A golden age. (Photo by Tim Graham Photo Library via Getty Images)

Queen Elizabeth was the last revered European monarch. There are a few other Konigs and Reines in Europe, flying part-time as KLM pilots, cycling on their own to official occasions or forced to abdicate because of garden variety corruption. These are men and women afraid of their own shadows. They might not even be recognised by a few of their fellow countrymen.
There was something different about Elizabeth II. Millions treated her with a hint of the divine right of kings, a woman who lived above interviews, who loomed over her own society mysteriously, with more in common with Franz Josef or the Romanovs than her own son.
This is the end of that story. The remaining royals of Europe are anachronisms, whether they are beloved or not; whether they are effective at their constitutional roles or not. This is the end of something which began on Christmas Day in 508, with the baptism of Clovis, which was the true start of sacral European Kingship. The story of a once Germanic warrior aristocracy that conquered and ruled Europe for over a thousand years, after the barbarian invasions that finished off the Roman Empire. Their demise from Paris to St Petersburg — as a sociology, as a political faith, as a simple fact — has been the story of modernity.
This end was first noted by the Bavarian nobleman Count Albrecht von Monteglas in 1917, when he decried that the house of Saxe-Coburg-Gotha, with a thousand-year history, changed its name to the pedestrian Windsor “for a mere war,” the true age of European monarchy was over. The democratic age had arrived. That great flattening force seen so clearly by de Tocqueville in America, had come home to the old world meaning — not even a Hapsburg, let alone a Hohenzollern, even a Windsor — would serve without the implicit consent of the governed.
Queen Elizabeth’s death marks the latest step away from divinely ordained monarchy, towards something else. No longer sacred, the European monarch would rather be a pilot, or a country gentleman interested in urban planning. Another step along the path we have travelled since the laying of hands on His Majesty to cure disease was suspended after Queen Anne. It is no longer possible to suspend disbelief. The magic — or rather the mindset — was gone. There have been tears for the Queen this week, but can we imagine the same for Prince William decades from now? Looking at him, I can’t shake the feeling that he is just a West Londoner. Not a unicorn on his crest.
You don’t need tabulating political scientists to understand the British and their Queen. You need European psychoanalysts: Freud, Jung, Fromm. You need to understand the subliminal, the subconscious and the immense recesses of antiquity that haunt our psyches. It is here where monarchy draws its power. From the moment it was announced to her in Kenya, through her coronation as Queen of countries including Pakistan, Sri Lanka and South Africa, across a lifetime of the last post being sounded, over the by then mostly African Empire, that still existed when her reign began — she never stopped pretending. And for her, we never stopped pretending, either.
We pretended with her and for her — that the Commonwealth was real, that there was love and affection for her, or for us, in countries we’d conquered and lost, that we were still a great power. And if not an empire, then she ruled its heir. That her first minister was the equal of the men she received in what even the Kennedys realised was not splendour, but more a dowdy country hotel called Buckingham Palace. It could be beautiful, it could be felt, all this, but it wasn’t real. We all know a first principle of psychology is not to fantasise, but to accept who you really are.
As she aged, shrinking into her clothes, it became clear there wasn’t enough there, behind the insignia of government, to hold us up in the world. The factories, the mines, the shipyards, the discoveries that powered the rule of Queen Victoria — we simply no longer had enough of them. The carpet has long been threadbare. The draught could now be felt in the house. This funeral is the last great pretence. The last funeral for a British world power. The world’s leaders will never gather like this in Westminster Abbey again. The crowds will not flock to London, let alone Edinburgh, like this again.
This is third stanza of Rudyard Kipling’s Recessional. His great poem warning, amid the jingoism of Victoria’s Diamond Jubilee, that this empire too would go the way of Nineveh and Tyre. This is the moment — “that all our pomp of yesterday” — is buried with that tiny body. The trumpets and the ensigns remain, but as folklore, and hardly as anything more.
If Kipling were alive today, he might walk the Royal Mile, in Edinburgh, and see tourists, not mourners. He would stop outside Buckingham Palace and note the mawkishness of the Paddington Bears; the flowers wilting in their cellophane. None of this has the Christian certainty of Elizabeth’s Coronation, it has all the hallmarks the post-Anglican way we mourn now. How we festoon grief with lilies, postcards and teddies.
He wouldn’t be able to write — “God of our fathers, known of old, Lord of our far flung battle line” — even as a lament, or a prayer. The gap between his world, Churchill’s world, the Queen’s world, and our own is more than a matter of years. The threads that bound Church, Crown and Country into “Onwards Christian Soldiers” are gone. That was a Christian empire. There is only spectacle left.
Elizabeth II was believable: because she believed. The last European monarch to believe her role was a divine calling. Today the old religion is not felt, even by the King, so uncomfortable — a scholar of Islam, a guest at al-Hazar, a patron of Jewish charities — at being Defender of the Faith. Charles could only bring himself to say, in his first address to the nation, that his faith was “rooted in the Church of England,” like he had long outgrown it.
The King is not a stupid man. “Big Ears” of the tabloid press has spent his life knowing there is nothing sacred about him. That nobody reveres him. Every charity, every interview, has been proving Count Albrecht von Monteglas’s point. This is not what he called “the true Royal tradition” but an institution that knows it must constantly fight to keep its popularity afloat in the polls. A permanent referendum. Charles III could never rule like a true Hanoverian: his appetites or insanities, easily justified to the public as simply the divine order.
The earliest known direct male ancestor of King Charles is Theodoric I of Wettin, a Germanic warlord, at the edge of the dark ages. His family tree includes Charlemagne, crowned Emperor in Rome. It includes Hugh Capet, who turned his dynasty from the Duke of the Franks, into the Kings of France. And, of course, Henry VIII, Charles I and Charles II. All the way through this story his ancestors have tried to weld what was sacred at the time to their crown.
Only with such a long view does it become obvious what Charles has spent a lifetime doing. By trying to be the King of, every craft, every field, every hedgerow — the voice of the planet — he is trying to channel that one thing we still all still treasure. Our ailing world. It is actually a question about us: whether he succeeds in making us believe. But whatever we come to feel for him or respect him — it will not be the hymn book reverence Kipling would recognise.
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Subscribe“…the ratio of registered Democrats to registered Republicans in the field of history was 17.4 to 1, in philosophy 17.5 to 1, in English 48.3 to 1, and in religion 70 to 1.”
Universities reject their own DEI poison.
DeVoss was out to eradicate the public education schools and replace with the private funded charter schools who are selective and get to kick out kids. Instead of eviscerating public education with this “school choice” snake charmer bs, how about putting funds and resources into these schools. How is it good to create some alternative universe for SOME and leave the others to rot in under supported schools who must take all kids….and no matter how troubled or recalcitrant or disturbing a child behave the child is entitle to education…and to have a child removed to and placed in a setting where the kid will receive help….very very difficult process…..I’m reading on line how kids get to university without being able to finish a book…I assume they know how to read…just won’t or can’t concentrate….there are so many issues to educating kids today…”teaching Palestine” is the least of their needs. The teachers I taught with were all highly educated people and devoted to kids….in a “catch all” public HS. The kids couldn’t ask for better teachers if they attended some private UES academy. But the school sure didn’t have the small class sizes are resources….when I began the school had to shut for asbestos removal, the paint was peeling off the wall, the desks were old, …what was working were the teachers who labored in this ancient building built as a elementary school with narrow halls for small kids …now repurposed as a HS for LARGE teens. That’s only one story. I hope aside from eliminating DEI she’ll actually do something for the kids in schools ….from large cities where you might expect mass killings to the small towns where they are occuring….teachers,..including yes UNION teachers need support…and children …Union teachers are not working at cross purposes with students….quit that tired canard…that’s the one big issue I take issue with from converative talk radio and FOX news. Supporting the conditions for teachers is SUPPORTING KIDS’ education.
God bless you.
There are, I’m sure, many reasons why American Universities are not as great as they think they are but the primary one must be how much they charge. The idea that the man who set up a fake university to make as much money as possible is the man to fix university education in America is just another in an utterly deluded list of wishes that commentators on this site have ascribed as being something that only Trump is able to get sorted
Universities were designed to be places to learn critical thinking. That has become obsolete. They are now places of indoctrination.
Everything else, of a practical nature, as in medicine, law, engineering, etc, are a variation on the theme of “trades”.
This task described makes Hercules stable job look like light housework.
The US has devalued vocational training to the degree that we have millions of working age men sitting at mom’s house playing video games. My local high schools only promote college as an option and brag about the percentage of graduating seniors that will be attending four-year colleges in the fall. Great, four years of accumulating a lifetime of debt, graduate with a useless degree and back to the couch in mom’s basement. Anything’s better than the status quo.
The conservatives on radio and TV never tire of bashing the teacher unions. Curtis Sliwa calls the UFT …I’m a member. retired….union of failed teachers. I don’t know where his kids attended school. All dedicated professionals and not failed by any stretch of his misinformation. We’re up against a lot. They didn’t want me to just pass along students so I didn’t …even when that meant failing ninety percent of the class…failure to regularly attend, failure to submit work, failure to pay attention in class….and perhaps class disruptions. Therefore I failed? I didn’t teach them/ For kids who showed up, we did American Lit, Shakespeare. Beowulf, Chaucer, so the canon. AND Harlem Renaissance and at least one Latino writer. Plus many exercises on writing in response to literature. They all took the Regents test. Now Regents testing will be abolished? So to permit so called more equitable outcomes. ?
Speaking of Asians at Ivy League. I note how many Asian student orgs and Asian faces are at pro hamas hezbollah Jew Hate demonstrations. NO they will not be the “model immigrants” of the “white” imagination …Honorary whites. When I asked Kids from China, what do they know of Jews…”Jews are cheap.” They learn racism easily.
It will be a long hard struggle to bring back open minds and free speech to education.
The ensconced orthodoxy will not give up their perks, jobs, influence and power easily.
Easy fix. The Federal government no longer guarantees Student loans. If fact, my position is they forgive the vast majority of student loans taken out by students or their parents. Since 2006 we have created a whole class of “indentured servants” who are saddled with absurd loans for artificially inflated tuition for 20 years. Forgive the student and the parent’s loans or at least let them be included in a personal bankruptcy. Let’s invest in our children and not the education system that has become nothing but an ideological big business. The universities and colleges will have to stand on their own merit and if they can’t, they fold. Subsidize the trades from high school for all and give our children a fighting chance.
Lucid, novel, meaty.
Where do I sign?
Ditto. A meaty argument for a momentous change to the rigidity of DEI and Universities of Fear.
With the left out of the way, there will still be battles for advocates of Western Civ to wage, but this time on the right. Take a look at the many state higher ed funding bills coming out of red state legislatures. They are not about funding Western Civ; they are about workforce development and efficiency. This is the battle ahead. https://hollisrobbinsanecdotal.substack.com/p/the-higher-ed-battle-ahead
Yes but — with the left out of the way, who will the advocates of Western Civ education be doing battle with? States who are advocating efficiency and workforce development, not Western Civ. Take a look at some of the state higher education funding bills circulating in red states. They are not pro Western Civ. https://hollisrobbinsanecdotal.substack.com/p/the-higher-ed-battle-ahead
No, no we all want to remain devoted working class MAGA droids.
Did you even finish ‘The Education of Henry Adams”
it rants about the kind of pedantic education you want to preach !
“Adams repeatedly laments that his formal education, grounded in the classics, history, and literature, as was then the fashion, did not give him the scientific and mathematical knowledge needed to grasp the scientific breakthroughs of the 1890s and 1900s.”wiki
Yes, I did. Henry Adams and the Crisis of Education | City Journal
Should have gone to Cambridge and read Maths.
An important part of the discussion is what is to happen to student debt.
A 1997 graduate could reasonably expect to pay off their degree by 2012 and to afford the accoutrements of comfortable living. A 2008 graduate learnt, by 2021, that their debt had actually increased. Degrees have become, for a large proportion of students, not only poor value for money, but actually worthless. What is the purpose – ideological or otherwise – in forcing 50% of the young through higher education? In encompassing the middle portion of the bell curve, sacrifice of intellectually rigorous concepts and ideas is necessary. Is this some form of sinister indoctrination – to thrust students through the flame of identity politics which cleanses individuality – or to erase them from the economic balance sheet, whereby they would be otherwise counted amongst the unemployed or low waged? Or is it a combination of both?
Either way, the issue of trillions of dollars of student debt, and degrees which are worthless to the student and add nothing to the flourishing of either humanity or the economy (neoliberalism being, in itself, a busted flush), in which there are a finite number of academic and professional positions available, and applying the supply-demand motif is useless, must be considered. Urgently.
The solution to student debt is permitting it to be written off in bankruptcy.
I posted several comments that have not appeared.
Maybe Unherd should disappear from my subscription list.
The “millennia” of civilization excluded women.
In 1989, Stanford’s “Western Culture” humanities programme, mandatory for all undergraduates, was replaced by one that featured “more inclusive works on race, class, and gender”.
Zero-sum approaches from a zero-sum mentality. Because creating a course with “more inclusive works” was not possible? It is curious how a segment of Western Civ’s beneficiaries despise that which made them possible.
“The top [universities], and many lower-ranked ones as well, have become grim centres of cancellation, progressivist indoctrination, and self-censorship.”
100% spot on!
Make Education Great Again?….my God let’s hope so. All the craziest outcomes of post-60s ‘social justice’ – the ones that people scratch their heads about in dismay – mostly originated in the groves of academe. Things like white self-loathing-by-proxy, the fetishisation of sexual dysphoria and pseudo-therapeutic psychobabble began as fictions and fixations hatched in its humanities and social science petri-dishes. This madness of intelligentsias https://grahamcunningham.substack.com/p/the-madness-of-intelligentsias then leaked out from the groves of academe and spread virus-like, first through the political and then – much more importantly – through the apolitical fabric of Western civilisation. Then thanks to the massive expansion of tertiary ‘education’ since the 80s this has spread through the professional/managerial class in the tens of millions….a madness of crowds in other words. This progressive, academia-sheep-dipped, intellectual hegemony is the great political-philosophical tragedy of the 20th century and beyond.
One needs to define excellence.
In the mid 19th century a don would have had degree in classics ( could read and write in Latin and Greek) probably maths as well and speak three to four languages. In 1920 , Oxford dropped the need to pass apaper in Greek to matriculate because many grammar school could not teach the subject, In 1992 PPE was introduced to produce an alternative to Greats In the 19th century Peel and Gladstone had double firsts in Greats and Maths. English was introduced as a subjects in the 1920s.
Pre 1914 a gentleman was expected to read and travel widely.
Up to 1950s one could become a don without a doctorate, for example Arnold Toynbee
Arnold J. Toynbee – Wikipedia
The British education was rigorous, just look at the scholarship papers for 12 to 13 year old boys In Latin and Greek, to schools such as Winchester, Westminster, Eton, Harrow, etc and those to Oxford and Cambridge and especially maths papers to Cambridge.
In the 1920s The Frankfurt School developed Cultural Marxism followed by Gramsci in the 1930s with the concept of cultural hegemony and infiltrating all institutions. Post 1945 , the expansion of post 16 year education increased the numbers in higher education but reduced the standards of entry. Any organisation is controlled by the standards of the lowest level, not the highest. Many people who entered university came from a background where they were a big fish in a small pond or top of the class. When one enters the top five universities one meets people who are very bright undertaking tough courses in engineering , medicine, classics etc and good at sports and may have represented their country. Consequently marxists people often feel inferior.
Marxists hate The Bible and Classics. How many Marxists have degrees in Classics and Hebrew ?
If one studies the Classics one must face the Greek and Roman ideals of the beautiful body, competitive sports and martial valour.
Marcuse taught at universities where most of the people lack the Renaissance qualities of being brilliant at difficult subjects, athletic and charming. Consequently Marcuse’s Marxist ” Intolerance to Right” saves mediocre unfit flabby Marxists from debating against renaissance people and losing. Marxists hate open and fair competition because they invariably lose, which is why they try to pervert Western Civilisation.
How many students taught by Marcuse had the qualities of
Bill Hudson (British Army officer) – Wikipedia
or
Freddie Spencer Chapman – Wikipedia
Marcuse avoided all combat against the Nazis of Japanese.
If one wants to see wht practical tough people can achieve then look at Norman Borlaug
Norman Borlaug – Wikipedia
Marxism produces Marcuse who justifies censorship and mass murder; a democratic competitive country imbued with charity, Norman Borlaug who saves billions of lives.
In summary, Marxism is an urban religion for those with a grudge against their fellow man and civilisation.Effete, affluent, inadequate surban white collar workers feel spite( grudge ) towards the tough, adventurous and innovative.
My Director of Studies in mathematics at Cambridge in the early 1970s did not have a Ph.D. He must have become a don in the 1960s.
by the same token, when I was at school, many of my best teachers had degrees in their subjects but did not need to do teacher training college. Nowadays, several years of indoctrination and a teaching certificate seems mandatory. I contemplated helping to relieve the STEM teacher shortage by teaching part time, but was repelled by the teaching certificate requirement.
Given the state of education tioday, I would be inclined to treat a teaching certificate as a disqualifier!.
Good points, totally agree.
The PGCE is designed in part to stop people like you teaching. There is no reason why people with high level academic ability should not teach part time. For example , the vicar with a degree in classics who could teach Latin, Greek and Divinity; The Engineer , Maths, Physics or Chemistry, The Wine Merchant with a degree in languages , languages, The Bank Manager , Economics, etc.
PPE (Modern Greats) is much older than 1992 – tiping orror ?
There are thousands of accredited universities in the United States – students do not lack for choice. And we’ve seen there is no shortage of ‘new’ universities who simply view their enrollees as profit centers and have little interest in providing them meaningful education. McMahon’s nomination is simply a handout to an ardent supporter who lacks any knowledge of the bureaucracy she’s about to inherit. Political patronage at its finest.
Congress has to pass legislation amending existing laws that undermine the foundations of western civilization
A remarkable essay! It contained no new information, not a single new thought, nothing I haven’t read a thousand times before.
And the comments (so far) aren’t any better.
I just hope that someone out there has a functional idea about what to do. The clock is already ticking.
That the comments (so far) aren’t any better, is the surprise.
Simply get rid of all the fluff – entertainment centers, climbing walls, racially segregated dorms, and BS majors/courses. Non-teaching staff outnumber students at many places – that’s horrible. We should cut the staff by 50%.
Nothing new? Re-thinking accreditation by expanding the number of federally approved agencies is new to me, at least, and sounds great. How about 150 accreditation agencies? Let’s water down accreditation so much that the degrees themselves are watered down–to the point where employers finally see that the emperor has no clothes, and that a higher education is functionally meaningless in 2024. At the very best, it makes up for what students should have learned in high school. Otherwise the only ones who get anything out of it are those who have sufficient intellectual drive to learn and develop *in spite of* the accredited curriculum.
Accreditation might just be the Achilles heel of the whole bloated, disgusting, confidence scheme of modern higher education. The whole world would be better off without it.
Nonsense. The premise of the essay was that the Trump pick for the education brief just might be a game changer, when there’s been hints of change in the DEI-focused academic world but which needs something further to provide the major impetus required.
In addition, your use of bold type is entirely unnecessary.
Including your own comment, of course.
OK, so could we have a few of your thoughts then please? Many thanks.
No. I never went to college, thus I have no advice for those of you who did.
If you spend your life reading stuff like this, one’s tempted to suggest you get a life. The problems are obvious: student debt, industrialisation of degrees, the proliferation of woke standards in and beyond our universities, the growth of AI making a mockery of grades, illiterate parents and many more. Linda’s taken on a tough task; she may not be up to it, but I’m sure we all wish her well.
Hey Hey Hi Ho, Jesse Jackson’s high on Blow.
Hey Hey Hi Ho, his rap and hip hop got to go!
ditto
Many of the excesses the author mentions are worrying but I don’t think ‘anti-woke’ policies will magically save higher education in the US or the West. My own experience in academia – though more in the hard sciences – is that the problems are much more fundamental.
If we look at the stats we can discover decline in many areas from the late 70s right into the 80s and 90s. For example, in the number of high impact research and the quality of graduates. What happened? Well, the postwar period was arguably a pretty good period for academia and research. It was consciously decided that education should be effective and affordable to all classes since this would increase the chances of finding the best minds to compete with the Soviets. Yes, I agree with the author this is utilitarian but there was still a lot of space and freedom for critical thinking as well.
But this was mostly abandoned. Like everything, universities were subjected to simulated market fundamentalism in the 80s and 90s. Higher education was turned into a complex of profit-driven factories where half the population had to be pushed through one size fits all undergraduate programs for a lot of money. This was the time where layers of managers were introduced, inside of universities as well. Everything had to be done according to targets now. Staff were subjected to endless audits and self-audits, to assess performance and progress, in ways that cannot actually be quantified. But it has to be done to justify financing. And then there is of course the bureaucratic machine of grant proposals. And finally, many researchers are kept in underpaid and uncertain postdoc positions. A lot of talent just quits academia.
The programs themselves switched to trade and the humanities to match the de-industrialized and financialized landscape. However, in my opinion, the excesses the author mentions are mostly symptom of this underlying neoliberal thinking. It came with the managerial bureaucracy that permeated the entire economy. Almost similar to – as Fredric Jameson once remarked – that postmodernism is the cultural logic of this system.
This was the time where layers of managers were introduced, inside of universities as well. Everything had to be done according to targets now.
Even more importantly, universities started competing on ‘quality of life’ and ‘entertainment value’ grounds. Things like lazy rivers, climbing walls, and smoothie shops were installed to attract students (appealing to those who are not serious students, btw). Dorms were racially designated (this happened at Cornell back in the ’70s when I was there). And the curricula in many departments were expanded to include Feminist studies, black studies, and all sorts of mickey mouse subjects that are predominately tiny ideological niches and not ‘Western culture.’ All this crap drove up costs and prices, making more students debtors; government grants also played a large part.
The growth of the managers and the perverse incentives comes from the big centralised funders (the biggest being the government). At first it looked like oxygen to the flames of academic talent nurtured in an earlier era. However, big funders demand bureaucratic accountability procedures (hence the growth and power of the managers). And since the funding model was now divorced from the reason the institutions existed (educating students and researching the real world), nonsense could flourish.
Well said, the problems of academia reflect some of the worst vices of BOTH Marxist socialism and liberal capitalism. It could be argued that the entire neoliberal globalist project with it’s spiritual aspirations towards a non-cultural notion of ‘social justice’ founded upon a bedrock of efficiency driven economics, represents a fusion of the opposing liberal and socialist sides that represent the great political conflict of the 20th century. Socialism and liberalism have combined in a way that surely almost nobody consciously intended or even guessed would be possible. Given his predilection for analyzing history and class warfare through Hegelian dialectics, I wonder if Marx himself might agree. Through such a synthesis of disparate viewpoints, neoliberal ideology apparently resolved many of the political and philosophical debates of the previous century and achieved a dominance that allowed the higher education system, which is now and always has been a direct reflection of the ruling class that controls and drives such institutions, to reach its current monolithic state.
The next step of history becomes obvious when one understands that Hegelian dialectics are inherently cyclical. When two conflicting viewpoints finally reach some resolution or accommodation at the end of a long period of struggle, it may seem as if the process is at an end. Indeed, Fukuyama famously declare the “end of history” in 1992. However, this does not last. Given that no human system is truly ‘perfect’, there will be problems with any system of social organization. People are not robots. They differ from one another in countless ways both subtle and profound, on both an experiential (nurture) and a genetic (nature) level. Some of these people, by virtue of these differences, will necessarily be more adapted and more successful in this system, creating a new ruling class. On the other hand, those less well adapted face difficulties, achieve less, and will become angry and resentful at their lot and seek change. Thus, a new conflict is born, between the resolution that emerged from the old conflicts and the new underclass of angry resentful people who are ill suited to this resolution for whatever reason. Hence, the neoliberal globalist world produced winners in the form of corporations, bureaucrats, specialist workers, non-western laborers (arguable), migrants, etc. and losers in the form of western working classes, rural citizens, farmers, native cultures, national governments, etc. It is a testament to humanity’s continuing inability to understand itself that people were actually surprised by Trump and the populist movements. In actuality, such an opposing movement was as inevitable as the rising of the sun.
What people tend to get wrong is they assume there is some idyllic end state to this process. Marx himself made this error when he declared socialism to be such an idyllic end state and the end of class warfare. What he failed to understand is that his philosophy and his ideas were only marginally less arbitrary than than the ideas that came before him. We are all prisoners of our particular moment. Our few generations happened to witness the end of one cycle and the start of the next, but who knows how many more iterations are yet to come. The list of excuses humans can use to divide themselves in tribes, compete, and wield power over one another is by no means complete. The list may be truly infinite, but even if it isn’t, it is so large as to be infinite for all practical purposes. There is no end of history while there are still human beings around to argue about it.
The state should not be involved in the provision of education at all. The state cannot educate; it can only indoctrinate.
As for universities: if they didn’t exist we wouldn’t invent them. Technology has rendered most of them obsolete.
This is a hasty generalization in my opinion. The private sector too can have a lot of motivations to indoctrinate. In fact, I think this has become a lot more obvious in recent times.
Another problem with your position is that advanced technology is very often based on inventions that come out of universities, (semi) public research facilities and programs like DARPA. The internet is literally the commercialization of (d)arpanet, for example.
This is absurd. The state has a meaningful role in providing education across the social spectrum. Purely privatized education means we live with a permanent underclass who cannot afford education and thereby lack the means to extricate themselves from poverty.
Compare the work done by eleven year-old working class pupils in the church and charity schools a hundred years ago with what they do now. You’ll be shocked.
A Grandmother went from work house to St Martin’s Art School; a brother became a Commodore in charge of convoys and another brother, officer aircrew by 1945.
Even better , George Stephenson, inventor of railways went down the mines as a child and was illiterate until the age of eighteen years.
I agree with your first statement quite strongly, but disagree with your other one, also quite strongly.
Sorry, Hugh, but I can’t agree, universities are not obsolete. While one CAN get an education on the internet, very few people WILL. Almost everyone needs guidance in what to study and what is important. Consider what a wild, undisciplined place the internet has become with social media etc. In science one needs hands-on experimental practice as well.
Hard to believe you’ve so many downvotes. Makes me question the whole notion of “Unherd”.
I agree. You can find better lectures on any subject by more interesting and interested people on YouTube than in 99% of university classrooms (including my own).
And another point: ChatGTP has made assessment of students close to impossible in any traditional sense.
Universities are dead to me.
I’m inclined to agree with the first statement but not really the second…. We do need somewhere to educate our future doctors, engineers and other important roles. Sure, we can live without “liberal arts” but not the craft degrees.
Yes, we need specialist schools, not universities.
I don’t think technology renders the University totally obsolete. There is still the need for human to human communion for informal development of thought. And research does need contact with the real world. Yes, the webinar can do a lot for lectures etc., but a zoom call cannot substitute for discussions over a cup of coffee, back-of-the-envelope exploration of a theory, and hands-on lab experience in the sciences.
We did invent them. They didn’t just fall from the sky wholly formed. May I venture that what you’re looking for is an uninformed populace that will swallow your “libertarian” views and provide fodder for the reptiles infesting the social media swamp? The world needs education (in the truest sense) to resist such pernicious initiatives. Universities as we now know them may be far from ideal but if reformed they have an irreplaceable role to play in our children’s future.
May I venture that what you’re looking for is an uninformed populace that will swallow your “libertarian” views
I bet you acquired this ‘we’re good, they’re bad’ narrative at a university. I’m sure it gives you a warm feeling but sorry, it’s boll0cks.
Anything that moves control of education nearer to families – and away from federal government – seems to be a good thing.
Except for the fact that families don’t do much to support their children’s education and show very little interest in doing so. American parents will not allow rigor in the classroom. They push back on teachers at every turn. Perhaps this is because most adult Americans are woefully undereducated at this point. 54% of our adult population reads below 6th grade level, and 20% read below the 5th grade level. These people are not qualified to support their children’s education in any kind of meaningful way.
I don’t think that someone associated with entertainment wrestling is going to do much to move the needle on the real problems, or their root causes, in American education.
You couldn’t devolve all the way to family level. I should have been more specific about supporting a move back to state responsibility- rather than the federal government.
Sounds fantastic if they can pull it off. Europe must follow but the resistance will be fierce.
Let us hope Trump does manage to cleanse the Augean stables that the US University System would appear to have become. Is his proposed Education Secretary up to the task and will she find sufficient educators ready for the Herculean task?
I gathered her job is to abolish the Department of Education.
That should be easier. What is the point of the Federal Department of Education? What does it actually do? Is there a US National Curriculum?
The education system from pre-school to grad school performs exactly as designed, to enlist everyone in the fight for the Oppressed Peoples against the White Patriarchs.
If you and I disagree with this program, then we must demolish the state education system, again and again, until the rubble bounces.
That’s actually not how state education was designed. It was designed to produce good workers. Compliant elves to feed the capitalist inferno to make the 1% rich.