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Postwar Higher Education in America - Just Yesterday (Paperback)
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Postwar Higher Education in America - Just Yesterday (Paperback)
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The twenty million students now pursuing higher education in
America are paying more than history, culture and the consumer
price index can possibly justify, while the product they are
purchasing is one that has become systematically debased. General
education has been depreciated, core curricula eroded, expectations
(at all levels) reduced. Slightly above half of the
currently-enrolled students are graduating and only half of those
are finding employment commensurate with what was once understood
to be an authentic college education. Many are saddled with
crippling debt, a particularly cruel reality for those who are
unemployed or underemployed and unable to remove their debts via
bankruptcy. Commentators now refer to the college campus as a
country club or a daycare facility, one that is populated by a host
of counselors, tutors and hand-holders who serve an often
unprepared or underprepared student body. Remedial courses are
commonplace, even with the systematic reduction of expectations.
Among competing nations, international tests place our 15 year-olds
no higher than 19th in three critical categories. Many now speak of
"K-16 education" as our colleges replicate the atmosphere and
behaviors of our grammar and high schools. How did we reach this
point? How did the erosion of faculty and curricular authority
occur within our institutions of higher learning? What roles were
played by the radical students of the 1960s? How did our colleges
of education contribute to the problem? How did corporatist
administrators replace academic leaders and leverage ideologies to
extend bureaucracy, attract and secure tuition dollars at any
intellectual cost and create self-serving career paths for
individuals running across the cracking ice of ineptitude and a
lack of personal commitment? Most important, how can we reverse
this process, recapture the relevant strengths of past practices,
escape the gray vocationalism we now encounter at every turn and
return to principles and standards that can legitimately be termed
authentic? How can we save the previously-marginalized students who
suffer the most within the current system? These are the questions
posed by this book.
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