The Closing of the American Mind; and worse.

Some years ago, when it came out, I read Allan Bloom’s The Closing of the American Mind. It struck me as a profound commentary on the weakening of college education and about changes in college students that I did not like and which had occurred since I was one myself.

It seems to be getting worse now, according to this essay in Psychology Today.

Dan Jones, past president of the Association for University and College Counseling Center Directors, seems to agree with this assessment. In an interview for the Chronicle of Higher Education article, he said: “[Students] haven’t developed skills in how to soothe themselves, because their parents have solved all their problems and removed the obstacles. They don’t seem to have as much grit as previous generations.”

In my next essay in this series I’ll examine the research evidence suggesting that so-called “helicopter parenting” really is at the core of the problem. But I don’t blame parents, or certainly not just parents. Parents are in some ways victims of larger forces in the society—victims of the continuous exhortations from “experts” about the dangers of letting kids be, victims of the increased power of the school system and the schooling mentality that says kids develop best when carefully guided and supervised by adults, and victims of increased legal and social sanctions for allowing kids into public spaces without adult accompaniment. We have become, unfortunately, a “helicopter society.”

I think this is exceedingly dangerous and is behind the war on college age men. Some this can be seen in the hysteria of “Rape Culture” and various hoaxes perpetrated by magazines and by the Obama Administration’s Department of Education and its “Dear Colleague” letters.

In order to assist recipients, which include school districts, colleges, and universities (hereinafter “schools” or “recipients”) in meeting these obligations, this letter1 explains that the requirements of Title IX pertaining to sexual harassment also cover sexual violence, and lays out the specific Title IX requirements applicable to sexual violence.2 Sexual violence, as that term is used in this letter, refers to physical sexual acts perpetrated against a person’s will or where a person is incapable of giving consent due to the victim’s use of drugs or alcohol. An individual also may be unable to give consent due to an intellectual or other disability. A number of different acts fall into the category of sexual violence, including rape,

Those acts include many that an earlier generation would consider harmless and part of the normal male-female relationship.

From one reader review of Bloom’s book written years after its publication:

Bloom begins with the problem of liberal education at the end of the 20th century – in a world where students are taught from childhood that “values” are relative and that tolerance is the first virtue, too many students arrive at college without knowing what it means to really believe in anything. They think they are open-minded but their minds are closed to the one thing that really matters: the possibility of absolute truth, of absolute right and wrong. In explaining where we are and how we got here, Bloom presents a devastating critique of modern American education and its students, an intellectual history of the United States and its unique foundation in Enlightenment philosophy, and an assesment of the project of liberal education.

We are well past that stage of the deterioration of American culture.

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Secretaries of State march on for two hundred years – but we still count it in feet

I’ve been reading Daniel Walker Howe’s The Political Culture of the American Whigs(1979). It slowly gave me a better understanding, since I started in a complete fog. Like his Making the American Self, here Howe chooses representative figures to give narrative, character & understanding. Just because the book is forty doesn’t mean insights don’t remain. Howe enlivens the Whigs and reminds us our parties still have more than a bit of the Whig & the Jacksonian. But, surprisingly, an anecdote used to illuminate John Quincy Adams reminds us of a spring candidacy.

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Number Gut, Continued

Years ago, Shannon Love did a series of posts on these pages about “number gut”. From this post:

A number gut is an intuitive feel for the possible magnitude of a particular number that describes a particular phenomenon. A good number gut tells you if the results of some calculation are at least in the ball park.

My number gut (or b.s. detector, in this case) went off today when I saw this story. Here is the money:

Chicago Public Schools officials on Monday proposed a $5.7 billion operating budget for the upcoming school year…

Holy crap that is a lot of money. There are 396,000 students in the CPS. $5.7bb / 396k = $15,447 per student. Really.

From this article from 2014 about the most expensive private schools in Illinois, it looks like all of the students could go to Loyola Academy, and can almost all go to St. Ignatius College Prep for that kind of money.

Just sayin’.

Passing It On – II – The Personal – Or How the ’60s Changed Everything

Or, the accurate but revealing title, How Moments Lead to Life Time Prejudice, Unmoved by Research

I loved literature classes. My general fecklessness led to reading 17th century prose on night duty at the mental hospital when I was 20, absorbing little. My choices were seldom sensible at first I had the excuse of being 17, of hitting college when the world changed fast but still, I matured slowly. Few I knew experimented with drugs, but we successfully screwed up our lives without them. Simply put, my judgement was lousy in men, jobs, and energy/time management. But I loved going to class (not, mind you, always doing the work I often hadn’t read the assignment). But in the hot world of adolescence, especially in the sixties, the cool calm of walking into a classroom ordered my days, gave me a separate peace – quiet, cool and cerebral. It challenged my mind as the world outside my emotions.

That’s why I keep distance. My friend describes my teaching as cool well, yes. I address students by their last names. I’m not their friend nor entertainer; I don’t want to offer me but the work – deep and textured and lovely. That’s where our eyes focus on the text. So, that old model persists. Harvey Mansfield’s address notes that formality has its place, signals respect.

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Passing It On – I – The Pedagogical

Some comments here criticized lectures. I doubt that medium is as central as the comments imply. Few who teach skills depend only or even mainly on lectures. Lecturing itself has been marginalized. The passion for “critical thinking” is a theoretic good, but, naturally, pedagogical studies emphasize method over content, new & theoretical over traditional. But, I would argue, lectures are designed to clarify content & connections, to model critical thinking. They are useful. (I’m not getting into content the understandable complaints about that are topics for another day.)

Not surprisingly, my defense is defensive. I lectured. Apparently I conveyed passion but could also elicit boredom. For some, that love made a bad class bearable, for others, it was meaningful. Most bubbled in positive but not extraordinary evaluations. Probably some felt I was nattering on, then socked it to them on the test. And lectures let minds drift. But I lectured.

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