This gallery contains 0 photos.Liberal education must not limit itself to critical thinking and problem solving; it must...
This gallery contains 0 photos.Liberal education in America has long been characterized by the intertwining of two traditions:...
When people refer to “higher education” in this country, they are talking about two systems. One is élite. It’s made up of selective schools that people can apply to—schools like Harvard, and also like U.C. Santa Cruz, Northeastern, Penn State, and Kenyon. All these institutions turn most applicants away, and all pursue a common, if vague, notion of what universities are meant to strive for. When colleges appear in movies, they are verdant, tree-draped quadrangles set amid Georgian or Gothic (or Georgian-Gothic) buildings. When brochures from these schools arrive in the mail, they often look the same. Chances are, you’ll find a Byronic young man reading “Cartesian Meditations” on a bench beneath an elm tree, or perhaps his romantic cousin, the New England boy of fall, a tousle-haired chap with a knapsack slung back on one shoulder. He is walking with a lovely, earnest young woman who apparently likes scarves, and probably Shelley. They are smiling. Everyone is smiling. The professors, who are wearing friendly, Rick Moranis-style glasses, smile, though they’re hard at work at a large table with an eager student, sharing a splayed book and gesturing as if weighing two big, wholesome orbs of fruit. Universities are special places, we believe: gardens where chosen people escape their normal lives to cultivate the Life of the Mind.
But that is not the kind of higher education most Americans know. The vast majority of people who get education beyond high school do so at community colleges and other regional and nonselective schools. Most who apply are accepted. The teachers there, not all of whom have doctorates or get research support, may seem restless and harried. Students may, too. Some attend school part time, juggling their academic work with family or full-time jobs, and so the dropout rate, and time-to-degree, runs higher than at élite institutions. Many campuses are funded on fumes, or are on thin ice with accreditation boards; there are few quadrangles involved. The coursework often prepares students for specific professions or required skills. If you want to be trained as a medical assistant, there is a track for that. If you want to learn to operate an infrared spectrometer, there is a course to show you how. This is the populist arm of higher education. It accounts for about eighty per cent of colleges in the United States.
Nathan Heller, “Laptop U”, The New Yorker (20 May 2013), 84.
…classes should reflect concern with texts but also concern for people’s feelings. Education at any level is not concerned with progress in a limited area, but in the general intellectual development of a student. Students cannot develop properly if they bear hostility toward a subject area, a particular professor, or themselves. The cultivation of proper attitudes in the student, towards his/her own self, colleagues and teachers, and the discipline as a whole is what we mean by good education. A congenial atmosphere, a pleasant emotional climate in the classroom, and the mutual respect of achievements is necessary to promote high standards and excellence without resentment. It is amazing what students will do if they want to and what they will not do if they do not want to.
Herbert W. Basser, “Approaching the Text: The Study of Midrash,” in Methodology in the Academic Teaching of Judaism, ed. Zev Garber (Lanham, MD: University Press of America, 1986), 128-129.