How we should orient education resources and tools in the 21st century. Recently the Boston Review hosted a debate the posed the very question: What is Education for?
Harvard Graduate School professor Danielle Allen, in the lead essay, argues the education should focus on participatory readiness – so a explicit political (lowercase p) mean to create an end where students are properly trained to be civic agents. Allen in a well-argued piece asserts that the current paradigm is vocational training – we equip students to learn skills and in particular technical skills based on hard science; these skills are enough to help ameliorate all sorts of injustices and inequalities in our society and world.
Allen, at her most pointed and simple reminds us that: “We surely need the STEM fields to navigate this new landscape. But if the STEM fields gave us the mass in “mass democracy,” the humanities and social sciences gave us the democracy.” I think is without-a-doubt true. And a brilliant succinct way of tying this dichotomy up with a nice artistic bow. Of course we need STEM but we also need the liberal arts to help us become well-rounded citizens.
Deborah Meier, Senior Scholar at NYU’s Steinhardt School, responds to the initial outing writing that she “sympathizes” with the first argument. She goes a bit further saying that our schools and their obsession with “test scores” has made the lack of civic agency even worse. “Our current educational paradigm barely recognizes, in the most fundamental sense, what being a person is about.”
Debra Satz, Professor of Ethics in Society and Professor of Philosophy at Stanford University, agrees with Allen on principles but just doesn’t think education can do what Allen is asking it to do. “Egalitarian redistributive justice” is not the “first reason that comes to mind” on why we should teach liberal arts. Satz also argues that vocational training updated for the 21st century would, in fact, do what Allen wants which is more resources to schools. “Vocational education arguably requires not only computer science and coding, but also the ability to write, analyze, and communicate; knowledge of foreign cultures and languages; and a greater emphasis on critical thinking and problem solving rather than rote memorization,” asserts Satz. Fair point here, I think.
Jeffrey Aaron Synder, Assistant Professor of Educational Studies at Carleton College, argues that “it’s the economy, stupid.” Preparing students to enter the labor market has always been what the education system is about and with 15% of the country in poverty, this should remain preeminent, according to the professor.
Robert Reich, former labor secretary under Bill Clinton, argues in the same vein that Satz did: what Allen calls for is simply “too much for civic education to bear.” Reich says we should start with bringing civic classes back. This is something I’ve been arguing for for awhile now. We don’t need people majoring in politics in droves; we need people to understand civics and this should be incorporated throughout our entire educational journey regardless of the paradigm debate. Also, citing legendary political scientist Robert Putnam, civic organizations outside schools are important. We should probably stop bowling alone, basically, and reengage with our neighbors.
Carlos Fraenkel, author of Teaching Plato in Palestine, pushes for the Brazilian model: In 2008, “the Brazilian parliament affirmed that philosophy is necessary for democratic citizenship. Now, by law, every student studies philosophy in that country’s high schools.” Not a certain philosophical school, argues Fraenkel, but philosophy of practice; “semantic and logical tools that allow us to argue well and dialectical virtues that allow us to focus on truth-finding rather than on winning an argument.” This is also an idea that I really agree with.
Lelac Almagor, a Charter school English teacher, argues that class matters and that low-income students deserve an elite education. There is no stark dichotomy of STEM vs liberal arts. We need it all. So Almagor is in the same ballpark as Satz here.
Lucas Stanczyk, political scientist, argues that we should listen to what C.E.O’s are saying is the problem: creativity. How do we foster creativity? Liberal arts and not STEM. What is education for, according to Stanczyk: “It is to help people escape a life of vapid consumerism by giving them capacities to appreciate richer pursuits and to produce their own complex meanings.” His arguments are way to all over the place to be cohesive enough to analyze. Although his C.E.O. point is his best.
I’ll be back soon with a 1000 word response to all of this myself; I think about this often and there is much here to chew on.
(Two responses I am leaving without comment (except for this one) because their essays, IMO, were only tangentially related to the original essay and I found them (mostly) irrelevant. Read them here: (1), (2).)