position Jay takes in the TV show. Telling kids they are wonderful, or the latest project they made is terrific when, in fact, it is awful, does not build the child’s self-esteem. It actually confuses them and undermines their confidence in adults. Kids know when they are being misled.  This is one of the points I was making in my blog about “Sports Lessons” when I contrasted sports with education. In sports, the athlete — at any age — knows when he or she has done something deserving praise. When the praise comes, in the form of applause or awards, the athlete has a well-deserved sense of pride and accomplishment. When a child in school is told that his science project is great when she knows it took very little time, no imagination, and doesn’t even work, it simply confuses and undermines confidence in the teacher, or the one heaping praise. Moreover, when you think about it, false praise is insulting to the child.

In the TV show, Jay’s son, Manny, is puffed up with the effusive praise his mother heaps on a centerpiece he has made for the dinner table on Thanksgiving. It is awful, and when Gloria is in the other room, Jay takes Manny aside and tells him the piece “is not your best work.” At the same time, he assures the boy that he can do better, and Manny senses that this is true and we have one of those moments that suggest that TV really could be a valuable tool is helping us raise our children if it weren’t preoccupied with sex and violence and selling the sponsor’s products. Jay gives an honest opinion of the project, while at the same time assuring the boy that he can do better: the comment does not tear down the boy’s self-confidence, it redirects his attention away from the false image his mother has created of him and the rather weak effort he has (knowingly) made and assures him that he can do better the next time. It is a character-building moment. Honesty really is the best policy.