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, by Bryan Douglas Caplan
Free Download , by Bryan Douglas Caplan
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Product details
File Size: 7402 KB
Print Length: 400 pages
Publisher: Princeton University Press (January 16, 2018)
Publication Date: January 16, 2018
Sold by: Amazon Digital Services LLC
Language: English
ASIN: B076ZY8S8J
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I was both validated and distressed by this book: validated because I agree that the value of school comes not from its usefulness but from the signals it sends, and distressed because I disagree with his interpretation of what those signals mean. Like Caplan, I believe our obsession with academic success is toxic, both for individuals and society. I see academic credentials as a perverse currency, necessary for gaining acceptance in a culture that believes they have real value. But inflation is rendering them less and less valuable, requiring more and more education for those who want to distinguish themselves from those below. And that's part of the problem - the goal of education is almost always to distinguish oneself from those below while gaining acceptance from those above. It is the engine of a hierarchical culture that conditions belonging on judgment of worth. It is an incredibly inefficient and oppressive system for transferring real knowledge and skills that monopolizes our lives with counter productive behavioral conditioning and questionable moral assumptions.My discomfort with Bryan Caplan's interpretation of this problem is that he manages to tear apart the system, something I see as necessary, while preserving the status of the most academically accomplished as innately more intelligent, something I see as unforgivable. He managed to shore up the value of his own signal while tearing down the system it's based on. I'm appalled that people will take his statistics and his interpretation as evidence that college is appropriate for those intelligent enough to benefit from "transformative education" while vocational training is appropriate for everyone else.I've come to believe that most academic success is based on our need for respect and belonging. The people who get the furthest are the most motivated for its stamp of approval, and the most appalled at "ignorance". They tend to come from homes where education is framed as society's savior, and mistake its enormous reach as a sign of its benevolence. At least Caplan counters that old myth. The education system is filled with people who want good, meaningful lives and can't quite figure out what's missing. What's missing is a structure that supports the democratic ideals it claims to teach. Structurally, it's a self-serving, coercive system that claims a moral authority it has no right to, and serves goals it can't achieve. A compulsory system in which each of us is working to raise our status relative to the whole has division and inequality woven into its very fabric. A compulsory system that judges worth while constricting behavior prevents more growth than it fosters.That it focuses its judgments on a narrow band of intellectual abilities is a problem, but expanding its realm to vocational training, without removing its compulsion, just expands the scope of its damage. I agree with many of the damning facts Caplan exposes, but his interpretation is mired in the same screwed up measurement of human value that keeps the system running.
Everyone knows that college grads earn a lot more than high school grads. But why is that the case? Most people assume that it's because people learn a lot in college and the labor market rewards that knowledge with higher salaries. Caplan strongly disagrees, arguing that earning a college degree is mainly a signal to employers that you are a diligent and hard-working person who conforms to society's norms. In other words, employers don't expect that you've learned much in college and, as Caplan shows, most people don't!You can probably think of many objections to this argument and Caplan assesses all of them. I'm not entirely convinced of his conclusions, partly because it would require reading academic papers across a variety of disciplines to properly evaluate Caplan's argument. But, at the very least, he has raised the important question of whether much of the time and money that students, their parents, and the government lavish on college might be wasted.Although the book is grounded in the academic literature, it's mostly non-technical, and Caplan's discussion should be accessible to most readers. He writes in a light style and peppers his discussion with anecdotes from his own experience as a student and as a professor at George Mason.A book well worth reading!
Does the author of this extraordinary book leave anything out of his 43 pages of references? I think so. Paul Fussell, in his snarky and incomparable book, Class: A Guide Through the American Status System (1983), observed that although many more people were going to college today than, say, in 1940 when only 13 % of college-age kids attended college, "the number of young people really going to college will always be about 13 percent." Why? Because only that fraction attends top-rated colleges like Amherst and Smith or universities like Harvard or Yale as in days of old. What, Fussell asked, about the majority struggling today simply to "go to college" somewhere in the hinterlands "only to find their prolehood still unredeemed, and not merely intellectually, artistically, and socially, but economically as well?" Graduates of former state colleges or worse, now soi-disant universities, often find they have no economic advantage over their high school chums who have been installing solar panels or kitchen sinks instead of hitting the books. For them, as for most "college graduates," their four or six or eight years of schooling signals to prospective employers that they have in fact earned not a BA or BS, but a CIA, degree, what I call the Cast Iron Ass degree, evidence that a prospective employee will sit through and stand for any bullshit task no matter how demeaning or unrewarding. For most students college is a waste of time, but where you waste your time and with whom would seem to be important. Professor Caplan, however, discounts "who you know" at college (66), but he does admit that "going to Harvard...almost certainly puts you in an exclusive dating pool for life." (157) Incidentally, Caplan's book is also funny, but not as funny as the late Paul Fussell's. Read both!
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