“Teaching it is not a cheap or efficient process”
The value of universities to a capitalist society depends on their ability to resist capitalism, to carve out space for intellectual endeavors that don’t have obvious metrics or market value.
Consider that holy grail of learning outcomes, critical thinking — what the philosopher John Dewey called the ability “to maintain the state of doubt and to carry on systematic and protracted inquiry.” Teaching it is not a cheap or efficient process. It does not come from trying to educate the most students at the lowest possible cost or from emphasizing short, quantifiable, standardized assignments at the expense of meandering, creative and difficult investigation.
Producing thoughtful, talented graduates is not a matter of focusing on market-ready skills. It’s about giving students an opportunity that most of them will never have again in their lives: the chance for serious exploration of complicated intellectual problems, the gift of time in an institution where curiosity and discovery are the source of meaning.
That’s how we produce the critical thinkers American employers want to hire. And there’s just no app for that.
Molly Worthen, “No Way to Measure Students”, The New York Times (25 February 2018), SR6.