In my second post in this series I took on my colleague Steve Pearlstein‘s argument that “universities” should engage in less research, more teaching. In this final post in the series, I want to take up his argument about general education.
Cheaper, better general education. The reform of general education is something I’ve had a lot to say about in this blog over the years, for example: 2006; 2008; and 2008; and again in 2008; and 2010, just to highlight a few of my more agitated posts. So, I agree with Pearlstein that it’s time to take an axe to general education requirements at many universities (not all, just many, and especially mine). But where I have a problem with his argument is when he says the following:
“A university concerned about cost and quality would restructure general education around a limited number of courses designed specifically for that purpose — classes that tackle big, interesting questions from a variety of disciplines. Harvard, with its Humanities 10 seminars, and the University of Maryland, with its I-Series, have recently taken steps in that direction. But this approach will achieve significant savings only if the courses are designed to use new technology that allows large numbers of students to take them at the same time.”
This statement betrays a belief in the efficacy of teaching complex knowledge to large numbers of students at the same time and in the value of efficiency through technology. For a century now, ever since what was once known as the “Harvard system” (large lecture/small recitation) began to invade college campuses, university general education curricula have been built on the delivery of content to masses of lower level undergraduate students (in the classic Course X 101 lecture hall). The application of technology to