On a College EducationFATHER JAMES V. SCHALL, S.J.
With myriads of students beginning or headed back to the thousands of colleges and universities throughout the world, some free advice seems in order.
The democratic spirit holds that everyone has a natural right to a college degree. Therefore, we need to assure that everyone receives one. If someone does not receive one, something is wrong with the system. Remedial programs must be necessary to compensate for the reasons why colleges do not graduate everyone.
We used to think that colleges were designed to separate those who could learn from those who could or would not. It was assumed that not everyone was fit for or needed a college education. Today, if someone does not receive such education, he is a "victim" and eligible for "compensation."
Universities devise programs to deal with unemployable youth. Schools have also become holding operations to keep students from flooding the labor market, itself already flooded. The purpose of education is to provide students with "skills" and "qualifications" whereby they can enter the labor market or professions and "make a living." To assist this process, the computer is everywhere. Not a few think that on-line universities are the wave of the future. We don’t need all these separate institutions. Why not a "national" on-line university?
Universities today are what I call resumé-generating institutions. Each student must keep a record of himself. On this document, he lists his accomplishments, not just academic ones. He was on the student council, played lacrosse, worked in a law office, helped in a soup kitchen, sang in the choir, studied in Paris, wrote for the student newspaper, reinvented the wheel, graduated cum laude, and canvassed for some political party.
Moreover, we have hundreds and hundreds of "majors" with their sub-fields. Grades have tended to flatten. Few people "flunk." The four years of college are a "learning" experience. Meantime, the facilities on most college campuses are terrific. Many rival the local hotels or country clubs. Swimming pools, courts of every sort, libraries, technological facilities, gardens, fields, dorms, apartments, dining clubs and halls, concerts, lectures, plays abound. Beer and something stronger are easily available. So are other, more dubious activities.
But a second assumption tells us that students need outside "hands-on experience." They will not help the poor unless they join some program and volunteer, a kind of temporary vocation. This help industry has become big business with various "corps" designed to facilitate the projects, here and all over the world. The purpose of education is not knowledge or leisure but justice, the virtue with the most ideological confusions whirling about it.
With this background, what is to be said about college education? In his new book, Church, State, and Society, Brian Benestad remarks that reading Plato is a better preparation for getting at what was wrong with the world than any amount of hands-on education or experience. This is especially true because Plato saw that the first task was our own virtue. No civil society can flourish if its citizens are not virtuous. This doctrine is not welcome in a world that sees no distinction between good and bad, excellent and shoddy, particularly with regard to how we live.
A colleague here at Georgetown wonders whether colleges and universities, as we know them, have seen their day. We do not need to equate the fate of intelligence with the fate of existing academic institutions. Indeed, the political conformity manifested in universities in recent decades has already shifted the locus of intelligence elsewhere.
Where is this "elsewhere?" At one time we might have looked to the monastic houses. China and the Arab countries indicate that on-line facilities are not exempt from government control. Perhaps we are back at the Academy and Lyceum, where education consisted in no facilities but a place to stroll, a teacher moved by what is, and young men and women willing to listen, read, and converse.
Father James V. Schall, S.J. "On a College Education." The Catholic Thing (September 6, 2011).
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The Catholic thing – the concrete historical reality of Catholicism – is the richest cultural tradition in the world. That is the deep background to The Catholic Thing which daily brings you an original column that provides fresh and penetrating insight into the current events affecting the Church, along with other commentary, news, analysis, and – yes – even humor. Our writers include some of the most seasoned and insightful Catholic minds in America: Robert Royal, Brad Miner, James V. Schall, S.J., Hadley Arkes, Francis J. Beckwith, Mary Eberstadt, Austin Ruse, George Marlin, William Saunders, and many others.
Father James V. Schall, S.J., is Professor of Political Philosophy at Georgetown University and the author of many books in the areas of social issues, spirituality and literature including The Mind That Is Catholic: Philosophical & Political Essays, On the Unseriousness of Human Affairs: Teaching, Writing, Playing, Believing, Lecturing, Philosophizing, Singing, Dancing; Roman Catholic Political Philosophy; The Order of Things; The Regensburg Lecture; The Life of the Mind: On the Joys and Travails of Thinking; Schall on Chesterton: Timely Essays on Timeless Paradoxes; Another Sort of Learning, Sum Total Of Human Happiness, and A Student's Guide to Liberal Learning.
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