Saturday, December 24, 2011
Michael Eisen on censoring dangerous knowledge
Michael Eisen has some interesting comments on the validity of (self-) censoring scientific publications. He argues that this increase in the transmisability of the flu (among ferrets) is not particularly important, and therefore this should be seen as being purely a test case for whether the scientific establishment will self-censor, and what do we define as "dangerous knowledge". As many pundits have pointed out, suppressing the details of the experiments is unlikely to make anyone any safer -- either because the details will be leaked easily enough, or because it would be straightforward for anyone with the relevant skill-set to replicate the experiments, with or without the details.
Philosophical Diquisitions on Enhancement Technology
John Danaher has another excellent Disquisition, revisiting the topic of artificial enhancement of human abilities and whether it should generally be seen as a type of cheating.
Friday, December 23, 2011
What Republicans don't get about racism
The racist "Ron Paul" newsletters are in the news again (just heard about it on NPR). If you know the story, basically Ron Paul and his supports claim that the racist comments were written by a staff member and slipped by Paul's lax editorial oversight; Paul disagrees with all of it, and there's nothing more to say. Unfortunately for Paul, there is more to say, and I doubt that he will say it because -- like most Republicans -- he doesn't understand the totalitarian danger that lurks in racism.
Most Republicans recognize that "racism is wrong", but it is the wrong sort of "wrong". They think of it as an intellectual error. Or a type of meanness. Either way, they think of it as a failure of the individual who is racist. They ignore any social aspects of racism more profound than self-segregation. They ignore that racism is fundamentally a political ideology, justifying the oppression of some people by others. They ignore that its continued prevalence is a social failure, not just a personal failure.
Most Republicans have internalized the conclusion that racism is "very wrong", but they way they apply this conclusion illustrates that they still don't get it. They still focus on the individual expressions of racism, while ignoring the social structure behind it. If one black racist acts threatening towards a white guy, they throw a fit and then get all self-righteous when the traditional anti-racist coalitions don't see it as anything more important than regular street crime. Republicans do this because they don't see the political nature of racism, and they can't distinguish between racism that is politically impotent (i.e. black racism) and racism that could lead to tyranny (i.e. white racism).
This is the stuff that Ron Paul doesn't get about racism, and why he too often tolerates the company of racists (e.g. the people who wrote his newsletters and his 2008 anti-Latino advertisements) -- he doesn't get how these individual acts fit into a larger system of oppression.
For more thoughts on related issues, see Gary Chartier's summary of the relationship between "left-wing market anarchism and Ron Paul"
Most Republicans recognize that "racism is wrong", but it is the wrong sort of "wrong". They think of it as an intellectual error. Or a type of meanness. Either way, they think of it as a failure of the individual who is racist. They ignore any social aspects of racism more profound than self-segregation. They ignore that racism is fundamentally a political ideology, justifying the oppression of some people by others. They ignore that its continued prevalence is a social failure, not just a personal failure.
Most Republicans have internalized the conclusion that racism is "very wrong", but they way they apply this conclusion illustrates that they still don't get it. They still focus on the individual expressions of racism, while ignoring the social structure behind it. If one black racist acts threatening towards a white guy, they throw a fit and then get all self-righteous when the traditional anti-racist coalitions don't see it as anything more important than regular street crime. Republicans do this because they don't see the political nature of racism, and they can't distinguish between racism that is politically impotent (i.e. black racism) and racism that could lead to tyranny (i.e. white racism).
This is the stuff that Ron Paul doesn't get about racism, and why he too often tolerates the company of racists (e.g. the people who wrote his newsletters and his 2008 anti-Latino advertisements) -- he doesn't get how these individual acts fit into a larger system of oppression.
For more thoughts on related issues, see Gary Chartier's summary of the relationship between "left-wing market anarchism and Ron Paul"
Wednesday, December 21, 2011
When knowledge is dangerous
Well, it's finally happened: in the course of researching a disease, someone has created a virus that could decimate the human population, and states are moving towards censoring the findings:
I don't have a clear thesis to argue for, so I just want to list a number of points that need to be considered while debating this decision:
For the first time ever, a government advisory board is asking scientific journals not to publish details of certain biomedical experiments, for fear that the information could be used by terrorists to create deadly viruses and touch off epidemics.
In the experiments, conducted in the United States and the Netherlands, scientists created a highly transmissible form of a deadly flu virus that does not normally spread from person to person. It was an ominous step, because easy transmission can lead the virus to spread all over the world. The work was done in ferrets, which are considered a good model for predicting what flu viruses will do in people.The intent of the "authorities" (both scientific and legal) seems to be that the details of these experiments be restricted, so that only "legitimate scientists" have access to the information needed to replicate the experiments. I'm torn on this issue: clearly we don't want to hand a weapon of mass destruction to a homicidal maniac, but this restriction on scientific communication could usher in its own problems.
I don't have a clear thesis to argue for, so I just want to list a number of points that need to be considered while debating this decision:
- The scientific establishment (epitomized by the journals Nature and Science) wants to maintain its independence from political institutions and will resist any formal censorship. That is all well and good, but we still need to be concerned about self-censorship. The openness of science is integral both to its progress (addressed below) and to its authority among the public. This notion of "legitimate scientists" risks encouraging the notion that professional scientists are elitist snobs who want to rule over the ignorant masses, in part by keeping them ignorant. This type of move is very dangerous both for science and for democracy.
- Censorship can at best delay the independent development of this technology (10-20 years, I'd say). It also is likely to retard the progress of mainstream research into infectious diseases, with the extent dependent upon how well implement the system of access is. Regardless of the calculus here, the point is that we cannot stop technologies from spreading to our enemies, and the best strategy for protecting ourselves may paradoxically be to allow technologies to spread freely, while dedicating our resources on maximizing our own capabilities to respond to infectious diseases -- whether natural or engineered.
- The release of a pathogen like this new flu virus will probably be either ineffective or suicidal. Either the virus won't spread well and the outbreak will not expand, or it will expand rapidly and affect the entire globe. Anyone seeking to use it as a tool for "Clash of Civilizations" terrorism would be extremely foolish. While the terrorist may be able to inoculate himself and his close associates, the only societies that could engage in widespread inoculation are Western and Japan. So there would be some terrorists who may be able to use this weapon effectively, but they aren't our typical Islamist boogeymen (think: Unabomber, or White Supremacists)
Monday, December 12, 2011
The international post-humanist movement
I'm getting sick of these "all American" fascists trying to shut up anyone who offers a cultural vision that threatens to supplant their own religo-national ideal. I'm used to them attacking liberals and progressives (by which, I do not mean Democrats), but their recent anti-Islamic crusades are really starting to bug me. First, the fashion police attack Dunkin Donuts because of a scarf worn by Rachel Ray; now the WWJD-shirts are trying to drive advertisers away from the show "All-American Muslim". Oh, and then there's the whole "Ground Zero Mosque" BS.
I'm not gonna let them ostracize every group that disagrees with their bizarre belief system.
I'm getting sick of these skirmishes. I want to confront them directly, because I know that these stone-throwers can be defeated -- just like al Quaeda and its sympathizers can be. These movements are primitive, and are heading to the dustbin of history. I figure that the best way to neutralize them (and minimize the damage that they do) is to have them focus their hatred on a social movement that they have no hope of defeating. For that role, I propose:
Basically, the point here is to tell these barbarians that everything they hold sacred is a load of crap, and that we fully intend to leave them in the dust. We will tell them that all of their differences -- be them religious or nationalist -- are nothing compared to the difference between the post-humanist goal and everything that has come before. We embrace science and technology. We seek artificial intelligence, and we will happily become cyborgs. We will put all of their superstitions behind us, and realize a wonderful world of technophilic hedonism. We intend to become so powerful that they will be little more than ants to us, and their culture will only continue to exist due to our grace.
The problem is, we have only been drifting in this general direction, not seeking it whole-heartedly. There are a few organizations seeking to address the issues of our post-human future, but they do not engage in the culture war. Perhaps there is good reason -- maybe the idea of post-humanity is repulsive to most people. I just read Ian Bank's "Use of Weapons" (part of the Culture series), and I'm kinda jazzed about the possibility to live a pleasant life while simultaneously undermining these authoritarian movements.
I don't know what is the best strategy, but I expect that the conservatives will start attacking the transhumanist movement within my lifetime, as an ideal target for their politicized nostalgia. For now, I can rest knowing that technophilic hedonism is well established in our culture...
I'm not gonna let them ostracize every group that disagrees with their bizarre belief system.
I'm getting sick of these skirmishes. I want to confront them directly, because I know that these stone-throwers can be defeated -- just like al Quaeda and its sympathizers can be. These movements are primitive, and are heading to the dustbin of history. I figure that the best way to neutralize them (and minimize the damage that they do) is to have them focus their hatred on a social movement that they have no hope of defeating. For that role, I propose:
The International Transhumanist Movement
Basically, the point here is to tell these barbarians that everything they hold sacred is a load of crap, and that we fully intend to leave them in the dust. We will tell them that all of their differences -- be them religious or nationalist -- are nothing compared to the difference between the post-humanist goal and everything that has come before. We embrace science and technology. We seek artificial intelligence, and we will happily become cyborgs. We will put all of their superstitions behind us, and realize a wonderful world of technophilic hedonism. We intend to become so powerful that they will be little more than ants to us, and their culture will only continue to exist due to our grace.
The problem is, we have only been drifting in this general direction, not seeking it whole-heartedly. There are a few organizations seeking to address the issues of our post-human future, but they do not engage in the culture war. Perhaps there is good reason -- maybe the idea of post-humanity is repulsive to most people. I just read Ian Bank's "Use of Weapons" (part of the Culture series), and I'm kinda jazzed about the possibility to live a pleasant life while simultaneously undermining these authoritarian movements.
I don't know what is the best strategy, but I expect that the conservatives will start attacking the transhumanist movement within my lifetime, as an ideal target for their politicized nostalgia. For now, I can rest knowing that technophilic hedonism is well established in our culture...
Sunday, December 11, 2011
All intellectuals should learn how to program a computer
Mattan Griffen at General Assembly argues that all entrepreneurs need to learn how to write computer programs. He basically argues that if you have an idea about how to make the world a better place, you need to be able to implement it at least at a rudimentary level. He sums it up in this pithy assertion:
Personally, I have encountered many situations where a "philosophical" issue would benefit greatly from the sorts of calculations that computers can perform easily. Most notable is the demand for mathematical modelling or simulation: it often is not possible to fully explore the implications of your assumptions without explicit modelling. This applies to political philosophy and social theory just as it applies to biology. I have even seen students of the history of science who could have benefited from computer simulations -- for instance, some classic scientific texts (e.g. Galleleo's) describe experimental results that are inconsistent with modern scientific knowledge; historians may try to examine this issue by recreating the experimental conditions of the historical scientist, but this requires immense work and ends up being a guessing game. Computer simulations can examine the effect of possible confounds much more efficiently.
An added bonus of formal modelling is that it forces the thinker to be explicit about their assumptions, so it is a great aid to communication. Too often, philosophers (both amateur and professional) are just talking past each other.
So, my advice to all the young thinkers is this: if you want to learn how to think, learn how to program.
Update: I suppose that I should provide some tips on how to learn programming. Personally, I took a college level class, and then taught myself in the context of some projects I was working on, and I just picked up bits and pieces from different sources (another self-taught programmer, some books, and some websites). It probably was not the most efficient approach, but it worked well enough.
Right now, I can recommend two sources:
Very quickly, society is becoming divided into two groups: those that understand how to code and therefore manipulate the very structure of the world around them, and those that don't – those whose lives are being designed and directed by those that do know how to codeI'll extend this, and assert that all intellectuals need to learn how to write programs. The gist of my argument is that we now have ready access to incredibly powerful tools for manipulating information. If you cannot use these tools, then you cannot manipulate information at the same level as your peers, and therefore you cannot participate in the modern intellectual community.
Personally, I have encountered many situations where a "philosophical" issue would benefit greatly from the sorts of calculations that computers can perform easily. Most notable is the demand for mathematical modelling or simulation: it often is not possible to fully explore the implications of your assumptions without explicit modelling. This applies to political philosophy and social theory just as it applies to biology. I have even seen students of the history of science who could have benefited from computer simulations -- for instance, some classic scientific texts (e.g. Galleleo's) describe experimental results that are inconsistent with modern scientific knowledge; historians may try to examine this issue by recreating the experimental conditions of the historical scientist, but this requires immense work and ends up being a guessing game. Computer simulations can examine the effect of possible confounds much more efficiently.
An added bonus of formal modelling is that it forces the thinker to be explicit about their assumptions, so it is a great aid to communication. Too often, philosophers (both amateur and professional) are just talking past each other.
So, my advice to all the young thinkers is this: if you want to learn how to think, learn how to program.
Update: I suppose that I should provide some tips on how to learn programming. Personally, I took a college level class, and then taught myself in the context of some projects I was working on, and I just picked up bits and pieces from different sources (another self-taught programmer, some books, and some websites). It probably was not the most efficient approach, but it worked well enough.
Right now, I can recommend two sources:
- Eclipse for Total Beginners (to learn Java)
- The Alice programming environment (a toy language for 3-D storytelling)
Saturday, December 10, 2011
All nations are invented
A big fuss is being made over Gingrich's comment that the Palestinians are an 'invented' people. I don't really understand what Gingrich was trying to get at -- this assertion is often used as a premise to deny the legitimacy of Palestinian demands for self-governance. Maybe this is what Gingrich was getting at, but he does say that he supports the idea of Palestinian statehood (as long as they don't fight for it, I guess)... so it's hard to say. Either way, his "invention" comment seems to be a non-sequiter in the context of where he spoke it, so I can only assume that he's using some sort of dog-whistle to get votes from the supremacist wing of the (Christian) Zionist movement.
Anyway, the discussion of whether any particular nation was "invented" is kinda pointless, since nationality is intrinsically a myth. All nations are invented.
Anyway, the discussion of whether any particular nation was "invented" is kinda pointless, since nationality is intrinsically a myth. All nations are invented.
The "University challenge" -- decreasing costs; increasing access
At the Economist magazine, the "Schumpeter" columnist discusses some changes in the structure of higher education, and offers some suggestions for decreasing costs and thereby increasing access to education:
Schumpeter: University challenge | The Economist
I don't have any particular comment on this, but one of the commenters at The Economist website brought up the "University of the People" which seems to be an establishment-backed effort to develop a model for low-cost online education.
Schumpeter: University challenge | The Economist
I don't have any particular comment on this, but one of the commenters at The Economist website brought up the "University of the People" which seems to be an establishment-backed effort to develop a model for low-cost online education.
Thursday, December 08, 2011
Physics simulations: ideal gas
I'm thinking of shifting my focus more towards educational issues, with a focus on how education shapes power relationships in our society. I figure that part of the "libertarian agenda" in education consists of empowering people to control their own education, so that they aren't forced to participate in any hierarchical/oppressive institutions.
As such, building awareness of new educational tools is key. In that spirit, I recommend PhET, which produces simulations to help instill an intuitive understanding of scientific concepts. The most recent simulation is pretty good... a simulation of transitions between states of matter, and also seems to demonstrate some aspects of the ideal gas law (i.e. PV=nRT). The only problem I noticed is that when the user increases the volume, thereby decompressing the substance, the temperature does not drop... or maybe it's been too long since I studied thermodynamics.
Anyway, check it out:
As such, building awareness of new educational tools is key. In that spirit, I recommend PhET, which produces simulations to help instill an intuitive understanding of scientific concepts. The most recent simulation is pretty good... a simulation of transitions between states of matter, and also seems to demonstrate some aspects of the ideal gas law (i.e. PV=nRT). The only problem I noticed is that when the user increases the volume, thereby decompressing the substance, the temperature does not drop... or maybe it's been too long since I studied thermodynamics.
Anyway, check it out:
| Click to Run |
Sunday, December 04, 2011
Vegimite > Marmite
It's so hard to get my hands on Vegimite and Marmite here in the USA. If stores do carry these yeast extracts, the portions are small and the price is high. For a long time, I couldn't find Vegimite at all, even though it was it was what originally turned me on to yeast extract as a food (I've always loved YE it as a microbiological growth medium...which I actually did eat once). Fortunately, today I encountered a store clearance at a grocery store and was happy to find the awesome Australian ale dregs, so I was finally able to compare the two side-by-side.
This confirmed my suspicions, Vegimite is better than Marmite, which explains why the Marmite never lived up to the high expectations that had been established by Vegimite. By smell, the Vegimite is more hoppy. I'll be evaluting the taste again in the near future... I'm so happy.
For you serious people, I am NOT turning this into a food blog.
In fact, I'm thinking that I'm going to focus much more on educational (and scientific) issues, as opposed to broader issues about power relations. I've got a bunch of topics that I want to address, but I'm slowed down by my long-windedness. If you've got any topic you want discussed, advice for how to approach this topic, or good blogs for me to check out, please leave a comment.
This confirmed my suspicions, Vegimite is better than Marmite, which explains why the Marmite never lived up to the high expectations that had been established by Vegimite. By smell, the Vegimite is more hoppy. I'll be evaluting the taste again in the near future... I'm so happy.
For you serious people, I am NOT turning this into a food blog.
In fact, I'm thinking that I'm going to focus much more on educational (and scientific) issues, as opposed to broader issues about power relations. I've got a bunch of topics that I want to address, but I'm slowed down by my long-windedness. If you've got any topic you want discussed, advice for how to approach this topic, or good blogs for me to check out, please leave a comment.
Thursday, December 01, 2011
Market Communism
NPR's "All Things Considered" aired an inspiring story about and Indian medical charity and how they manage to fund eye surgery for patients without the means to pay (India Eye Care Center Finds Middle Way To Capitalism : NPR). Basically, they charge the market rate to the rich, which in turn subsidies the poor:
Anyway, this story shows the stereotypical Indian twist -- finding a way to radically reduce the cost of a service:
That high quality allows Aravind to attract patients who are willing to pay market rates. Then it takes the large profit made on those surgeries to fund free and subsidized surgeries for poor people — like K. Karuthagangachi....On one hand, this is not all that surprising--American hospitals (and often lawyers) operate on a similar principle. My fear is that, like their American counterparts, these organizations may eventually turn into "profit-making" enterprises for their highly paid managers, while using their supposed "non-profit" status as a way of winning special privileges from the local community.
it's only possible to provide free surgeries on the scale that Aravind does by running an operating surplus, like a profit-making company. That's what Aravind manages to do, even though it's legally a charitable trust.
Anyway, this story shows the stereotypical Indian twist -- finding a way to radically reduce the cost of a service:
Fifteen years after it was founded, Aravind's ability to provide free and subsidized surgeries was being limited by the high cost and availability of the intraocular lenses needed for cataract surgery. That's not a problem most charitable organizations could overcome...This is a refreshing story showing how a "communist-minded" person can leverage "capitalist" processes to transform the lives of many who have been left out of the system. This isn't traditional philanthropy -- since the market service and the charitable service are intimately connected. We could even say that the charitable impulse came first, and the marketing impulse followed in its wake. The desire to help the poor inspired a business model that may not have occurred to a person who was only looking for profit. In contrast to the doctrinaire bickering that I always read on the web (touting the primacy of profit-driven capitalism or charity-driven communism), it is nice to see that in some situations, charity can drive advances in productivity and market savvy can help those who are incapable of helping themselves. Maybe there is hope for humanity.But Aravind attacked the problem with the help of an American social entrepreneur named David Green. Green had been helping Aravind collect donated lenses to be implanted in their cataract patients. But donations were averaging only about 25,000 a year. That wasn't nearly enough to meet Aravind's needs, and the lenses cost several hundred dollars to buy. So Green helped Aravind set up its own lens manufacturer on-site, a subsidiary named Aurolab.
"Now today Aurolab sells, I think this year it will be 1.8 million lenses," he says. "So you can see that when you have a business model, an economic model, it enables something to scale because it's not dependent upon charity, which is fickle."
And even more remarkable: By squeezing out profits made by middlemen in the production and distribution chain, Aurolab is now providing some lenses at the astoundingly low price of just $2.
Monday, November 21, 2011
Don't hollow out the military; shrink it
The military establishment is claiming that across-the-board budget cuts would "hollow out" the military. They are probably right -- the USA probably cannot maintain a global military presence with a smaller military budget.
The solution is clear: pull back on the military's forward deployment and aggressive posturing. For instance, don't establish a new base in Darwin, Australia.
Let's see if that becomes part of the debate. I bet only Ron Paul would make this point.
The solution is clear: pull back on the military's forward deployment and aggressive posturing. For instance, don't establish a new base in Darwin, Australia.
Let's see if that becomes part of the debate. I bet only Ron Paul would make this point.
Sunday, November 20, 2011
"See the violence inherent in the system"
Previously, I described how some of the Occupy tactics were inherently radical and were an open challenge to the authority of the established system of power (i.e. law enforcement). In such a situation, the protesters should expect a forceful response. However, that does not mean that I believe that they deserved what they got. A humane (and self-confident) system should not resort to such violence in order to enforce its laws on non-violent resisters.
One of the main distinctions that I made was between breaking the law and obstructing law-enforcement. Law breaking is not radical, especially if the law-breakers passively accept being arrested; obstructing law-enforcement is radical. While I think that the Nov 9 protests at UC Berkeley fall into the later category, the Nov 18 protests at UC Davis seem to be a simple act of law-breaking, yet it was met with a similar level of violence (update below). Here's the video:
Given the brutal responses to these Occupy Cal protests, and other Occupy protests around the country, the public mood is starting to change (at least, mine is). William Lind provides an interesting comment on the tactical achievements of these protests. James Fallows offers some well-worded comments from the mainstream liberal perspective.
It all brings to mind a scene the comic/satirical classic, Monty Python and the Holy Grail -- when some peasants refuse to recognize the authority King Aurthur and are subsequently manhandled into submission:
Come, see the violence inherent in the system.
Update: I found another video of the UC Davis event that shows a broader perspective, and it looks like the line of students were blocking the cops who were trying to leave with a protestor who they had arrested. So these students were obstructing law-enforcement.
Update 2: This 3-part video shows the whole confrontation. In part 2, around 6 minutes, you can see the crowd encircling the cops yelling "set them free" after which a "mic check" is held and someone announces that they cops will be allowed to leave only if they release the people who they had arrested (for setting up camps, or something).
One of the main distinctions that I made was between breaking the law and obstructing law-enforcement. Law breaking is not radical, especially if the law-breakers passively accept being arrested; obstructing law-enforcement is radical. While I think that the Nov 9 protests at UC Berkeley fall into the later category, the Nov 18 protests at UC Davis seem to be a simple act of law-breaking, yet it was met with a similar level of violence (update below). Here's the video:
Given the brutal responses to these Occupy Cal protests, and other Occupy protests around the country, the public mood is starting to change (at least, mine is). William Lind provides an interesting comment on the tactical achievements of these protests. James Fallows offers some well-worded comments from the mainstream liberal perspective.
this is what happens when authority is unaccountable and has lost any sense of human connection to a subject population... And by the way, when did we accept the idea that local police forces would always dress up in riot gear that used to be associated with storm troopers and dystopian sci-fi movies?Now brutal police tactics are becoming the issue. Public outrage over police behavior can move in two directions -- reform or revolution. Of course, reform is what mainstream liberals (and probably most of the student protestors) are hoping for; they want a system that is basically like today's, but a little more sensitive to people's rights and needs. The alternative is a radical restructuring of our social relations, which is probably the desired outcome for some of the protesters. The non-violent protests of Nov 9 were bound to provoke some sort of forceful response -- yet they were still not violent. They force observers to ask themselves whether "the system" is worth this sort of violence. My preferred outcome is a little of each -- that we strongly question the law enforcement mandates (such as drug prohibition) that have enlarged our police forces and created constant conflict between law enforcement and much of the public (a hope echoed by E.D. Kain)
It all brings to mind a scene the comic/satirical classic, Monty Python and the Holy Grail -- when some peasants refuse to recognize the authority King Aurthur and are subsequently manhandled into submission:
Come, see the violence inherent in the system.
Update: I found another video of the UC Davis event that shows a broader perspective, and it looks like the line of students were blocking the cops who were trying to leave with a protestor who they had arrested. So these students were obstructing law-enforcement.
Update 2: This 3-part video shows the whole confrontation. In part 2, around 6 minutes, you can see the crowd encircling the cops yelling "set them free" after which a "mic check" is held and someone announces that they cops will be allowed to leave only if they release the people who they had arrested (for setting up camps, or something).
Saturday, November 19, 2011
Occupy America
Shit. I'm starting to get the feeling that America is under occupation...
New Video of Police Brutality at Occupy Oakland - Hit & Run : Reason Magazine
New Video of Police Brutality at Occupy Oakland - Hit & Run : Reason Magazine
What is the economic value of a college degree?
I've been pondering whether tuition-free university education for everyone is a worthwhile ideal (I doubt it). However, some people claim that such opportunities are essential to prevent the economic division of our society into "haves and have-nots". One of the favorite statistics offered by this crowd is the income difference between people with degrees and those without. Any educated person should recognize that such statistics are just the starting point for deciding what the value of a degree is (i.e. correlation is not causation). The obvious considerations is that people who complete college tend to have been born with more opportunities in their life (colleges select for motivated people from higher SES groups), and that these are surely contributing to the income differences, independent of actually attending college. There is also the feature of "indentured servitude" resulting from college debt -- the graduates HAVE to work hard to cover their expenses.
Anyway, I found one good discussion of what the value may be (though it isn't a proper analysis of the factors involved). For the most part it provides recommendations for books and reports looking at the issue.
Something more for me to read.
Anyway, I found one good discussion of what the value may be (though it isn't a proper analysis of the factors involved). For the most part it provides recommendations for books and reports looking at the issue.
Something more for me to read.
Occupy Cal: what can you learn at university?
Part I: Occupy Cal, and the function of the university
Part II: Occupy Cal: The exclusive university
The Occupy Cal protestors have accused the university of functioning to divide the "haves" from the "have nots". Everyone recognizes that attending a university can provide economic advantages, and that many people are not able to attend a university (especially not their top-choice), so it's easy to see the logic behind that assertion of divisiveness. I argued that the exclusivity of universities contributes to their economic efficiency and educational effectiveness, so increasing enrollment and decreasing tuition is not an option. How can a university provide its services without excluding a large portion of our society from economic, intellectual, social, and political opportunities?
To address this issue, I intend to examine the benefits that the university provides to its students, and whether the university structure is the only way (or even the best way) for most people to gain those benefits. If there are alternative ways to acquire those benefits that do not require selectivity in admissions, then the university can either reform to adopt those more inclusive practices, or alternative institutions can provide these services to the people who were excluded from the university.
Since the professed ideal of the university is to advance learning, I'll start with that topic (a separate post will address the issue of getting "one's foot in the door" by way of professional networking and credentials). As described below, I do not believe that an institution like the University of California is the appropriate context for most people to study.
To begin, it is worth noting that many people -- both those who hold degrees and those who don't -- dismiss the effectiveness of formal education, especially higher education (see yesterday's comment). Many people are fond of the expression "The only time my education was interrupted was when I was in school.", or dismiss degrees as "Bull Shit, More Shit, Piled Higher and Deeper". I can attest that many people have developed strong critical thinking and writing skills without formal "higher education". There are also many examples of successful entrepreneurs who did not attend a university. A degree clearly is not a perfect predictor of economic or intellectual potential. Likewise, I have seen many students (in both high school and universities) who clearly had no motivation for book learning, and were therefore wasting their time by enrolling in classes; they would have learned more at almost any job.
With that being said, I do believe that many people (including myself) benefit greatly from the education offered at a university. I can think of no better way to quickly absorb a field of knowledge than to have a series of experts tell you what to study and how to verify that you have learned it. During that four-year grind through one abstraction after the next, it can be helpful to have a carrot dangled in front of you (in the form of a degree and the opportunities it offers) to make sure you stay focused and learn the full breadth of knowledge within the field.
What may be apparent for the above regimen is that there is no reason that it should cost $15,000 a year (UC budget pdf). Many universities have placed their curricula online specifically to facilitate independent study, and professors regularly post their syllabi online for their students. If a student studies 10 subjects in a year, then books should cost about $1000 if they are being purchased from the university book store, and work is being done to lower this price. If this is all a university offers (as some people suggest that it is), then a motivated student should be able to teach themselves the standard subjects without the expense or bother of the university.
The problem with the above setup is that it does not provide the student with either the peer group or the expert feedback that can address the student's confusions and assure that he does not walk away with a false understanding of the topic. If simply finding a few study partners were sufficient, then a university would not be needed-- meeting at the local library should be possible. However, it may not be easy to find good study partners from the general population; the academic exclusivity of the university (applied even at the level of individual courses) identifies groups of students with similar capabilities, and the administrative structure of the class pressures students to study the material at the same pace. If we could develop a system to allow independent students to find appropriate study partners -- those who are able to study the topic at the specified pace-- then this benefit of the university would be diminished. One troubling possibility is that by attracting competent students to their community, the university depletes their availability in the outside community, and essentially gains leverage via a network effect and a sort of "vendor lock-in" applying to the higher-education industry as a whole.
But leaving aside the availability of study partners, we still have to consider the traditional explanation for why the university is a good learning environment -- expert guidance. Peers often cannot identify each other's mistakes or explain concepts effectively. Only experts can reliably correct students or answer their questions. This part of teaching is very labor intensive, and since the labor comes from experts, it can be very expensive. To top it off, upper-level classes (in sciences, at least) often cover current research topics and rely on the extensive expertise of the instructor. Sometimes the course material is so new that it has not been synthesized into any standard text, and a detailed syllabus cannot be provided prior to the beginning of the semester. At this level, the content of the course can sometimes be dominated by the contribution of the students themselves, and relies on an extensive shared body of knowledge that can be hard to create outside of a formal program with several years of instruction.
The expense of this type of education forces us to ask "exactly what kind of higher education can be provided to the entire population?". Higher education is typically divided into three categories, and California supports all three as public institutions: the research university, the teaching university, and the community college. The first category is the most expensive to maintain, in part because it demands the highest level of expertise from the faculty (expertise arising from ongoing cutting-edge research). This is what I'm normally thinking of when I discuss the university, and the exclusiveness arises directly from the fact that there simply are not enough experts at this level to teach every student in this style. Furthermore, most students probably would not benefit from the type of instruction offered by these experts; only students who have mastered the broad knowledge of a field of study are at a level to understand what these professors are trying to teach. To top it off, these professors are not necessarily the best teachers, and they stereotypically have a hard time explaining concepts to people who do not already have extensive knowledge of the field.
The alternative is to learn from those experts who decided to focus on teaching, with research being a minor part of their activities (all people who hold a Ph.D. in sciences have successfully conducted research at some point). These professors are often better teachers than the professors who focus on research -- having more experience at teaching, and paying more attention to the theory of teaching. These professors would probably be the main workforce of "universal higher education". At the large research universities they often teach the lower-level classes, and they dominate at the smaller colleges that don't maintain active research programs. The third group of experts are those who have mastered their field of study, but have not conducted research of their own. We commonly see this among high-school teachers and the teaching-assistants at universities, but there is no reason that this level of expertise wouldn't be sufficient for most adult learning. My impression is that many instructors at the community college level have this sort of expertise.
The point of all of this is that when we talk about "universal higher education", we shouldn't be thinking of institutions like the University of California -- we should be thinking of the California Community Colleges. Rather than focusing on the institutions that educate the students with the greatest academic achievement, we should be focusing on the institutions that help the people who have had the most trouble. Even if the coursework offered by these institutions is no more advanced than that offered by many high-schools, there is still value in making these services available to the general public because many people were unable to learn these topics in high school, for a variety of reasons.
Focusing on community colleges rather than 4-year bachelor-degree programs is not only much more cost effective (~1/3 of the cost for instruction, as I understand it), but it also is more compatible with the ideal of a widely-educated population. Community colleges are spread throughout the community (as their name implies), enabling students to take classes without structuring their entire lives around study. This saves a lot of money that would have to be spent on room and board, and also allows a student to attend classes while holding down a regular job or raising children. While universities are attempting to be more accommodating to "non-traditional" (i.e. older) students, the basic structure of the 4-year program is optimized for young adults with no family commitments, and it would be foolish to try to extend that to the entire population.
Finally, we need to consider the elitist attitudes that prevent us from allocating our intellectual resources in a way that includes everyone. This "elitism" does not arise from the pragmatic exclusivity of the institutions of higher learning, but instead comes from our tendency to focus on the pinnacles of intellectual achievement rather than focus on enabling intellectual engagement among the broad base of society. This elitism is expressed in part by the attempts to increase the accessibility to the elite University of California, which necessarily draws resources away from the community college system. This largely reflects the selfish ambition of people with moderate opportunities who want to have the best opportunities, regardless of the poor opportunities that others have.
The other elitism comes from the fact that public science funding is often allocated to pure research in a way that provides no broad educational benefit. The decision to hire full-time researchers at national laboratories necessarily depletes the pool of experts who could be participating in broader (i.e. undergraduate) educational activities. Even professors at academic institutions often acquire so many grants that it eats into the time that they allocate to teaching. Our public scientific funding agencies has decided to pursue scientific advancement that is disconnected from broad education. This may be an appropriate decision, especially if we like our new technologies-- but if we care about public education, we need to consider how these decisions affect the allocation of intellectual resources. Scientific progress will continue at a rapid pace even if all public research funding is linked to broader educational activities, and the academic establishment needs to take a hard look at how it uses the resources that it has before it complains that outside forces are preventing it from achieving its educational mission.
Part II: Occupy Cal: The exclusive university
The Occupy Cal protestors have accused the university of functioning to divide the "haves" from the "have nots". Everyone recognizes that attending a university can provide economic advantages, and that many people are not able to attend a university (especially not their top-choice), so it's easy to see the logic behind that assertion of divisiveness. I argued that the exclusivity of universities contributes to their economic efficiency and educational effectiveness, so increasing enrollment and decreasing tuition is not an option. How can a university provide its services without excluding a large portion of our society from economic, intellectual, social, and political opportunities?
To address this issue, I intend to examine the benefits that the university provides to its students, and whether the university structure is the only way (or even the best way) for most people to gain those benefits. If there are alternative ways to acquire those benefits that do not require selectivity in admissions, then the university can either reform to adopt those more inclusive practices, or alternative institutions can provide these services to the people who were excluded from the university.
Since the professed ideal of the university is to advance learning, I'll start with that topic (a separate post will address the issue of getting "one's foot in the door" by way of professional networking and credentials). As described below, I do not believe that an institution like the University of California is the appropriate context for most people to study.
To begin, it is worth noting that many people -- both those who hold degrees and those who don't -- dismiss the effectiveness of formal education, especially higher education (see yesterday's comment). Many people are fond of the expression "The only time my education was interrupted was when I was in school.", or dismiss degrees as "Bull Shit, More Shit, Piled Higher and Deeper". I can attest that many people have developed strong critical thinking and writing skills without formal "higher education". There are also many examples of successful entrepreneurs who did not attend a university. A degree clearly is not a perfect predictor of economic or intellectual potential. Likewise, I have seen many students (in both high school and universities) who clearly had no motivation for book learning, and were therefore wasting their time by enrolling in classes; they would have learned more at almost any job.
With that being said, I do believe that many people (including myself) benefit greatly from the education offered at a university. I can think of no better way to quickly absorb a field of knowledge than to have a series of experts tell you what to study and how to verify that you have learned it. During that four-year grind through one abstraction after the next, it can be helpful to have a carrot dangled in front of you (in the form of a degree and the opportunities it offers) to make sure you stay focused and learn the full breadth of knowledge within the field.
What may be apparent for the above regimen is that there is no reason that it should cost $15,000 a year (UC budget pdf). Many universities have placed their curricula online specifically to facilitate independent study, and professors regularly post their syllabi online for their students. If a student studies 10 subjects in a year, then books should cost about $1000 if they are being purchased from the university book store, and work is being done to lower this price. If this is all a university offers (as some people suggest that it is), then a motivated student should be able to teach themselves the standard subjects without the expense or bother of the university.
The problem with the above setup is that it does not provide the student with either the peer group or the expert feedback that can address the student's confusions and assure that he does not walk away with a false understanding of the topic. If simply finding a few study partners were sufficient, then a university would not be needed-- meeting at the local library should be possible. However, it may not be easy to find good study partners from the general population; the academic exclusivity of the university (applied even at the level of individual courses) identifies groups of students with similar capabilities, and the administrative structure of the class pressures students to study the material at the same pace. If we could develop a system to allow independent students to find appropriate study partners -- those who are able to study the topic at the specified pace-- then this benefit of the university would be diminished. One troubling possibility is that by attracting competent students to their community, the university depletes their availability in the outside community, and essentially gains leverage via a network effect and a sort of "vendor lock-in" applying to the higher-education industry as a whole.
But leaving aside the availability of study partners, we still have to consider the traditional explanation for why the university is a good learning environment -- expert guidance. Peers often cannot identify each other's mistakes or explain concepts effectively. Only experts can reliably correct students or answer their questions. This part of teaching is very labor intensive, and since the labor comes from experts, it can be very expensive. To top it off, upper-level classes (in sciences, at least) often cover current research topics and rely on the extensive expertise of the instructor. Sometimes the course material is so new that it has not been synthesized into any standard text, and a detailed syllabus cannot be provided prior to the beginning of the semester. At this level, the content of the course can sometimes be dominated by the contribution of the students themselves, and relies on an extensive shared body of knowledge that can be hard to create outside of a formal program with several years of instruction.
The expense of this type of education forces us to ask "exactly what kind of higher education can be provided to the entire population?". Higher education is typically divided into three categories, and California supports all three as public institutions: the research university, the teaching university, and the community college. The first category is the most expensive to maintain, in part because it demands the highest level of expertise from the faculty (expertise arising from ongoing cutting-edge research). This is what I'm normally thinking of when I discuss the university, and the exclusiveness arises directly from the fact that there simply are not enough experts at this level to teach every student in this style. Furthermore, most students probably would not benefit from the type of instruction offered by these experts; only students who have mastered the broad knowledge of a field of study are at a level to understand what these professors are trying to teach. To top it off, these professors are not necessarily the best teachers, and they stereotypically have a hard time explaining concepts to people who do not already have extensive knowledge of the field.
The alternative is to learn from those experts who decided to focus on teaching, with research being a minor part of their activities (all people who hold a Ph.D. in sciences have successfully conducted research at some point). These professors are often better teachers than the professors who focus on research -- having more experience at teaching, and paying more attention to the theory of teaching. These professors would probably be the main workforce of "universal higher education". At the large research universities they often teach the lower-level classes, and they dominate at the smaller colleges that don't maintain active research programs. The third group of experts are those who have mastered their field of study, but have not conducted research of their own. We commonly see this among high-school teachers and the teaching-assistants at universities, but there is no reason that this level of expertise wouldn't be sufficient for most adult learning. My impression is that many instructors at the community college level have this sort of expertise.
The point of all of this is that when we talk about "universal higher education", we shouldn't be thinking of institutions like the University of California -- we should be thinking of the California Community Colleges. Rather than focusing on the institutions that educate the students with the greatest academic achievement, we should be focusing on the institutions that help the people who have had the most trouble. Even if the coursework offered by these institutions is no more advanced than that offered by many high-schools, there is still value in making these services available to the general public because many people were unable to learn these topics in high school, for a variety of reasons.
Focusing on community colleges rather than 4-year bachelor-degree programs is not only much more cost effective (~1/3 of the cost for instruction, as I understand it), but it also is more compatible with the ideal of a widely-educated population. Community colleges are spread throughout the community (as their name implies), enabling students to take classes without structuring their entire lives around study. This saves a lot of money that would have to be spent on room and board, and also allows a student to attend classes while holding down a regular job or raising children. While universities are attempting to be more accommodating to "non-traditional" (i.e. older) students, the basic structure of the 4-year program is optimized for young adults with no family commitments, and it would be foolish to try to extend that to the entire population.
Finally, we need to consider the elitist attitudes that prevent us from allocating our intellectual resources in a way that includes everyone. This "elitism" does not arise from the pragmatic exclusivity of the institutions of higher learning, but instead comes from our tendency to focus on the pinnacles of intellectual achievement rather than focus on enabling intellectual engagement among the broad base of society. This elitism is expressed in part by the attempts to increase the accessibility to the elite University of California, which necessarily draws resources away from the community college system. This largely reflects the selfish ambition of people with moderate opportunities who want to have the best opportunities, regardless of the poor opportunities that others have.
The other elitism comes from the fact that public science funding is often allocated to pure research in a way that provides no broad educational benefit. The decision to hire full-time researchers at national laboratories necessarily depletes the pool of experts who could be participating in broader (i.e. undergraduate) educational activities. Even professors at academic institutions often acquire so many grants that it eats into the time that they allocate to teaching. Our public scientific funding agencies has decided to pursue scientific advancement that is disconnected from broad education. This may be an appropriate decision, especially if we like our new technologies-- but if we care about public education, we need to consider how these decisions affect the allocation of intellectual resources. Scientific progress will continue at a rapid pace even if all public research funding is linked to broader educational activities, and the academic establishment needs to take a hard look at how it uses the resources that it has before it complains that outside forces are preventing it from achieving its educational mission.
Friday, November 18, 2011
What do university administrators do?
One of the main targets of the Occupy Cal movement is administrator salaries, connecting the increase of these salaries with the increase in tuition. The administrators shoot back by pointing out that their salaries make up a tiny portion of university expenditures, and that the real problem is that the legislature (the EVIL Republicans!) has cut university subsidies.
I don't know what the salaries are at Cal itself, but I've noticed extravagant salaries at other institutions (up to $1 million /year for top administrators), which doesn't always match the salaries of football coaches, but is substantially more than the salaries of even the most prominent professors.
With salaries like this, I'd expect the administrative activities of the university to be seamless-- professors would be able to quickly hire technicians, and graduate students would not have a two-month gap in their health insurance coverage following the annual renewal of coverage. But that's just a fantasy land.
I'd like to know how school administrators command such high salaries, and what they are spending their time on if not actually making sure that the administration runs smoothly. Maybe they are just glorified lobbyists, trying to eek more money out of the state. Maybe they are well-dressed sycophants, drawing money from the pockets of wealthy alumni, or perhaps they are slick PR men running immense propaganda campaigns. Maybe they are exceptionally competent administrators, but their fiefdom is so immense that it is impossible to run it efficiently.
Well, I'll hopefully find an answer as I finish reading Benjamin Ginsberg's essay at The Washington Monthgly -- Administrators Ate My Tuition. Being a PoliSci professor and JHU, he may have some insight (or he may just be venting faculty frustrations).
I don't know what the salaries are at Cal itself, but I've noticed extravagant salaries at other institutions (up to $1 million /year for top administrators), which doesn't always match the salaries of football coaches, but is substantially more than the salaries of even the most prominent professors.
With salaries like this, I'd expect the administrative activities of the university to be seamless-- professors would be able to quickly hire technicians, and graduate students would not have a two-month gap in their health insurance coverage following the annual renewal of coverage. But that's just a fantasy land.
I'd like to know how school administrators command such high salaries, and what they are spending their time on if not actually making sure that the administration runs smoothly. Maybe they are just glorified lobbyists, trying to eek more money out of the state. Maybe they are well-dressed sycophants, drawing money from the pockets of wealthy alumni, or perhaps they are slick PR men running immense propaganda campaigns. Maybe they are exceptionally competent administrators, but their fiefdom is so immense that it is impossible to run it efficiently.
Well, I'll hopefully find an answer as I finish reading Benjamin Ginsberg's essay at The Washington Monthgly -- Administrators Ate My Tuition. Being a PoliSci professor and JHU, he may have some insight (or he may just be venting faculty frustrations).
Wednesday, November 16, 2011
Occupy Cal: The exclusive university
Part I: Occupy Cal, and the function of the university.
Tuesday's protest at the University of California Berkeley campus included a declaration of an "Open University", which apparently is meant to provide a free education to anyone who wants to participate. This action is clearly motivated by the perception that university is unnecessarily exclusive, and consequently divides our society into "haves" and "have nots".
While economic success is clearly obtainable without a university degree, formal higher education is still widely perceived as the most reliable course to personal prosperity. Such education is intended to provide students with useful (i.e. marketable) skills early in their adult lives, but also enables them to build social relationships that will be advantageous throughout life. While most people recognize the value of these opportunities, it is easy to resent the fact that some people have these opportunities while others are excluded. This resentment is especially pronounced if those opportunities improve a person's ability to compete for economic and social goods without increasing the total amount of such goods in our society. I intend to address the social implications of these opportunities in a future post, but for now I want to focus on a factor of university organization that impacts both of them -- the exclusivity of the university.
Plenty of people are unable to attend the university of their choice (or any university at all) -- either they are explicitly rejected during the application process, or they decide that they do not have the financial resources to pay for tuition while also covering food, shelter, and healthcare for themselves and any dependents. Exclusion for financial reasons seems particularly unfair, since it depends more of the economic success of a student's parents than on their own virtues. Furthermore, to the extent that a university education increases a person's future earnings, economic exclusion from the university contributes to a multi-generational stratification of society based on wealth.
The origin of this economic exclusion is obvious -- the university needs money to operate (e.g. maintain buildings and pay salaries), and it therefore needs some way to motivate people to contribute money. The most straight-forward way to raise revenues is to change fees to the people who benefit most directly from the services provided, and exclude those people if they do not pay. Alternatives exist; for example, money can be raised from philanthropists or can be allocated politically. Our current university system relies on a combination of these revenue sources, with complicated mechanisms designed to maintain both accessibility and adequate instructional resources (e.g. scholarships, loans, subsidies, work-study).
The current debate over the role of the university is driven primarily by concerns over increasing tuition and the consequent student debt. The question is how to reduce the burden on the students themselves? One option is to reduce university expenditures, perhaps by increasing administrative efficiency or reducing salaries of the top administrators. The "Open University" model suggests one path to reducing administrative costs -- abandoning the evaluation and credentialing activities of the university. But more attention is given to the loss of political funding for higher education, and protestors seem most concerned with maintaining the status quo for the California educational system.
The other form of exclusivity is based on academic potential. There are pedagogic reasons for this exclusivity -- uniformity of student capabilities makes it easier to teach students simultaneously, and it increases the chance that students will be able to help each other understand the course material. This is the same reason that many courses have prerequisites. Many educational reformers have tried to integrate classrooms with students of different academic ability, but my understanding is that this normally ends up slowing the progress of the most capable students. While it may sound "elitist" to the students who are excluded, I believe it is totally appropriate to seek the company of people who will advance one's own goals while avoiding those who would inhibit them. If this exclusion is institutionalized at the level of the university, so be it.
California has maintained a three-tier system of public higher education, which traditionally allows for some exclusivity on the basis of academic potential while minimizing exclusion based on economic resources. The UC system has traditionally relied greatly on academic exclusivity, since it only had a limited number of openings for students, but everyone wanted to attend due to the extremely low tuition. This structure is changing as the UC system expands enrollment and raises tuition; UC is perhaps becoming more like other universities around the country.
Overall, I think that academic exclusivity is a good thing (in the absence of a good teaching model where all students benefit from a mixed-ability academic community), and while economic exclusivity is unfortunate, it is pretty much unavoidable at the scale of the general population. Economic exclusivity is pretty much unavoidable for anything that has a cost--as a university education does-- and the failure to pass those costs onto the final consumer results in the squandering of resources (I've seen it first-hand). Even with these costs, access can be provided to the most promising and motivated students by way of scholarships. I'd be hesitant to provide such funding to the mass of young adults who drift towards university education with giving much thought to it. These students often have plenty of time but little money, and have yet to realize the value of their time. By placing a dollar amount on the educational services that they are requesting, we can encourage them to think about what they expect to gain from attending university, and perhaps prevent a few of them from squandering a couple years of their lives engaged in activities that are not appropriate for them.
There is always room for improvement in our institutions, and perhaps we will find ways to deliver higher-educational services with less expense, or in a way that does not segregate students based on academic ability yet still enables the most capable students to excel. Until then, the exclusivity of the university is something that we have to work with, and reflects the simple truth that a university education is not right for everyone.
Tuesday's protest at the University of California Berkeley campus included a declaration of an "Open University", which apparently is meant to provide a free education to anyone who wants to participate. This action is clearly motivated by the perception that university is unnecessarily exclusive, and consequently divides our society into "haves" and "have nots".
While economic success is clearly obtainable without a university degree, formal higher education is still widely perceived as the most reliable course to personal prosperity. Such education is intended to provide students with useful (i.e. marketable) skills early in their adult lives, but also enables them to build social relationships that will be advantageous throughout life. While most people recognize the value of these opportunities, it is easy to resent the fact that some people have these opportunities while others are excluded. This resentment is especially pronounced if those opportunities improve a person's ability to compete for economic and social goods without increasing the total amount of such goods in our society. I intend to address the social implications of these opportunities in a future post, but for now I want to focus on a factor of university organization that impacts both of them -- the exclusivity of the university.
Plenty of people are unable to attend the university of their choice (or any university at all) -- either they are explicitly rejected during the application process, or they decide that they do not have the financial resources to pay for tuition while also covering food, shelter, and healthcare for themselves and any dependents. Exclusion for financial reasons seems particularly unfair, since it depends more of the economic success of a student's parents than on their own virtues. Furthermore, to the extent that a university education increases a person's future earnings, economic exclusion from the university contributes to a multi-generational stratification of society based on wealth.
The origin of this economic exclusion is obvious -- the university needs money to operate (e.g. maintain buildings and pay salaries), and it therefore needs some way to motivate people to contribute money. The most straight-forward way to raise revenues is to change fees to the people who benefit most directly from the services provided, and exclude those people if they do not pay. Alternatives exist; for example, money can be raised from philanthropists or can be allocated politically. Our current university system relies on a combination of these revenue sources, with complicated mechanisms designed to maintain both accessibility and adequate instructional resources (e.g. scholarships, loans, subsidies, work-study).
The current debate over the role of the university is driven primarily by concerns over increasing tuition and the consequent student debt. The question is how to reduce the burden on the students themselves? One option is to reduce university expenditures, perhaps by increasing administrative efficiency or reducing salaries of the top administrators. The "Open University" model suggests one path to reducing administrative costs -- abandoning the evaluation and credentialing activities of the university. But more attention is given to the loss of political funding for higher education, and protestors seem most concerned with maintaining the status quo for the California educational system.
The other form of exclusivity is based on academic potential. There are pedagogic reasons for this exclusivity -- uniformity of student capabilities makes it easier to teach students simultaneously, and it increases the chance that students will be able to help each other understand the course material. This is the same reason that many courses have prerequisites. Many educational reformers have tried to integrate classrooms with students of different academic ability, but my understanding is that this normally ends up slowing the progress of the most capable students. While it may sound "elitist" to the students who are excluded, I believe it is totally appropriate to seek the company of people who will advance one's own goals while avoiding those who would inhibit them. If this exclusion is institutionalized at the level of the university, so be it.
California has maintained a three-tier system of public higher education, which traditionally allows for some exclusivity on the basis of academic potential while minimizing exclusion based on economic resources. The UC system has traditionally relied greatly on academic exclusivity, since it only had a limited number of openings for students, but everyone wanted to attend due to the extremely low tuition. This structure is changing as the UC system expands enrollment and raises tuition; UC is perhaps becoming more like other universities around the country.
Overall, I think that academic exclusivity is a good thing (in the absence of a good teaching model where all students benefit from a mixed-ability academic community), and while economic exclusivity is unfortunate, it is pretty much unavoidable at the scale of the general population. Economic exclusivity is pretty much unavoidable for anything that has a cost--as a university education does-- and the failure to pass those costs onto the final consumer results in the squandering of resources (I've seen it first-hand). Even with these costs, access can be provided to the most promising and motivated students by way of scholarships. I'd be hesitant to provide such funding to the mass of young adults who drift towards university education with giving much thought to it. These students often have plenty of time but little money, and have yet to realize the value of their time. By placing a dollar amount on the educational services that they are requesting, we can encourage them to think about what they expect to gain from attending university, and perhaps prevent a few of them from squandering a couple years of their lives engaged in activities that are not appropriate for them.
There is always room for improvement in our institutions, and perhaps we will find ways to deliver higher-educational services with less expense, or in a way that does not segregate students based on academic ability yet still enables the most capable students to excel. Until then, the exclusivity of the university is something that we have to work with, and reflects the simple truth that a university education is not right for everyone.
Occupy Cal: Whose univeristy?
The Occupy Cal crowd has decided to set up camp on the campus of UC Berkeley, despite the UC administration's vows to disassemble it. No doubt the protestors will feign surprise/outrage when the police try to evict them.
As indicated by the chants of the protestors, the issue comes down to this: whose university is it? The protestors claim some sort of democratic authority (on behalf of both the university community and the broader public for whom the university was nominally founded), yet for all their democratic/consensual formalities, they are incapable of representing those groups. They are only capable of representing those people who are willing to spend their time participating in those primitive "General Assemblies" and who are willing to lend legitimacy to the Occupy movement by participating. In the end, the Occupiers have no democratic legitimacy.
Still, the Occupiers are attempting to declare themselves as the legitimate government/owner of the university, or whatever other location they decide to occupy. This is bound to draw a forceful response from the other institutions that claim ownership/sovereignty over those sites. In some situations, that conflict may be intentional and necessary, yet I don't see how the demands of these protestors justify such conflict. Their main message is that they want the state to provide additional funding to the university -- but their tactics delegitimize those very institutions that they are seeking to expand. WTF?
In the end, these skirmishes have come down to establishing "the right to occupy" as part of the first amendment right to assemble and petition the government. I don't see the point in picking this fight. I don't want to live in a society where any mob of political activists can just set up camp in any public space -- thereby excluding everyone else from using that space.
I'm not even sure why tents matter -- except that some of the more theatrical activists like the symbolism (even as they ignore the substance). There may be some issue with people traveling great distances to participate in the protest, and not being able to afford proper housing in the area. However well this logic applies to Washington D.C. or Sacramento, I don't see how it could be relevant to these local protests (unless homelessness were some major part of the agenda). My suspicion is that these protestors are simply seeking to emulate the occupation of Tahrir Square without acknowledging the conditions that prompted Egyptians to use occupation as a tactic -- both their vulnerability to kidnapping if they dispersed, and eventually their demand for the overthrow of the government.
In the end, the university does not belong to a bunch of protestors (especially when most are the recipients of services), and declaring an "Open University" does not in any way make the benefits of the university available to the general public.
As indicated by the chants of the protestors, the issue comes down to this: whose university is it? The protestors claim some sort of democratic authority (on behalf of both the university community and the broader public for whom the university was nominally founded), yet for all their democratic/consensual formalities, they are incapable of representing those groups. They are only capable of representing those people who are willing to spend their time participating in those primitive "General Assemblies" and who are willing to lend legitimacy to the Occupy movement by participating. In the end, the Occupiers have no democratic legitimacy.
Still, the Occupiers are attempting to declare themselves as the legitimate government/owner of the university, or whatever other location they decide to occupy. This is bound to draw a forceful response from the other institutions that claim ownership/sovereignty over those sites. In some situations, that conflict may be intentional and necessary, yet I don't see how the demands of these protestors justify such conflict. Their main message is that they want the state to provide additional funding to the university -- but their tactics delegitimize those very institutions that they are seeking to expand. WTF?
In the end, these skirmishes have come down to establishing "the right to occupy" as part of the first amendment right to assemble and petition the government. I don't see the point in picking this fight. I don't want to live in a society where any mob of political activists can just set up camp in any public space -- thereby excluding everyone else from using that space.
I'm not even sure why tents matter -- except that some of the more theatrical activists like the symbolism (even as they ignore the substance). There may be some issue with people traveling great distances to participate in the protest, and not being able to afford proper housing in the area. However well this logic applies to Washington D.C. or Sacramento, I don't see how it could be relevant to these local protests (unless homelessness were some major part of the agenda). My suspicion is that these protestors are simply seeking to emulate the occupation of Tahrir Square without acknowledging the conditions that prompted Egyptians to use occupation as a tactic -- both their vulnerability to kidnapping if they dispersed, and eventually their demand for the overthrow of the government.
In the end, the university does not belong to a bunch of protestors (especially when most are the recipients of services), and declaring an "Open University" does not in any way make the benefits of the university available to the general public.
Monday, November 14, 2011
Occupy Cal, and the function of the university
The "Occupy Cal" crowd is pissed about how the University and the police treated them last Wednesday, and are calling for a "general strike" at the University of California Berkeley campus for this coming Tuesday (Nov 15). This is modeled on the "strike" at the Oakland port at the beginning of the month.
I've put the word "strike" in quotes because it does not fit the definition of "strike" as I understand it -- being the refusal of workers to continue doing their regular jobs. In both of the above "strikes", the organizers are seeking to disrupt regular economic activity by bringing in large numbers of protestors who normally do not directly participate in those economic activities.
In this case, someone supporting this action has explained why UC Berkeley is being targeted in this way:
What is the function of the university (and UC in particular)? I interpret "the function of an institution" to mean the goal being sought by the people who support and participate in that insititution. With that interpretation, the function of the university (and especially UC) is clearly not to divide our society. Still, divisiveness may be an unfortunate consequence of how the institution operates. An undeniable truth is that the people who participate in the university are often seeking their own prosperity; they are the getters, and are likely to become the "haves". This in itself is not particularly profound -- people regularly participate in activities that advance their own prosperity (from maintaining one's own home, to providing commercial services, to learning skill sets, and even seeking collaborators for projects). This is all normal and appropriate, and it is likewise appropriate that we form exclusive institutions to coordinate activities among people who are capable of advancing each other's productivity.
So how does the university produce social division by providing educational services? Stay tuned for more ideas on how that occurs (to the extent that it does), and what might be done to reduce those divisions.
I've put the word "strike" in quotes because it does not fit the definition of "strike" as I understand it -- being the refusal of workers to continue doing their regular jobs. In both of the above "strikes", the organizers are seeking to disrupt regular economic activity by bringing in large numbers of protestors who normally do not directly participate in those economic activities.
In this case, someone supporting this action has explained why UC Berkeley is being targeted in this way:
“In calling for a strike, activists realize that the university’s function in society is to create a division between haves and have-nots. Therefore, this is meant as a special kind of strike, one where all those who have been excluded from the UC system converge on the campus and help occupy it. At the same time as we shut the university down, we open it up to all who have been excluded from it,”This statement brings up some important issues; however, if I were to take it literally, I would say that it presents a view of our society that is both terribly naive and borderline paranoid. Instead, I will be charitable to the authors and assume that they presented this narrow view of things for the sake of rhetorical impact, and for the same reason selected as "the function" of the university one incidental effect of its activity. I assume that they intended to start a conversation among the stakeholders in the University system (UC, and academia as a whole), so let's get started.
What is the function of the university (and UC in particular)? I interpret "the function of an institution" to mean the goal being sought by the people who support and participate in that insititution. With that interpretation, the function of the university (and especially UC) is clearly not to divide our society. Still, divisiveness may be an unfortunate consequence of how the institution operates. An undeniable truth is that the people who participate in the university are often seeking their own prosperity; they are the getters, and are likely to become the "haves". This in itself is not particularly profound -- people regularly participate in activities that advance their own prosperity (from maintaining one's own home, to providing commercial services, to learning skill sets, and even seeking collaborators for projects). This is all normal and appropriate, and it is likewise appropriate that we form exclusive institutions to coordinate activities among people who are capable of advancing each other's productivity.
So how does the university produce social division by providing educational services? Stay tuned for more ideas on how that occurs (to the extent that it does), and what might be done to reduce those divisions.
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