The Atlantic reports: It wasn’t long after the onset of the Great Recession that academics and headline writers began referring to recent college graduates as a “lost generation.” Faced with unemployment rates for their cohort higher than at any time since World War II, young Americans seemed doomed to a lifetime of lower earnings and savings. But even at the peak of pessimistic predictions, pundits had to acknowledge: Those with college degrees were relatively well-off compared to those without.
What, then, do you call an entire generation that never even finishes college? That’s the threat facing Syria’s young adults. In the years leading up to the current civil war, enrollment figures for Syrian tertiary education had been climbing steadily upward—from 12 percent of the college-age population in 2002, according to the UNESCO Institute for Statistics, to 26 percent in 2010, on the eve of the Syrian uprising. Now, the estimated 100,000 university-qualified refugees currently scattered throughout the Middle East and Europe must place their hopes in schools outside Syria—and that’s to say nothing of those still inside the country, where few educational institutions remain functional. In neighboring Turkey, Lebanon, and Jordan, all of which have been overwhelmed with refugees since the start of the conflict, only a fraction of students have found ways to continue their studies, despite the number of Syrian students in Turkish universities, for example, reportedly quadrupling in recent years. With professors and researchers displaced as well, Syria’s entire university infrastructure is at risk. [Continue reading…]
As the clock moves towards 12.45pm I begin to anxiously await the flurry of emails that I’ve come to expect in advance of my 2pm class. The class is on law and human rights. Students email to say that a deterioration in the security situation means they must stay within the relative safety of their own area, their parents naturally apprehensive that travel across the West Bank could potentially be dangerous.
This has become the everyday reality this semester for students attending Al Quds University, and Al Quds (Bard) University – a partnership with the American liberal arts institution.
The university soon gives the call for all staff and students to evacuate. In an entirely depressing but ultimately predictable scenario, Palestinian students will not be able to take their classes in literature, law, biology or media. Those on site make their way to the agreed “safe” area with alcohol-drenched cotton balls handed out by the ever vigilant staff of the Palestinian Red Crescent to ward off the effects of the inevitable deluge of tear gas.
The university has tried to continue life as normal. On October 13, Al Quds university welcomed the president of India, Pranab Mukherjee on campus with great pomp and splendour to receive an honorary degree. Indian flags adorned the beautiful campus grounds and academics dressed in ceremonial gowns to applaud the visit of the world leader.
Brendan Browne., Author provided
But there were also protests from students angry at recent violence against them in Jerusalem, using this platform to draw attention to their ongoing suffering. Within 45 minutes of the Indian contingent leaving, Israeli forces stormed the campus and violently arrested eight students while simultaneously causing significant damage to property, according to the student group Mojama’a Alanshita which posted a video of some of the arrests on Facebook.
Robert Twigger writes: I travelled with Bedouin in the Western Desert of Egypt. When we got a puncture, they used tape and an old inner tube to suck air from three tyres to inflate a fourth. It was the cook who suggested the idea; maybe he was used to making food designed for a few go further. Far from expressing shame at having no pump, they told me that carrying too many tools is the sign of a weak man; it makes him lazy. The real master has no tools at all, only a limitless capacity to improvise with what is to hand. The more fields of knowledge you cover, the greater your resources for improvisation.
We hear the descriptive words psychopath and sociopath all the time, but here’s a new one: monopath. It means a person with a narrow mind, a one-track brain, a bore, a super-specialist, an expert with no other interests — in other words, the role-model of choice in the Western world. You think I jest? In June, I was invited on the Today programme on BBC Radio 4 to say a few words on the river Nile, because I had a new book about it. The producer called me ‘Dr Twigger’ several times. I was flattered, but I also felt a sense of panic. I have never sought or held a PhD. After the third ‘Dr’, I gently put the producer right. And of course, it was fine — he didn’t especially want me to be a doctor. The culture did. My Nile book was necessarily the work of a generalist. But the radio needs credible guests. It needs an expert — otherwise why would anyone listen?
The monopathic model derives some of its credibility from its success in business. In the late 18th century, Adam Smith (himself an early polymath who wrote not only on economics but also philosophy, astronomy, literature and law) noted that the division of labour was the engine of capitalism. His famous example was the way in which pin-making could be broken down into its component parts, greatly increasing the overall efficiency of the production process. But Smith also observed that ‘mental mutilation’ followed the too-strict division of labour. Or as Alexis de Tocqueville wrote: ‘Nothing tends to materialise man, and to deprive his work of the faintest trace of mind, more than extreme division of labour.’ [Continue reading…]
With the world’s focus firmly on the European response to the refugee crisis in recent weeks, attention has been diverted away from the humanitarian needs of the Middle East itself.
Only a minority of refugees have fled to Europe, with the majority of Syrians travelling across neighbouring borders to Jordan, Turkey and Lebanon. These movements of people have placed considerable pressure on already stretched public services, and children – one of the most vulnerable groups – are being severely affected.
Hundreds of thousands of them are at risk of becoming ill, malnourished, abused and exploited – and for the vast majority, they have no access to education.
A significant proportion of the 13m children reported by UNICEF as deprived of an education in the Middle East, are from Syria. With limited and interrupted education, what does the future hold for these children – and for the future of Syria?
The Guardian reports: A postgraduate student of counter-terrorism was falsely accused of being a terrorist after an official at Staffordshire University had spotted him reading a textbook entitled Terrorism Studies in the college library.
Mohammed Umar Farooq, who was enrolled in the terrorism, crime and global security master’s programme, told the Guardian that he was questioned about attitudes to homosexuality, Islamic State (Isis) and al-Qaida.
His replies, Farooq said, were largely academic but he stressed his personal opposition to extremist views. However, the conversation in the library was reported by the official to security guards, because it had raised “too many red flags” .
“I could not believe it. I was reading an academic textbook and minding my own business. At first I thought I’d just laugh it off as a joke,” said Farooq, who then instructed a lawyer to help him challenge and rebut the claims. [Continue reading…]
Filling classrooms to the brim with computers and tablets won’t necessarily help children get better grades. That’s the finding of a new report from the Organisation for Economic Co-operation and Development (OECD).
The report reviews the links between test results of 15-year-olds from 64 countries who took part in the OECD’s 2012 Programme for International Student Assessment (PISA) and how much the pupils used technology at home and school.
Pupils in 31 countries, not including the UK, also took part in extra online tests of digital reading, navigation and mathematics. The countries and cities that came top in these online tests were Singapore, South Korea, Hong Kong and Japan – who also perform well in paper-based tests. But pupils in these countries don’t necessarily spend a lot of time on computers in class.
The report also shows that in 2012, 96% of 15-year-old students in the 64 countries in the study reported that they have a computer at home, but only 72% reported that they used a desktop, laptop or tablet computer at school.
The OECD found that it was not the amount of digital technology used in schools that was linked with scores in the PISA tests, but what teachers ask pupils do with computers or tablets that counts. There is also an increasing digital divide between school and home.
Greg Lukianoff and Jonathan Haidt write: Something strange is happening at America’s colleges and universities. A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense. Last December, Jeannie Suk wrote in an online article for The New Yorker about law students asking her fellow professors at Harvard not to teach rape law — or, in one case, even use the word violate (as in “that violates the law”) lest it cause students distress. In February, Laura Kipnis, a professor at Northwestern University, wrote an essay in The Chronicle of Higher Education describing a new campus politics of sexual paranoia — and was then subjected to a long investigation after students who were offended by the article and by a tweet she’d sent filed Title IX complaints against her. In June, a professor protecting himself with a pseudonym wrote an essay for Vox describing how gingerly he now has to teach. “I’m a Liberal Professor, and My Liberal Students Terrify Me,” the headline said. A number of popular comedians, including Chris Rock, have stopped performing on college campuses (see Caitlin Flanagan’s article in this month’s issue). Jerry Seinfeld and Bill Maher have publicly condemned the oversensitivity of college students, saying too many of them can’t take a joke.
Two terms have risen quickly from obscurity into common campus parlance. Microaggressions are small actions or word choices that seem on their face to have no malicious intent but that are thought of as a kind of violence nonetheless. For example, by some campus guidelines, it is a microaggression to ask an Asian American or Latino American “Where were you born?,” because this implies that he or she is not a real American. Trigger warnings are alerts that professors are expected to issue if something in a course might cause a strong emotional response. For example, some students have called for warnings that Chinua Achebe’s Things Fall Apart describes racial violence and that F. Scott Fitzgerald’s The Great Gatsby portrays misogyny and physical abuse, so that students who have been previously victimized by racism or domestic violence can choose to avoid these works, which they believe might “trigger” a recurrence of past trauma.
Some recent campus actions border on the surreal. In April, at Brandeis University, the Asian American student association sought to raise awareness of microaggressions against Asians through an installation on the steps of an academic hall. The installation gave examples of microaggressions such as “Aren’t you supposed to be good at math?” and “I’m colorblind! I don’t see race.” But a backlash arose among other Asian American students, who felt that the display itself was a microaggression. The association removed the installation, and its president wrote an e-mail to the entire student body apologizing to anyone who was “triggered or hurt by the content of the microaggressions.” [Continue reading…]
James McWilliams writes: In January 2010, while driving from Chicago to Minneapolis, Sam McNerney played an audiobook and had an epiphany. The book was Jonah Lehrer’s How We Decide, and the epiphany was that consciousness could reside in the brain. The quest for an empirical understanding of consciousness has long preoccupied neurobiologists. But McNerney was no neurobiologist. He was a twenty-year-old philosophy major at Hamilton College. The standard course work — ancient, modern, and contemporary philosophy — enthralled him. But after this drive, after he listened to Lehrer, something changed. “I had to rethink everything I knew about everything,” McNerney said.
Lehrer’s publisher later withdrew How We Decide for inaccuracies. But McNerney was mentally galvanized for good reason. He had stumbled upon what philosophers call the “Hard Problem” — the quest to understand the enigma of the gap between mind and body. Intellectually speaking, what McNerney experienced was like diving for a penny in a pool and coming up with a gold nugget.
The philosopher Thomas Nagel drew popular attention to the Hard Problem four decades ago in an influential essay titled “What Is It Like to Be a Bat?” Frustrated with the “recent wave of reductionist euphoria,” Nagel challenged the reductive conception of mind — the idea that consciousness resides as a physical reality in the brain — by highlighting the radical subjectivity of experience. His main premise was that “an organism has conscious mental states if and only if there is something that it is like to be that organism.”
If that idea seems elusive, consider it this way: A bat has consciousness only if there is something that it is like for that bat to be a bat. Sam has consciousness only if there is something it is like for Sam to be Sam. You have consciousness only if there is something that it is like for you to be you (and you know that there is). And here’s the key to all this: Whatever that “like” happens to be, according to Nagel, it necessarily defies empirical verification. You can’t put your finger on it. It resists physical accountability.
McNerney returned to Hamilton intellectually turbocharged. This was an idea worth pondering. “It took hold of me,” he said. “It chose me — I know you hear that a lot, but that’s how it felt.” He arranged to do research in cognitive science as an independent study project with Russell Marcus, a trusted professor. Marcus let him loose to write what McNerney calls “a seventy-page hodgepodge of psychological research and philosophy and everything in between.” Marcus remembered the project more charitably, as “a huge, ambitious, wide-ranging, smart, and engaging paper.” Once McNerney settled into his research, Marcus added, “it was like he had gone into a phone booth and come out as a super-student.”
When he graduated in 2011, McNerney was proud. “I pulled it off,” he said about earning a degree in philosophy. Not that he had any hard answers to any big problems, much less the Hard Problem. Not that he had a job. All he knew was that he “wanted to become the best writer and thinker I could be.”
So, as one does, he moved to New York City.
McNerney is the kind of young scholar adored by the humanities. He’s inquisitive, open-minded, thrilled by the world of ideas, and touched with a tinge of old-school transcendentalism. What Emerson said of Thoreau — “he declined to give up his large ambition of knowledge and action for any narrow craft or profession” — is certainly true of McNerney. [Continue reading…]
Celia Deane-Drummond, a professor in theology at the University of Notre Dame, writes: Geologists claim that we are now living in the age of the “Anthropocene:” a new geological era where human domination of planet Earth is becoming indelibly written into the geological record.
Human actions are becoming slowly but surely crafted onto the material remains each generation leaves behind. The difference between climate changes that are taking place in our present century and those at the dawn of human existence is that humanity now is affecting and instigating such changes.
We are constructing our world to such an extent that we have lost sight of both our origins and our futures, caught up in the micro and macro politics of the everyday, feasting on the products of our own creations.
It is against the backdrop of the Anthropocene that Pope Francis’ upcoming encyclical will be delivered on June 18. In it, the Pope will draw on the praise poem Canticle of the Creatures, which was first penned by the patron saint of ecologists, Saint Francis of Assisi.
Pope Francis will speak to the ambiguous loss in Western societies of knowing ourselves as creatures. The world that we inhabit may be dominated by human activity, but it is still God’s world first and foremost. Once we know that the Earth is a gift, this creates a different relationship with it compared with the Earth as material for our use.
But he will not romanticize the Earth. Instead, he will speak of the need for human responsibility. And there are likely to be three facets of that responsibility to act, especially on the part of richer, consumer-driven nations of the world.
- First, on behalf of the poor.
- Second, in building relationships of peace.
- Third, in service to creation.
The Earthly world is indeed our home but we have become estranged from it through our practices of domination. [Continue reading…]
Jeff Turrentine writes: Every now and then you come across a statement by a public official that is so ridiculous, so perfect in its unabashed wrongness, you have to read it a few times to fully appreciate it as a work of demagogic art.
My current favorite in this category comes courtesy of one Scott Weber, a member of the Park County School District #6 Board of Trustees in Cody, Wyoming. A couple of weeks ago, when he and his fellow board members were supposed to be voting on whether to purchase new textbooks and reading materials for the district, Weber put a stop to the vote by taking a bold stand in defense of climate denial, political cronyism, and intellectual closed-mindedness.
Here’s what he said about one of the reading materials the board was considering for purchase, as reported by the Casper Star-Tribune:
As a board member, I will not authorize any of the $300,000 allocated for this purchase to include supplemental booklets about “global whining.” … Our Wyoming schools are largely funded by coal, oil, natural gas, mining, ranching, etc. This junk science is against community and state standards.
This junk science is against community and state standards. Stop for a moment and give that sentence the attention it deserves. For thousands of years, going back to Aristotle, humanity’s greatest minds have sought to safeguard the precepts of the scientific method by keeping them away from the corrupting influence of political culture. Defending the integrity of science from powerful people is what got Galileo imprisoned. And yet, 400 years later, here we are: watching a public official tasked with guiding the educational trajectories of his community’s children rail against the accepted science on climate change—because its conclusions threaten to undermine the local political culture. [Continue reading…]
George Monbiot writes: To seek enlightenment, intellectual or spiritual; to do good; to love and be loved; to create and to teach: these are the highest purposes of humankind. If there is meaning in life, it lies here.
Those who graduate from the leading universities have more opportunity than most to find such purpose. So why do so many end up in pointless and destructive jobs? Finance, management consultancy, advertising, public relations, lobbying: these and other useless occupations consume thousands of the brightest students. To take such jobs at graduation, as many will in the next few weeks, is to amputate life close to its base.
I watched it happen to my peers. People who had spent the preceding years laying out exultant visions of a better world, of the grand creative projects they planned, of adventure and discovery, were suddenly sucked into the mouths of corporations dangling money like angler fish.
At first they said they would do it for a year or two, “until I pay off my debts”. Soon afterwards they added: “and my mortgage”. Then it became, “I just want to make enough not to worry any more”. A few years later, “I’m doing it for my family”. Now, in middle age, they reply, “What, that? That was just a student fantasy.” [Continue reading…]
The Daily Beast: The academy might seem like a bastion of American liberalism but an extensive database of faculty salaries compiled by The Chronicle of Higher Education paints a damning picture of gender inequality at U.S. colleges and universities.
Not only does the data reveal a substantial gender pay gap at both private and public schools, it also shows that male-dominated college faculties disproportionately rely on the labor of women in instructor and lecturer positions.
Women may keep our colleges running but the American university is still an old boys’ club.
The Chronicle of Higher Education’s new tool displays faculty and staff salary data from over 4,700 colleges and universities stretching from 2003 to 2013. The federal data powering the database isn’t brand new but it provides the starkest and most accessible visualization yet of the gendered distribution of labor in the American academy.
John Upton writes: When a San Francisco panel began mulling rules about building public projects near changing shorelines, its self-described science translator, David Behar, figured he would just turn to the U.N.’s most recent climate assessment for guidance on future sea levels.
Nor could Behar, leader of the city utility department’s climate program, get what he needed from a 2012 National Research Council report dealing with West Coast sea level rise projections. A National Climate Assessment paper dealing with sea level rise didn’t seem to have what he needed, either. Even after reviewing two California government reports dealing with sea level rise, Behar says he had to telephone climate scientists and review a journal paper summarizing the views of 90 experts before he felt confident that he understood science’s latest projections for hazards posed by the onslaught of rising seas.
“You sometimes have to interview the authors of these reports to actually understand what they’re saying,” Behar said. “On the surface,” the assessments and reports that Behar turned to “all look like they’re saying different things,” he said. “But when you dive deeper — with the help of the authors, in most cases — they don’t disagree with one another very much.”
Governments around the world, from Madison, Wis., and New York City to the Obama Administration and the European Union have begun striving in recent years to adapt to the growing threats posed by climate change. But the burst of adaptation planning threatens to be hobbled by cultural and linguistic divides between those who practice science and those who prepare policy.[Continue reading…]
Bill McKibben writes: Thirty-five years ago, students began demanding that Harvard sell its stock in companies that supported South Africa’s racist regime. The university said no; it was only after years and years of organizing—everything from building a mock shantytown in Harvard Yard to electing Desmond Tutu (and Al Gore) to the Harvard Board of Overseers on a divestment platform—that the university began selling off its apartheid-tainted stock. When the issue was tobacco, it was years after the American Medical Association recommended that medical schools divest their shares that Harvard sold its holdings—and only after a medical student, Philip Huang, ran a clever radio campaign pointing out that then-President Derek Bok was supporting an industry “that markets death and disease to blacks, women, the poor, and Third World countries.”
Now the issue is merely the fate of the planet’s climate system. With it is the future of our civilizations. At the moment, we’re on track to raise the planet’s temperature 4 degrees Celsius by century’s end, which is the biggest thing we’ve ever done. Ask the folks already abandoning islands in the Pacific, or twiddling the faucet handle in drought-stricken São Paulo.
Climate change threatens not only humans but a huge percentage of the Earth’s other species—the plants and animals carefully cataloged in the endless file cabinets at Harvard’s Museum of Comparative Zoology or the Harvard University Herbaria. But as usual, Harvard is sticking by its time-honored playbook. Despite huge majorities of students demanding fossil fuel divestment, despite powerful letters from the faculty, and despite the example of institutions from Stanford to the Rockefeller family beginning to divest, the Corporation has said no. President Drew Gilpin Faust, in fact, has issued a letter explaining that the university should be “very wary of steps intended to instrumentalize our endowment in ways that would appear to position the university as a political actor rather than an academic institution.” Just as it was very wary of letting women take classes or taking a stand against tobacco or apartheid. [Continue reading…]
The Guardian reports: Syracuse University will remove its $1.18 bn (£800m) endowment from direct investments in fossil fuel companies, it announced on Tuesday.
Syracuse is the biggest university in the world to have committed to divest from fossil fuels. It aims to make additional investments in clean energy technologies such as solar, biofuels and advanced recycling.
In a statement, the university said it will “not directly invest in publicly traded companies whose primary business is extraction of fossil fuels and will direct its external investment managers to take every step possible to prohibit investments in these public companies as well”.
Chancellor Kent Syverud said: “Syracuse has a long record of supporting responsible environmental stewardship and good corporate citizenship, and we want to continue that record. Formalising our commitment to not invest directly in fossil fuels is one more way we do that.”
Syracuse joins other universities who have made similar commitments, including Stanford, Maine, Glasgow and the New School in New York.
Bill McKibben, founder of the environmental group 350.org said: “This is one of America’s great universities. It’s a great tribute to the students who made real sacrifices to stand up to power and to an administration that can see where the future lies.” [Continue reading…]
Quartz: Getting a job in academia is notoriously difficult. But the odds are especially bad for aspiring professors who didn’t earn their PhDs from a select few universities, according to a new study published in the journal Science Advances.
Researchers at Harvard and the University of Colorado, Boulder looked at full-time faculty in history and business departments in US colleges, and at computer science faculty in the US and Canada, between 2011 and 2013, co-author Aaron Clauset tells Quartz. They examined where the professors had earned their PhDs, and created a ranking system of the most prestigious schools in each subject, based on how successful their graduates were in finding jobs. They analyzed 16,316 assistant, associate and full professors across 242 schools.
Overall they found a fourth of the institutions accounted for about three fourths of tenure-track faculty. For example, 18 universities produce half of US and Canadian computer science professors, 16 universities produce half of US business professors, and eight universities account for half of US history professors. They chose these three fields to get a range, from humanities to scientific fields, and demonstrate that exclusive institutions dominated across the board, Clauset says. [Continue reading…]